INF101TC - an Y2 module as a basis to carry out comparitive study to explore best practices around project-based learning and enhance student experience in the context of Syntegrative Education (SE)

以 INF101TC 大二模块为基础开展比较研究，探索情境教育背景下项目式学习的最佳实践与学生体验提升路径

50,000

The basis of this CoESE research proposal is to explore project-based teaching and learning in the context of SE practice. The project idea originated from a newly developed and currently running year long module INF101TC for all the XEC Y2 students from 7 industrial schools (approx. 1,000). The module is led by Dr Ateeq in collaboration with 7 industrial schools at XEC, HeXie Faculty and Academic L iteracy Centre (ALC) to deliver various aspects of the module, particularly project mentoring and supervision of real­world problems originating from the industry. The module is both complex and challenging, and focuses on project-based delivery, where students in groups of 6-8 from 7 industrial schools share a project between ENT103TC and INF101TC. In the context of INF101TC, the project delivery focuses on developing a technical solution in comparison to entrepreneurial skills and business development taking place in ENT103TC. Hence, students need to have solid understanding of the module and its context, as well as the key role project-based approach plays to support students lea ming while they are developing the technical solution. Ultimately the module aims to play a key role in improving their technical skills with a mindset of try and error, while contributing towards their long-term development and learning experience. Apart from the module leader who has years of teaching experience, more than 95% of the co-staff on this module are new staff who recently joined XEC SE environment (in the last 1-5 months), bringing in opportunities as well as posing challenges.
The module leader and the team seek constant improvement and higher student satisfaction not only in comparison to other module of similar nature that are run at EEH but also in comparison to other practices based on project-based lea ming outside of XEC, XJTLU. Hence, this project plans to carry out a comparative comparison through a set of activities such as observations, information exchange, surveys, exchange of delivery between/amongst institutes and evaluation of implementation styles between institutes to see the effectiveness of various methods focusing on project based learning. Currently, there is one international partner university involved (from Malaysia) for thorough study, providing an ample opportunity for comparison and evaluation, as well as, for knowledge transfer and best practice sharing.