Multidisciplinary Project Based Learning: a Case Study on Urban Drone Conception

What is it about?

This paper provides two years of experience of multidisciplinary PBL implemented in France in engineering education through a case study on urban drone conception. This research project was proceeded within a collaborative framework in which 3 specialties (electrical and electronic engineering, industrial computing, and mechanical engineering) of a graduate school of engineering and a start-up company are jointly involved for the first time. This article discusses knowledge and skills that the engineering students were expected to acquire at the end of the research project, and the methods of assessment. The designing, manufacturing, and experimental validation of the urban drone are described. The various steps in the project management, and the interactions with the students and partners (teachers and industrial partner) are particularly highlighted. Qualitative and quantitative data were collected through questionnaires, student logbooks and reports. The results demonstrate that this experience is overwhelmingly positive since it empowers and enhances student learning

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Photo by Dose Media on Unsplash

Photo by Dose Media on Unsplash

Why is it important?

The results described in this article demonstrate that this learning approach is overwhelmingly positive since it empowers student learning. In this study, the students took particularly greater responsibility. This teaching method also supports and encourages more exchange between the learners and the partners

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