Evaluation of different Project Based Learning designs in an MSc degree

[EN] The design and implementation of different Project Based Learning (PBL) approaches are presented in this paper. All of them were carried out in the framework of the MSc degree in Electronic Systems for Smart Environments from the University of Malaga. Four subjects were developed using different values of the three main parameters of PBL: teamwork, self-guided learning and project complexity. During two academic years, several indicators were used to evaluate these experiences: compliance with subject time schedules, scores obtained for the students, interaction of each student in his team and satisfaction of students with the experiences. Our results encourage the use of PBL in bachelor degrees but, at the same time, confirm that PBL implementation is not a trivial task when projects are complex or when a high level of autonomous learning is required from students. Teamwork difficulties have also been found. So, we discuss the need of reaching a minimum level of proficiency in some key competencies before using PBL.This work has been partially support by an Educational Innovation Project (PIE10-80) of University of MálagaGarcía Berdonés, C.; Molina Tanco, L.; Peña Martín, JP.; García Lagos, F.; Joya Caparrós, G.; Reyes Lecuona, A.; Trujillo Aguilera, FD. (2014). Evaluation of different Project Based Learning designs in an MSc degree. Multidisciplinary Journal for Education, Social and Technological Sciences. 1(1):169-186. https://doi.org/10.4995/muse.2014.220116918611Biggs, J. B. (1993). From Theory to Practice: A Cognitive Systems Approach. Higher Education Research & Development, 12(1), 73-85. doi:10.1080/0729436930120107Chikotas N. (2008). Theoretical links: supporting the use of problem-based learning in the education of the nurse practitioner. Nursing Education Perspectives. 29(6), 359-362.Enemark S. and Kjaersdam F. (1994). The Aalborg Experiment: Project Innovation in University Education. Aalborg: Aalborg University Press.Fernández Martínez M., García Sánchez J., Caso Fuertes A., Fidalgo Redondo R. and Arias Gundín O. (2006). El aprendizaje basado en problemas: Revisión de estudios empíricos internacionales. Revista de Educación. 340, 397-418.García Almi-ana D. and Amante García B. (2006), Algunas experiencias de aplicación del aprendizaje cooperativo y del aprendizaje basado en proyectos. Actas de Jornadas de Innovación Educativa. Zaragoza, Spain