The second and third “middle year” curricula of typical undergraduate electrical and computer engineering (ECE) programs consist of technical courses that teach students the fundamentals of their field. Project-based learning that involves more authentic applications of knowledge is often absent from these courses. These years have notable attrition, but relevant design projects can motivate engineering students by reminding them what they enjoy about the field and showing them that their work can benefit society. In this paper, the author describes a project for a second-year ECE laboratory design course where students design a miniature autonomous tractor robot. This project was created to use skills across first- and second-year courses to make a challenging but achievable capstone aligned with Virginia Tech’s ECE curriculum revision that expands the range of disciplinary experiences for students. The foundational knowledge students will be required to integrate into their de- sign are a simple controls system, microcontroller programming, Bluetooth communication, and circuit design. This paper gives all project assignment materials and an example solution, which is detailed in the sub-system unit tests. The effectiveness of this project in terms of the quality of the materials, the alignment of skills to course goals, the appropriateness to the relevant student population, and encouraging student engagement were qualitatively assessed by pilot studies of usability and faculty assessment. The results verified that this project was designed well and is a good fit for the course. Other benefits of the project’s design are that its context and goals can be adapted between semesters to prevent cheating or to scale the difficulty for the students. The amount of support provided to students from the setup materials can be adapted based on student experience. The assessment of this project showed many options to extend the hardware, software, or theoretical difficulty if needed. When implemented, this project should lead to the integration of technical skills between courses, expose gaps in knowledge, and encourage students to engage with a relevant design context. / M.S. / The second and third years of typical undergraduate electrical and computer engineering (ECE) curricula consist of technical classes that teach students the fundamentals of their field. Project-based learning (solving authentic engineering problems) is often absent from these courses. These years have notable attrition, but relevant design projects can motivate engineering students by reminding them what they enjoy about the field and showing them that their work can benefit society. In this paper, the author describes a project for a second-year ECE laboratory design course that engages students in designing a miniature autonomous tractor. This project was created to use skills across first- and second-year courses to make a challenging but achievable capstone aligned with Virginia Tech’s ECE curriculum revision that expands the range of disciplinary experiences for students. This paper provides all project assignment materials, an example solution, and assessment from faculty and more advanced students. The results verified that this project was designed well and is a good fit for the course. Other benefits of the project’s design are that its context and goals can be adapted between semesters to prevent cheating or to scale the difficulty for the students. When implemented, this project should lead to creative solutions from students that use their prior knowledge in a relevant context.

Notre recherche vise à identifier pour notre partenaire socio-économique, le Pôle services à la personne PACA (PSP PACA), les manières possibles dont il peut soutenir l’activité d’innovation de ses adhérents et des acteurs du champ des services à domicile. Nous avons dans un premier temps, à l’aide de revues de littérature, bâti un modèle théorique d’analyse nous permettant de mettre en évidence l’ensemble des activités cognitives, politiques, constructives et productives, fondamentales dans la conduite de projet entrepreneuriaux visant à transformer ou à renforcer un champ. Nous nous sommes pour cela appuyés sur une littérature portant sur la perspective fondée sur le projet, et sur trois ensembles de littérature sur l’appropriation d’objets de conception. Nous avons ensuite mobilisé ce modèle d’analyse dans la lecture approfondie de deux cas de projets conduits par le PSP sous forme d’actions collectives. La mobilisation de ce modèle d’analyse nous a permis d’examiner les dispositifs (organisationnels, d’animation, d’accompagnement, …) mis en place par l’équipe du pôle au niveau des actions collectives, et leur incidence sur les activités qui s’y sont déroulées. Celle-ci nous a également permis d’identifier, en contexte, les éléments qui ont été par la suite appropriés ou adoptés par les opérateurs de services, durant la conduite de leurs propres projets. Nous avons alors mis en évidence un certain nombre de leviers d’ordre méthodologique, sur lesquels peut s’appuyer l’équipe du pôle pour optimiser l’organisation et l’animation de telles actions collectives. Ces résultats nous ont alors conduits à émettre trois principaux axes de discussion théorique / Our research aims to identify, for the PSP PACA our socio-economic partner, the possible ways to support the innovation activity of its members and the home-care services field players. Firstly, based on an expanded literature review, we built a theoretical model of analysis allowing us to highlight all the cognitive, political, constructive and productive fundamental activities in the implementation of entrepreneurial projects intended to transform or strengthen a field. Thus, we rely on a project-based view literature and on three sets of literature on the appropriation of human artefacts. Secondly, we mobilized this model of analysis in the in-depth reading of two cases of projects carried out by the PSP PACA, setting up collective actions. Mobilizing this analytical model allowed us to examine the different ways (organization, collective animation and individual support) by which the PSP team carried out theses collective actions, and their subsequent impact on the activities. It also allowed us to identify, in context, the elements that were appropriated or adopted by the participants while conducting their own projects. We then highlighted a certain number of methodological levers, on which the team of the cluster can rely to optimize - according to its aims and its orientations - the organization and the animation of such collective actions. We articulated these levers according to four different modalities in order to facilitate their mobilization by participants or project carriers. These results then led us to put forward three main axes of theoretical discussion

The number of project-based organizations has increased in recent times, as has the teaching method of project-based learning. These two phenomena are related but little research has been conducted to examine the relationship between them, especially from a skills development perspective. Hence the first purpose of this study is to compare the skills that are necessary for work in a project-based organization with the skills that are developed in learning through project-based learning. Furthermore, the pandemic brought on a digitalized work environment for students in higher education.  Therefore, the second purpose of the study is to examine the changes in skills development during digitalization, especially for students who work with project-based learning.    A dual case study conducted in a qualitative manner has been administered to acquire both the project-based organization and the project-based learning perspective. To gain these perspectives, three students at Linköping University, who have worked extensively with project-based learning, and three employees at the project-based organization WSP Sweden AB were interviewed. The interview data was then thematically categorized and discussed.   The results suggest that communication and collaboration skills were developed by working through project-based learning. These skills were also specifically pertinent for work in a project-based organization. However, they were more difficult to develop during digitalization while they grew more important for project-based organizations. Moreover, it was found that tacit knowledge was more relevant for work at WSP Sweden AB, while explicit knowledge was more relevant for studies at Linköping University. During the digitalization of the Covid-19 pandemic, group constellations and project team constellations had significant similarities, while motivation occurred differently in project-based learning compared to project-based organizations.

Innovation is one of the most important factors behind today´s global economic growth and prosperity. In the current economic climate, increasing global competition and rapidly changing environment, an organisations ability to innovate is regarded as a key factor for success. It is widely accepted that creating new processes, products and procedures are vital for productivity and growth in all sectors. The literature on innovation measurements areas and utilities is voluminous and diverse. Assessing and measuring the complex conditions that influence a firm’s innovation capability is a challenging task, due to the inconsistency, inaccessibility, and complexity of measures. An integrative and holistic innovation capability assessment framework should include all aspects of innovation. This study attempt to address this gap, the lack of a holistic innovation capability assessment framework (HICAF) in project-based firms, by (a) reviewing the literature on innovation, innovation assessment, and measurement areas (b) through a qualitative case study exploring the factors promoting innovation in project-based firms (c) integrating the findings into a holistic assessment framework (d) generating items, in form of a statement, to address the underlying construct of each identified factor (e) applying the proposed framework within an organisation and statistically validating the instrument to achieve item homogeneity. Internal consistency reliability estimates have been utilized to produce a final framework consisting of 57 statistically validated items and eight theoretically grounded categories with 19 corresponding factors promoting innovation, also called enablers, in technology-orientated project-based organisations. In addition to the identified literature findings, the case study resulted in two new enablers, time management, and quality, which are not necessarily specific for project-based organisations, rather specific for the observed organisation. The performed case study is insufficient for determining whether there are any specific enablers for project-based organisations. The advantages of HICAF lies in its simplicity due to practical applicability in a large scale and facilitates managers to diagnose the organisation and recognize true symptoms to then apply appropriate treatment and remedies. A frequent application of HICAF can also help to study the effect of specific treatment and remedies in relation to innovation capability.

Project-based learning (PBL) is a teaching approach where students engage in the investigation of real-world problems through their inquiries. Studies found considerable support for PBL on student performance and improvement in grades K-12 and at the collegiate level. However, fewer studies have examined the effects of PBL at the collegiate level in comparison to K-12 education. No studies have examined the effects of PBL with preservice teachers taking educational psychology courses. The purpose of this study was to provide an analysis of PBL with preservice teachers taking educational psychology courses. An experiment was conducted throughout two semesters to evaluate student achievement and satisfaction in an undergraduate educational psychology child development course and in an undergraduate educational psychology assessments course, which included the same students from the first semester. Student achievement was determined using quantitative and qualitative analyses in each semester and longitudinally. Results in semester one indicated that the comparison group outperformed the PBL group. Results in semester two suggested there were no differences in instructional styles between groups. Longitudinal analyses showed that the comparison group declined in performance over time, whereas the PBL group improved over time; although, the comparison group still outperformed the PBL group. Results of this study indicate that PBL was not an influential teaching method for preservice teachers taking educational psychology courses.

<p>This licentiate thesis discusses management and control ofan industrial business that implements several projects at thesame time, a so-called multi-project business. The questionthat will be answered is: What distinguish the management of amulti-project business and what is crucial for the managementto focus on? The thesis is based on a case study at a companycalled Adtranz Signal in Sweden. Adtranz Signal develops,designs and delivers signal and safety systems for the railway.They are a perfect example of a modern company that operatesthe main part of their business with projects.</p><p>The discussion will take us beyond the single project andabove the project manager. This is necessary because projectmanagement literature, by tradition, emphasizes on theindividual project, and the complexity of problems when aproject is executed isolated from the ordinary business. Todaythere are only a few empirical and theoretical studies ofmulti-project businesses, especially those that focuses on howindustrial companies use projects and lead project work.</p><p>The scientific contribution in this thesis consists of twoparts. The first part is a profound empirical description ofhow management, control and realization of a multi-projectbusiness work. The second part is a further development of theliterature considering management problems in a multi-projectbusiness. Finally there are three important conclusions pointedout:</p><p>•It exists dependencies and connections between theprojects in the companys multi-project business•Thedifferent dependencies can be categorized•Thedependencies and connections are important and must be handledsince they effect the management of the multi-projectbusiness</p><p><b>Keywords:</b>Management and control of a project business,industrial projects, multi-project business, multi-projectenvironment, project-based company, project management</p>

The main focus of this thesis is on the effectiveness of project-based learning (PBL) in engineering design. The literature review has shown that there is much confusion and ongoing arguments concerning the implementation of PBL in engineering design, and there lacks consensus on its effectiveness. Little research has been done on providing measurable metrics of PBL effectiveness, not to mention discovering the optimal PBL and its underlying mechanisms based on solid educational theories and rigorous research methodology. In this thesis, the measurement of the optimal PBL effectiveness (effect) is studied and a theoretical model of PBL is built in order to identify parameters (cause) controlling the effectiveness and to study the interplay between effectiveness and the parameters. The model is built through three main phases, with a combination of qualitative and quantitative research methods. In phase one, the effectiveness of PBL is studied from the perspectives of the engineering design lecturers and engineering graduates by interviews, which is used to represent effect (Y axis) of the model. In phase two, on the basis of self-directed learning theory (SDL) and learner engagement theory,two key parameters of PBL, i.e. SDL and learner engagement, are identified and quantified respectively to represent cause (X axis) of the model. With the key parameters of PBL (X axis) and PBL effectiveness (Y axis) obtained, a theoretical model of PBL is proposed. The model is verified by means of experiments (student self-reported surveys). A specified Moving Average Method (MAM) is used for data analysis and findings demonstrate different trends of the relations between SDL and PBL effectiveness, and between learner engagement and PBL effectiveness. Consequently, a 3D model of PBL is built by combining the data in aforementioned 2D models,through which the optimal PBL effectiveness in 3D are identified and measured and the interplay between different parameters are found. In phase three, in order to find out more delicate features in PBL ignored by MAM, the dynamic interaction of individual differences in PBL teamwork is explored by the ethnological method (including participant observations and interviews), which is conducted as a supplement to the model of PBL. The theoretical model of PBL effectiveness proposed in this thesis is novel and groundbreaking. Firstly, a series of 2D and 3D models are presented and the relations between SDL, learner engagement and PBL effectiveness are revealed for the first time, which provides guidance for the optimal PBL measurement and implementation. Secondly, a qualitatively-quantitatively-combined strategy is used to discover the mechanisms controlling optimal PBL at different scales. Thirdly, the experiments verifying the model provide fresh quantitative insight into optimal PBL. In summary, the research in this thesis opens up a new research methodology for studying PBL effectiveness, which makes contribution to the educational field as well. Keywords: Project-based learning, Self-directed learning, Learner engagement, Optimal PBL effectiveness, 3D model, Individual differences, Engineering design, Pedagogy.

Online learning is increasingly common (Allen & Seaman, 2016). The number of online language teacher education programs also continues to rise to address the growing need for qualified language teachers worldwide (England, 2012b; Hall & Knox, 2009; Murray, 2013). Although technology offers a plethora of possibilities, course design and implementation significantly influence students' online learning experience, likelihood of success, and satisfaction. Using a socio-constructivist, student-centered learning approach can engage students through interaction and collaboration (Garrison, 2013; Murray, 2013). Murray (2013) reported details on what language teacher education programs are offered online, their challenges and how institutions have dealt with them, and highlighted the need for further research to explore the experiences and attitudes of instructors and students. The goal of this three-article dissertation is to gain insights into one online program that prepares teachers of English to speakers of other languages (TESOL), which was recently revised to make it more student-centered by implementing a group project. The first article examines benefits and challenges of the group project according to students, teachers, and the teacher training coordinator to determine its value and to provide suggestions. The second article explores instructors' perspectives of their role in the online class and group project and offers suggestions for good practice. Recognizing that online students have diverse needs, the last article analyzes profiles of students enrolled in one class in this program and their perceptions of the Community of Inquiry presences, which have been shown to support intellectual development in online courses. Mixed methods were used including an individual semi-structured interview with students, teachers, and the teacher training coordinator, observations of archived online course documents and posts, an entrance survey, the Community of Inquiry survey as well as anonymous instructor and program evaluations completed by students at the end of the course. Findings provide detailed insights into participants' perceptions of these areas addressed in each article, which shine light on strengths of the student-centered curricular innovation and areas that may need more attention.

Bakgrund - Projektbaserade företag är en organisationsform som har växt mycket i popularitet under de senaste åren och står idag för en stor del av vår världsekonomi. Projekt bygger på att det finns specifika mål, en tydlig tidsram samt vetskap om tillgängliga resurser. Detta har medfört ett ökat fokus på litteratur som försöker bidra till att förklara design av styrsystem i projektbaserade organisationer. Syfte - Syftet med studien är att bidra till förståelsen för vilka likheter och skillnader som finns mellan projektbaserade företags styrsystem och hur de förklaras av kontextuella faktorer samt företagens förändring över tid. Metod - Denna studie baseras på fem olika fallföretag i en projektbaserad kontext. Studien är av kvalitativ karaktär och empirin är insamlad via semistrukturerade intervjuer hos ABB, Skanska, ÅF, PEAB samt CGI. Slutsatser - Resultatet visar att det finns stora samband mellan styrning, kontextuella faktorer samt organisatoriskt lärande. Att inkludera en förändringsaspekt gör att vi kan förstå varför styrsystem utvecklas olika inom projektföretag vilket inte de mer befintliga statiska teorierna klarar av. Organisatoriskt lärande är en viktig del i att förklara utformning av styrsystem samt varför de skiljer mellan olika företag. / Background – Working in projects is a way of organizing which has experienced a big rise in popularity over the recent years and accounts for a large proportion of the global economy. Projects are based on specific objectives, a defined timeframe and knowledge of available resources. This has brought increased attention to literature that aims to explain the design behind management control systems in project-based organizations. Aim - The aim of this paper is to contribute to the understanding of the similarities and differences existing between project-based organizations management control systems and how these can be explained by contextual variables as well as how organizations change over time. Methodology - This paper is based on five different case studies of project based organizations. The research design is qualitative and the data has been gathered from semi-structured interviews with employees at ABB, Skanska, ÅF, PEAB and CGI. Conclusions - The results from this paper shows that there are a connection between management control systems, contextual variables and organizational learning. By including an aspect of change it is possible to understand why management control systems develop differently from each other which is not covered in the existing, more static, literature. Organizational learning is a key aspect in explaining the design of management control systems and why it differ between organizations.

Microbiological Project Using the Disc Diffusion Method for Lower Secondary School ABSTRACT This thesis deals with project-based education and his involvement in the functional structure of the czech educational theory and practice. It refers to the project as an innovative teaching process, which is qualitatively able to shield asked RVP requirements and the implementation of which contributes to the development of educational goals and core competencies. This thesis contains both theoretical aspects are developed through the study of literature and other sources in order to summarize the current state of knowledge of the subject, so practical. Theoretical bases emphasize not only on the characteristics of project-based education as such, but also on the appropriate application of educational strategies in the learning process. Specifically mentioned are possibilities of project-based teaching in the teaching of natural history, biology and ecology. The theoretical background followed by the practical part, which shifts the theory of project learning into practice. There is particular designed a project called "Strength of antibiotics", which is then implemented and reflected. Is described in detail during the planning, implementation and evaluation of the project. KEYWORDS: project-based education, school...