An educational framework based on collaborative reverse engineering and active learning: a case study

• Autores: H. Elizalde, I. Rivera Solorio, Y. Perez, R. Morales Menéndez, P. Orta, D. Guerra Zubiaga, R. A. Ramírez
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 24, no. Extra 6, 2008, págs. 1062-1070
• Idioma: inglés
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• Resumen

  • This paper presents early results of a novel educational framework, currently in development. Incorporating Active Learning andCollaborative Reverse Engineering techniques, this framework aims to completely re-structure the learning system at Monterrey Tech.,specifically in engineering courses. This is achieved through the assembly of an experimental, true-scale aircraft RV-10, focusing on theactivities of a work-team of students in charge of the aircraft's structural analysis. In addition to obtaining numerical results, thisassessment investigates the practical aspects of the developed methodology, such as the efficiency of the educational strategies inrealising advanced learning concepts. In particular, it is shown how Reverse Engineering and Active Learning concepts can besuccessfully implemented as learning techniques, via carefully planned activities. During the latter, emphasis is given to the developmentof innovative, creative, self-learning, team-work and other desirable skills in students. Several evaluation methods (diagnostic,formative, summative, etc.) are considered, each measuring a distinctive feature of the students' performance. These show that theproposed strategies have a direct and positive impact on the student's ability to generate and synthesize knowledge. The case studydescribed here represents an isolated cell within a larger educational project, thus future work will continue to explore educationalissues arising from the aircraft's assembly, to be reported in forthcoming papers.