Approaches to applied learning

Context: The CQUniversity Bachelor of Engineering (Co-op)/Diploma of Professional Practice (Engineering) is a four and one half years program which includes a minimum of 48 weeks of work placement in the student’s relevant discipline. The CQUniversity engineering program incorporates Project Based Learning and Co-operative Education with Professional Practice, providing learning in context, both in formal and informal learning environments (e.g. in workshops and classes and project studios) and in industry employment; which is integrated into the student’s study program. Teamwork and problem solving skills are learned alongside the technical content in a real-world engineering environment. Purpose or Goal: Applied learning is primarily an approach that links the ‘real world’ to the concepts being taught in the classroom (Victorian Curriculum and Assessment Authority, 2006). Theory is a vital part of applied learning. The theory and the practical application are linked by the context (Victorian Curriculum and Assessment Authority, 2006). This paper will examine the CQUniversity Bachelor of Engineering (Co-op)/Diploma of Professional Practice (Engineering) to determine to what extent the project based curriculum supports applied learning. Approach: The introduction of project based learning for engineering co-op students has better prepared these students for work placement which in turn prepares them for a career as a professional engineer. Project based learning, for all engineering degrees, ensures that those students opting to study the Bachelor of Engineering, which does not have work placement, are also prepared for entry into the work force. Using applied learning theory to guide the observations, the analysis of the conditions to applied leaning will be identified. Actual or anticipated outcomes: The introduction of project based learning for engineering co-op students has better prepared these students for work placement which in turn prepares them for a career as a professional engineer. Project based learning, for all engineering degrees, ensures that those students opting to study the Bachelor of Engineering, which does not have work placement, are also prepared for entry into the work force. Using applied learning theory to guide the observations, the analysis of the conditions to applied leaning will be identified. Conclusions/recommendations/summary: When applied learning is incorporated into engineering courses, students are able to relate the skills and knowledge acquire directly to the field in which they are preparing to enter (Blake, 2007). Choi, Hui, Lee, and Chui (2010) found that through work placement students were able to fine tune skills they learnt in an academic setting. Work placement exposes students to values and situations they will experience in the work force while cementing the theoretical concepts learnt. PBL can support the development of skills required for the workplace (Howard and Jorgensen 2012)., however, real world projects give students the experience to complete real engineering project in a safe learning environment.