Changing the face of Education
Project-Based Learning is also popularly known as Problem based learning, initially originated in the McMaster University Canada (1968), in Roskilde (1972) and Aalborg University (1974) Denmark. The PBL model focuses on challenging students to solve open-ended problems, which are pre-selected to align with the learning objectives of the program. Such problem solving requires considerable self-learning of the students to reach the problem solution thus making learning student-centered.
Students can direct their learning and learn through experience which they gain while solving problems. Students’ learning is also augmented by traditional teaching and supporting infrastructures like group rooms, smart classrooms, libraries, and well-equipped laboratories to support problem-solving. Since the PBL problems are challenging enough to the individuals, thus the group of 4–5 students are asked to work together to solve a problem. This leads to peer-to-peer learning. It is proven that PBL leads to deep learning and enhanced performance level in the traditional as well as project examinations. PBL also leads to improved skill levels of students leading to better employability.
In ViMEET, the essential characteristics explained above are adapted to suit the Indian educational environment. The staff members of various departments here are trained for the development of PBL models. Also, themes like Industry based Value Addition Programmers, Under-graduate fellowship programs: industry-institute interface model and ViMEET incubation center are practiced in line with PBL principles. Students are also prepared for evaluation and supported for their academics and placements. This ViMEET PBL model is implemented by many institutes in India and supported by 16 international universities across the globe. Thus, students are getting exceptional exposure to groom them for the global marketplace. This model works well for affiliated colleges: autonomous or private universities can rip many more advantages of PBL from the fact that they have authority to frame their curriculum. This additional advantage for such institutes/universities can lead to the preparation of classical University level PBL models such as Aalborg University, Denmark, Coventry University, UK or Purdue University, USA. Indian universities and autonomous institutes can compete with their global counterparts and place them in the world ranking with the aid of PBL.
In Project-based learning, the curriculum development process is based on current problems. Thus, students receive the latest and authentic knowledge required to solve the problem. Students in PBL environment learns problem-solving and design skills during the process of problem-solving. Thus, it promotes a novel product development cycle which is essentially a need for strengthening start-up India &, the make in India. PBL is becoming widely used in schools and other educational settings, with different varieties being practiced. However, there are key characteristics that differentiate “doing a project” from engaging in rigorous Project Based Learning.
We find it helpful to distinguish a “dessert project” — a short, intellectually light project served up after the teacher covers the content of a unit in the usual way — from a “main course” project, in which the project is the unit. In Project Based Learning, the project is the vehicle for teaching the important knowledge and skills students need to learn. The project contains and frames curriculum and instruction.
In contrast to dessert projects, PBL requires critical thinking, problem-solving, collaboration, and various forms of communication. To answer a driving question and create high-quality work, students need to do much more than remember information. They need to use higher-order thinking skills and learn to work as a team.
