The capture and beneficial application of learning from past experiences in projects has been an area of interest and debate for many years. The implementation of lessons learnt is commonly acknowledged as difficult. Existing studies point to the deficiencies in current practice but few propose practical approaches to improve the situation. A key barrier to learning in projects is the time-critical nature of most projects which makes the creation of time and space to learn and then apply the resultant learning problematic. Other inhibitors include the variety and temporality of project teams, the geographical spread of many projects and client pressures to reduce costs. The aim of this research was to improve project learning processes in multi-phase project environments through the identification and application of relevant organizational learning and knowledge management theories. The research was based on a single company longitudinal case study in an infrastructure support services organization. An event-based approach to project lessons was developed which focuses on benefits realisation and measurement. The processes employed overcome some of the key barriers to the effective capture of lessons learnt and their subsequent implementation i.e. shortage of time, different learning styles of individuals, lack of effective capture mechanisms, poor articulation of benefits realisation, lack of management sponsorship. A model was also developed which acts as a multi-faceted lens which aids the understanding of the dynamics of project-based learning. The model was tested through a series of workshops. In order to assist the roll-out of the new approach across the case study organisation and outline implementation guide that has been developed. The approach can also be promoted externally to improve project management practice across the wider construction industry. In addition, the study also revealed that event-based enactment of complex/abstract theories can be used as a tool to create improved praxis by overcoming the need to explain the theories to the actors involved. The main contribution to research is the development of a new approach which extends existing theory in the areas of learning, knowledge management and boundary objects in multi-phase project contexts. It achieves this through the synergistic use of the theories employed which support the development of reflective practitioners with the skills to engender a 'learning how to learn' culture within project-based environments. Further testing of ongoing benefits monitoring and establishing causality is needed. Overall, the methodology developed is highly adaptable and can be used by others in different organizational contexts to improve organizational learning, business performance, client satisfaction and wider stakeholder outcomes.

The University of Waterloo Alternative Fuels Team (UWAFT) is a student team that designs and builds vehicles with advanced powertrains. UWAFT uses alternatives to fossil fuels because of their lower environmental impacts and the finite nature of oil resources. UWAFT participated in the EcoCAR Advanced Vehicle Technology Competition (AVTC) from 2008 to 2011. The team designed and built a Hydrogen Fuel Cell Plug-In Hybrid Electric Vehicle (FC-PHEV) and placed 3rd out of 16 universities from across North America. UWAFT design projects offer students a unique opportunity to advance and augment their core engineering knowledge with hands-on learning in a project-based environment. The design of thermal management systems for powertrain components is a case study for design engineering which requires solving open ended problems, and is a topic that is of growing importance in undergraduate engineering courses. Students participating in this design project learn to develop strategies to overcome uncertainty and to evaluate and execute designs that are not as straightforward as those in a textbook. Electrical and control system projects require students to introduce considerations for reliability and robustness into their design processes that typically only focus on performance and function, and to make decisions that balance these considerations in an environment where these criteria impact the successful outcome of the project. The consequences of a failure or unreliable design also have serious safety implications, particularly in the implementation of powertrain controls. Students integrate safety into every step of control system design, using tools to identify and link together component failures and vehicle faults, to design detection and mitigation strategies for safety-critical failures, and to validate these strategies in real-time simulations. Student teams have the opportunity to offer a rich learning environment for undergraduate engineering students. The design projects and resources that they provide can significantly advance student knowledge, experience, and skills in a way that complements the technical knowledge gained in the classroom. Finding ways to provide these experiences to more undergraduate students, either outside or within existing core courses, has the potential to enhance the value of program graduates.

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Made available in DSpace on 2016-04-27T16:57:01Z (GMT). No. of bitstreams: 1 Sandra de Fatima Tavares Rodrigues Tonon.pdf: 1253477 bytes, checksum: d0df0ff077351507a57216a21ed10ea2 (MD5) Previous issue date: 2010-11-08 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This essay is about teachers continual updating within a program developed from the Projeto Ensinar e Aprender Corrigindo o Fluxo do Ciclo II , known as a project to speed the 5th and 8th years students learning in the secondary school which started in the years 2001 and 2002. The purpose of this essay is to detect what kinds of changes happened to the professionals who took part in the continual updating and to determine which conditions the project offered that allowed, made it easier and/or helped these changes. The qualitative research was developed by analyzing documents of the project implantation and implementation, the students and teachers protocols in the time of the continual updating as well as the interviews with three professionals who took part in the project and the author s reflexive point about the proposal to the Mathematics in the project in study. The results of the analysis were based on Pierre Bourdieu studies about Reproduction, symbolic violence, habitus, cultural capital and in Gary Sikes e Michael Huberman studies about the stages in the teachers lives and their carriers. It was possible, from this analysis, to identify changes in some teachers way of teaching related to the continual updating program during the project development. These changes are related to the ways of mediation, to the institutionalized cultural capital and to the recognition of the reproduction process and symbolic violence done by the school and the rupture of this process by the project / A formação continuada de professores é o tema deste trabalho, desenvolvido a partir do estudo do Projeto Ensinar e Aprender Corrigindo o Fluxo do Ciclo II, conhecido como projeto de aceleração da aprendizagem para alunos de 5ª a 8ª séries do Ensino Fundamental, implementado pela SEE/SP nos anos de 2001 e 2002. O objetivo do trabalho é detectar quais tipos de mudanças ocorreram com os profissionais que participaram da formação, além de determinar quais foram as condições proporcionadas pelo projeto que permitiram, facilitaram e /ou contribuíram para estas mudanças. A investigação de caráter qualitativa foi desenvolvida a partir da análise de documentos referentes à implantação e à implementação do projeto e de protocolos de alunos e professores da época da formação, além da análise de entrevistas realizadas com três profissionais participantes do projeto e de um registro reflexivo realizado pela autora da proposta pedagógica de Matemática do projeto em estudo. As análises dos resultados foram realizadas com base nos estudos de Pierre Bourdieu, acerca da Reprodução, violência simbólica, habitus e capital, e nos estudos de Gary Sikes e Michael Huberman, acerca das fases de vidas dos professores e de sua carreira. Com as análises foi possível identificar algumas transformações na prática docente de alguns dos participantes relacionadas à formação realizada durante o desenvolvimento do projeto. Essas transformações estão relacionadas às formas de mediações, às organizações dos campos, ao capital cultural institucionalizado e ao reconhecimento do processo de reprodução e violência simbólica exercida pela escola e a ruptura desse processo propiciado pelo projeto

Dieser Beitrag gibt Antworten auf die Frage, wie sich neben dem Vermitteln von fachspezifischem Wissen auch Kompetenzen wie Werteorientierung, soziale, ökonomische und ökologische Nachhaltigkeit im Handeln und Entscheiden, Team- und Kooperationsfähigkeit, systematisch-methodisches Vorgehen und Planungsfähigkeit bei den Studierenden anregen lassen. Hierbei werden zum Beispiel die Methoden des „Service Learning“ und des „Lernens durch Lehren“ anhand einer beispielhaften Lehrveranstaltung angewendet. Diese verbindet in innovativer Weise die verschiedenen Themenschwerpunkte des Projektmanagements und des Blue Engineerings mit dem Verständnis für High-Tech-Technologien im Kontext der Industrie 4.0.

Made available in DSpace on 2016-04-04T18:32:36Z (GMT). No. of bitstreams: 1 Sonia Aparecida Festa Sigrist.pdf: 1051306 bytes, checksum: aaf29a0ee31dc7229810a640c1101243 (MD5) Previous issue date: 2007-05-31 / This work follows the line of research University, Teaching and Formation of Teachers . Its objective is to reflect about the reading and creative writing problematic with the Teaching and Learning correcting tendencies Cycle II Project. Field work was done with teachers of Portuguese in Fundamental Education of the Public School System of the State of S?o Paulo in the cities of Hortol?ndia, Paul?nia and Sumar?. These teachers analyzed data concerning continued formation qualification offered by the Regional Administration of Education of Sumar? in S?o Paulo and the consequent application of the Teaching/Learning Project in Eighth Grade classes. We chose the qualitative approach using three questionnaires as the instrument for collecting data at three distinct moments during qualification encounters. There were twenty-nine participants in each encounter and we obtained an average of twenty-three questionnaires answered. The pedagogical proposal of the project aims at recuperating the positive self-esteem and confidence of the students in their capacity to learn by means of a new approach in teaching practice and the creation of challenging school ambient. The material offers alternative of actuation and intervention by materializing conditions for students to attain the level of learning, development and autonomy that corresponds to their needs and age group: learn by doing. However, the data reveal that there are many obstacles in the way: absence of parents, resistance of students and teachers, among others. This causes insecurity and consequent disorder among students and makes the work unviable with unsatisfactory results, thus confirming the enduring picture of defunct public schools in spite of attempts at innovation. Continued Formation is an oportune moment for discussions and valorization of pedagogical work. More credit should be given to group work, autonomy and theory adapted to practice. / Este trabalho est? inserido na linha de pesquisa Universidade, Doc?ncia e Forma??o de Professores. Tem por objetivo refletir sobre a problem?tica da leitura e escrita criativas e conhecer o trabalho com o Projeto Ensinar e Aprender corrigindo fluxos ciclo II (EA). A pesquisa de campo foi realizada com professores de l?ngua portuguesa atuantes no Ensino Fundamental na rede p?blica estadual de S?o Paulo, nas cidades de Hortol?ndia, Paul?nia e Sumar?-SP. Foram analisados dados desses professores, quanto ?s capacita??es - forma??o continuada - oferecidas pela Diretoria de Ensino Regi?o de Sumar?-SP, e conseq?ente aplica??o do projeto EA nas classes de 8? s?rie. Optamos por uma abordagem qualitativa, sendo que os instrumentos de coleta de dados foram tr?s question?rios, em tr?s momentos distintos, nos encontros de capacita??o. Em cada encontro havia vinte e nove participantes e obtivemos a m?dia de vinte e tr?s question?rios devolvidos e respondidos. A proposta pedag?gica do Projeto visa resgatar o autoconceito positivo e a confian?a dos alunos, na capacidade de aprendizagem, atrav?s de uma nova abordagem da pr?tica docente e de um ambiente escolar desafiador. O material utilizado oferece alternativas de atua??o e interven??o objetivando condi??es de o aluno atingir n?veis de aprendizagem, desenvolvimento e autonomia correspondentes ?s necessidades e ? faixa et?ria: aprender fazendo. Por?m, os dados revelam que os obst?culos no percurso s?o muitos: a montagem das classes, a aus?ncia dos pais, a resist?ncia de alunos e professores, entre outros, gerando a inseguran?a e conseq?ente indisciplina dos alunos fazendo com que o trabalho se torne invi?vel e com resultados insatisfat?rios, comprovando assim o retrato da escola p?blica que continua desgastado, apesar das tentativas de inova??es. A Forma??o Continuada ? um momento adequado para discuss?es e valoriza??o do trabalho pedag?gico. Devem ser valorizados o trabalho em equipe, a autonomia, a teoria que sustenta os projetos, adequando-os ? pr?tica.