The Role of the Facilitator in a Project/Design Based Learning Environment Sivachandran Chandrasekaran, Guy Littlefair School of Engineering Deakin University Geelong, Victoria, Australia siva.chandrasekaran@deakin.edu.au, guy.littlefair@deakin.edu.au Abstract—The Project Oriented Design Based Learning (PODBL) is a teaching and learning approach (TLA) that is based on engineering design activities undertaken during a project. PODBL encourages independent learning and a deep approach to student learning outcomes. The Centre for Advanced Design in Engineering Training (CADET) is a new engineering building with cutting edge technology facilities at Deakin University. It acts as a catalyst for a pedagogical change in the way that Engineering is delivered. This paper is focused on the role of the facilitator in a project/design based learning environment and it also looks in to appropriate staff development training for a project/design based learning environment. Keywords—Project oriented design based learning, Professional development, Students learning outcomes. I. INTRODUCTION By using different teaching and learning approaches, teachers are aware of escalating the student knowledge to fulfill current technology needs. In many cases, academic staff are responsible for setting high expectations in their classrooms. The purpose of the new learning and teaching model (PODBL) is not to change the engineering curriculum but to reform engineering learning and teaching through design centred curriculum. The professional development opportunities provide academics with valuable ways to enhance their personal teaching qualities, which helps them to achieve and follow a successful learning and teaching process. This research is concerned with improving learning and teaching methods and feedback was sought from students on design-based learning. Additional feedback is also sought from staff members who teach and perform research in engineering design. The study investigated the perspectives of staff on design based learning in engineering education through face-to-face interviews. Face-to-face interviews are based on qualitative questions that are analysed and presented in quantitative form [1]. II. PROJECT/DESIGN BASED LEARNING A. project based learning Project based learning is perceived to be a student centred approach to learning. It is predominantly task oriented and facilitators often set the projects. In this scenario, students need to produce a solution to solve the project and are required to Alex Stojcevski Centre of Technology RMIT University Ho Chi Minh, Vietnam alex.stojcevski@rmit.edu.vn produce an outcome in the form of a report guided by the facilitators. Teaching is considered as input directing the learning process. The project is open ended and the focus is on the application and assimilation of previously acquired knowledge. Engineering students require the opportunity to apply their knowledge to solve problems through project-based learning rather than problem solving activities as those do not provide a real outcome for evaluation [2, 3]. One of the greatest criticisms of traditional engineering pedagogy is that it is a theory based science model that does not prepare students for the ‘practice of engineering’. Self-directed study is a large part of a student’s responsibility in project based learning modules [4-6]. B. Design based learning Design based learning is a form of project/problem based learning in which students gain knowledge while designing a solution (object or artifact or report) meaningful to the students. It involves collecting information, identifying a problem, suggesting ideas to solve it and evaluating the solutions given. Once students have chosen the design problem to focus on, they design a solution to solve it. Finally, the students receive feedback on the effectiveness of their design both from the facilitator and from other participants. Design based learning is especially used in scientific and engineering disciplines. To increase the importance of creative and innovative thinking, project and design-based learning is used in secondary school projects. Holistic thinking, understanding, imagination, creativity, visualising problems and solutions are the fundamental skills of a designer [7, 8]. Project and design based learning approaches are used to transform these skills into active learning and to evaluate students’ progress in classrooms. In secondary school education, teachers are well prepared to undertake interdisciplinary teaching and to understand the disciplinary content through practising design education. Because of these design processes, students have the potential to mould themselves. The purpose of design education is to enhance learning in order to teach students to become active participants to solve the design problems around them [9-11]. III. PROJECT ORIENTED DESIGN BASED LEARNING MODEL The project oriented design based learning (PODBL) approach is focused on innovation and creativity where students 978-1-4799-8706-1/15/$31.00 ©2015 IEEE 20-24 September 2015, Florence, Italy Proceedings of 2015 International Conference on Interactive Collaborative Learning (ICL)