In this thesis the author describes the design and operation of a learning environment aimed at imparting technical, technological and managerial knowledge, developing understanding of the underlying issues and enhancing team work skills for an advanced technology future. He offers an analysis of learning, education and training and compares group work with individual tasks, presents a major case study and illustrates the features which distinguish the approach from role play, simulation and experiential learning. When staff at Brunel University were faced with the problem of teaching Computer Integrated Manufacturing (CIM) to engineering students on thin sandwich type undergraduate degree programmes the writer suggested the use of an approach he would later describe as 'practice based learning' or 'real life simulation'. The fourth year course in CIM is designed as a double option for the complementary undergraduate courses, Brunel Manufacturing Engineering (BME) and Special Engineering Programmes (SEP). It is an extension of the Manufacturing Design and Practice course in years one to three of the BME course and of the Design strand on SEP, both of which restrict students' work to the use of individual machine tools and stand alone computing facilities. A wide range of teaching methods is used on the CIM course, including lectures by course staff, presentations by experts and, as the major element, a large group project involving all the students on the course, organised in a management matrix, coordinated by the students and supported by the staff acting as experts. The students also undertake assignment work alongside the technical tasks, to focus their thinking and to improve written communication skills. While the course described cannot replace more than a small proportion of the more conventional lecture, laboratory and tutorial teaching on an engineering programme, it provides a setting where students can experiment and learn about their own strengths and weaknesses in a realistic situation and in the context of teamwork. It also offers a space where they can make quite serious mistakes without direct consequences to their careers. The experience of seven years leads the author to believe that advanced manufacturing technologies and the associated management techniques should be taught in a project based environment with clear and real targets and realistic constraints, offering students challenges to which they can only rise through close and creative team work. The management of task execution must be left largely in the students' own hands. A high level of "consultant" type support is essential though, allied to an assessment scheme which promises and ensures fair treatment of the individual. The different parts of the thesis will be relevant to readers depending on their interest and background. Chapter 1 sets the scene and outlines the approach taken. Following this broad outline of the scope of the dissertation the author places Computer Integrated Manufacturing in a wider context in chapter 2, by providing an introduction to the underlying issues of computer integration and human factors. He puts forward a case for new approaches to the education and training of engineers and managers who will be working in Computer Integrated Manufacturing and Advanced Manufacturing Environments in general. Chapter 3 is devoted to the management of projects while chapter 4 is used to question the role of the engineer. Chapters 5 and 6 provide an introduction to theories of knowledge, teaching, learning and motivation. Chapters 7 and 8 are devoted to particular aspects of engineering education, while chapter 9 reviews the approach used at Brunel University. The topical issues of competence and its relevance to engineering education is discussed in chapter 10, leading into chapters 11 and 12 which deal with aspects of the CIM course. Chapters 13 and 14 are devoted to case-studies and particular tools. The key question of assessment of a practice oriented and team based course is addressed in chapter 15, followed by an evaluation of the CIM process and its application to engineering education of a full time nature which is included in chapters 17 and 18.

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The purpose of the thesis is to exam how preschools inspired of Reggio Emilia philosophy is practicing the involvement of children’s interest in project work. The aim of this study is to contribute with new knowledge in which way children’s interest is made use of and how children can get involved within the boundaries of project work. The study has its starting point by following issues: - Which methods are used by the teacher to enable children’s interest in project work?- To what extend are children given influence and participation in project work?- Which of the children’s communicative resources and expressions such as gestures, looks and speech are the ones who get the most space to influence a project work? This is a case study where the information has been produced, processed and analyzed by a qualitative method. To collect data, semi-structured interviews with teachers have been combined with observations. The study links with Basil Bernstein's (2000) theory of power and control as well as Fanny Davidsson (2018) and Harry Shier's (2001) perspective on influence and participation. The results of the study show a complex picture in which different factors interact and give children more or less influence. The study shows that the most prominent methods the teachers use to be able to work based on children's interest are through observing, listening and reflection. Furthermore, the result shows that the structure of the activity, the teachers attitude and their child perspective are important for the grade of children's influence and participation in the project work. The children's ability to express themselves verbally and stay within the framework of the project work also proves to be of importance for the grade of children's influence and participation.

<p>This study investigates the matter of project overload which project members have to face in project based organizations. The thesis is based on 13 interviews with project team members in different project based companies and industries in the countries Sweden, Iceland and Germany. To support the interviews and to gather a broader understanding of the topic an online-questionnaire was provided to 103 project workers and managers in 6 companies in the same countries, of those 103, 47 participated. The result of the online-survey shows, that around 70 percent have ever felt overload with their project work.</p><p>The guiding research question for this study is: Why does project overload occur, how can it be recognized and how does it influence the project work? The research question has been chosen in order to give a broad understanding of project overload. The causes, symptoms and effects of project overload are analyzed on the basis of the interviews and the online-survey in the consulting, construction, IT and customized high-tech manufacturing industry.</p><p>The results of the study shows the most important factors why project overload occurs, how it can be recognized by the project members and how it influences important aspects of successful project management like time, budget and quality.</p>

This study has been performed at a smaller high school and with its industry students, the high school is located in a small industrial community. The purpose of my study has been to find out what students think about their work with the project work, what they think has been positive and negative, how their motivation is influenced by the work on the project and if the work has been affected by factors outside the school world. The interviews have been carried out like normal conversation with open questions. The students who participated in the study comes from the school where I did my internship. The selection was done by asking all students from a specific course, those who were positive to participate are also the ones I have chosen to interview.   My main study results, in summary, described as the students, once they were inside their work were positive to the project work and felt motivated in their work. Negative experiences, for the students which attend a practical program, has mainly been economic, as the school does not provide any financial support. Students are left to finance their own projects, which also is the factor outside the school that has affected the most. Students find it costly to do a project. / Denna undersökning är gjord på en mindre gymnasieskola och dess  industrielever, gymnasieskolan ligger i ett mindre brukssamhälle. Syftet med min undersökningen har varit att ta reda på vad eleverna tycker om sitt arbete med projektarbetet, vad de tycker har varit positivt och negativt, hur har deras motivation påverkats av arbetet med projektet och har arbetet påverkats av faktorer utanför skolans värld. Samtalen har genomförts likt vanliga samtal med öppna frågor. De elever som deltagit i undersökningen kommer från den skola där jag själv gjort min praktik. Urvalet är gjort genom att tillfråga alla elever ur en viss inriktning, de som var positiva till att delta är också de som jag har valt att intervjua. Min undersöknings viktigaste resultat kan sammanfattningsvis beskrivas som att eleverna, när de väl var inne i sitt arbete var positiva till projektarbetet och kände sig motiverade i sitt arbete. Negativa erfarenheter har för eleverna som går ett praktiskt program främst varit ekonomiska då skolan inte ger något ekonomiskt stöd. Eleverna får själva bekosta sina projektarbeten, vilket även är den faktor utanför skolan som påverkat mest. Eleverna anser det vara dyrt att göra ett projektarbete.

This study investigates the matter of project overload which project members have to face in project based organizations. The thesis is based on 13 interviews with project team members in different project based companies and industries in the countries Sweden, Iceland and Germany. To support the interviews and to gather a broader understanding of the topic an online-questionnaire was provided to 103 project workers and managers in 6 companies in the same countries, of those 103, 47 participated. The result of the online-survey shows, that around 70 percent have ever felt overload with their project work. The guiding research question for this study is: Why does project overload occur, how can it be recognized and how does it influence the project work? The research question has been chosen in order to give a broad understanding of project overload. The causes, symptoms and effects of project overload are analyzed on the basis of the interviews and the online-survey in the consulting, construction, IT and customized high-tech manufacturing industry. The results of the study shows the most important factors why project overload occurs, how it can be recognized by the project members and how it influences important aspects of successful project management like time, budget and quality.

Made available in DSpace on 2014-06-11T19:24:21Z (GMT). No. of bitstreams: 0 Previous issue date: 2005-11-10Bitstream added on 2014-06-13T19:51:57Z : No. of bitstreams: 1 garcia_tmr_me_rcla.pdf: 912020 bytes, checksum: 4d969ad11f8aab8b21a9dd6e475c6732 (MD5) / O objetivo dessa pesquisa é identificar aspectos importantes da inserção da tecnologia informática nos programas de formação inicial de professores de Matemática. Utilizando uma abordagem de pesquisa qualitativa, de caráter interpretativo, foi realizada uma investigação sobre o uso da Internet no contexto de um trabalho com projetos, dentro do estágio supervisionado do Curso de Ciências - Habilitação em Matemática da Faculdade Estadual de Educação, Ciências e Letras de Paranavaí - Paraná. Os resultados do trabalho destacam duas situações: a primeira mostrando o que ocorre quando os futuros professores atuam como usuários de alguns recursos da Internet, compreendendo-a como um espaço a ser explorado; a segunda apresenta os sentimentos e impressões dos futuros professores quando atuam como autores, produzindo e divulgando informações na Internet, vista então, como um espaço a ser habitado. A análise dos dados apresenta algumas possibilidades e desafios que as tecnologias digitais trazem para a formação inicial de professores de Matemática, especialmente quando se articulam ao trabalho com projetos. / The objective of this research is to identify important aspects of introducing information technology into mathematics teacher education programs. Using a qualitative research approach, of an interpretive nature, an investigation was conducted regarding the use of the Internet in the context of a project work, in a supervised traineeship in the Sciences Program - Qualification in Mathematics, of the State College of Education, Sciences, and Letters of Paranavaí, in the state of Paraná. The results of the study highlight two situations: the first demonstrates what occurs when future teachers act as users of some Internet resources, understanding it as a space to be explored; the second presents the feelings and impressions of future teachers when they act as authors, producing and disclosing information on the Internet, seen then as a space to be inhabited. The data analysis presents some possibilities and challenges offered by digital technologies for the education of future mathematics teachers, especially when they are linked with project work.

Orientador: Miriam Godoy Penteado / Banca: Otávio Roberto Jacobini / Banca: Geraldo Perez / Resumo: A presente pesquisa trata do desenvolvimento da matemacia no trabalho com projetos. A matemacia é entendida como um conhecimento matemático que contempla duas dimensões: uma técnica e outra sociopolítica. A dimensão técnica da matemacia envolve a habilidade de lidar com conceitos matemáticos. A dimensão sociopolítica da matemacia envolve aplicar esses conceitos em diferentes contextos e refletir sobre suas aplicações, avaliando o uso que se faz da Matemática. O foco dessa pesquisa está na dimensão sociopolítica da matemacia. O objetivo é investigar as possibilidades do trabalho com projetos para proporcionar reflexões sociais e políticas e entender o papel da Matemática nesse processo de reflexão. O cenário da coleta de dados foi um projeto configurado fora do contexto escolar, desenvolvido com um grupo de doze jovens e intitulado Planejamento Urbano. O grupo de orientadores do projeto foi formado por pesquisadores em Educação Matemática e pesquisadores da área de Geografia que são especialistas em administração urbana. As atividades desenvolvidas com o grupo de jovens envolveram explorar o tema através de jogos simuladores de tabuleiro e eletrônico, bem como investigar situações problemáticas na cidade de Rio Claro. A análise dos dados é feita com base em estudos teóricos sobre trabalho com projetos no âmbito educacional e educação matemática crítica. Os resultados trazem episódios do projeto em que é possível identificar discussões sociais e políticas que proporcionaram aos participantes: ampliar a compreensão sobre o planejamento urbano de uma cidade, tomar consciência da complexidade dos problemas explorados e do tipo de cidade em que vivem, entender que nem sempre a necessidade vai ser o fator principal que configurará as decisões tomadas em uma cidade, bem como encarar a Matemática como um auxílio para o poder de argumentação,...(Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The present research addresses the development of mathemacy through project work. Mathemacy is interpreted as a mathematical knowledge within two dimensions: a technical and a sociopolitical. The technical dimension of mathemacy includes a capacity to deal with mathematical notions. The sociopolitical dimension of mathemacy includes the application of such notions in different contexts and an evaluation of such uses of mathematics. The sociopolitical dimension of mathemacy is the focus of this research. The aim is to investigate the possibilities which project work provides for social and political reflections and understanding the role of mathematics in such processes of reflection. The scene for data collection was a project, called 'City Planning', established outside the school context, involving a group of twelve young people. The group of supervisors included researchers in mathematics education and researchers in geography with specialization in city administration. The activities developed with a group of young people included the exploration of themes from electronic and other games as well as real problems related to the city where they lived. The analysis of data is based on theoretical studies about project work in educations as well as in critical mathematics education. The result includes episodes from the project where it is possible to indentify discussions among the participants about social and political issues, like: broadening the understanding of city planning; becoming aware of the complexity of the explored problems of a city in which we are living; understanding that it is not necessarily always the principal factors which determines the decision that are taken; as well as seeing mathematics as a tool for strengthen argumentation, for understanding the situation, and for taking decisions and planning actions...(Complete abstract, click electronic access below) / Mestre

The Community and Regional Planning program of the University of Texas at Austin, School of Architecture (UTSOA-CRP) has made course-integrated community-based project work (CCPW) a key - if not a requisite, component of its classroom-based teaching and planning instruction. Often referred to as academic service-learning, the pedagogy of incorporating community-based project work with classroom instruction is recognized to have significant benefits for college students, faculty members, institutions, and communities. More specifically, this teaching approach is understood to have substantial advantages in planning instruction. This professional report attempts to offer recommendations towards addressing the question of how a CCPW, or academic service-learning, approach to planning instruction can best be sustained and/or enhanced by the UTSOA-CRP program. Ideally, this report will add to the growing body of literature and research related to academic service-learning in planning instruction, while offering the CRP program useful tools and resources to consider in program design, implementation, evaluation, and planning. / text

This thesis studies how students do projects in a Swedish upper secondaryschool. The students have to produce products and at the same time provethem self as independent in relation to the teachers, and negotiate therequirements of the project setting and the written instructions within thegroup. The study focuses on what comes out as problematic for the students,how they solve these dilemma situations and what resources are used in orderto do so.A choice was made only to analyse student group interaction in parts ofthe project process where the teachers were not physically present thus fillinga research gap.The empirical material was collected during three years in sex secondaryschool classes through filmed sessions of groups or pairs working with theirproject.Each of the four articles primarily focuses a special dilemma; structure,independence, instructions and critical thinking. By combining Goffman’sframe analysis with the concepts of risk and uncertainty from a Risk – societyperspective, issues related to what it means to do project work asindependent, critical 21st-century learner are illustrated and discussed.The choice to look only at situations in which students have to managewithout the aid of a physically present teacher illuminates several practicalconsequences like an unwillingness to go to the teacher and ask questions andan increased concentration on and interpretation of the written instructions. Adevelopment of Miller and Parlett’s (1974) discussion of student approach tocues are suggested. The concept of the cue choosing student are constructedin order to better respond to demands from an individualised interactionsociety. The study also emphasises how the students have to balance differentframeworks in order to be both authors and assessed students. Byimplementing a risk society perspective new ways of analysing andunderstanding independence and classroom interaction is suggested and arecontextualization of critical thinking proposed.