Design of an Integrated Project-Based Learning Curriculum: Analysis Through Fink’s Taxonomy of Significant Learning
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
<italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Contribution:</i> In this article, integrated problem-based learning and critical reflection are shown to contribute to significant learning experiences, without needing to increase course hours and course assignments. <p xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <i>Background:</i> With the advances in technology, such as artificial intelligence, there is a shift in teaching and learning paradigms, where integration and critical reflection of one’s learning become as important as foundational knowledge and its application. In engineering education, the trend has been to increase the hours students spend in the classroom to compensate for this shift. <p xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <i>Intended Outcomes:</i> In this manuscript, the design and implementation of integrated project-based learning referred to as the integrated learning stream (ILS) is discussed. The aim is to show how ILS fosters significant learning through learning communities, critical reflection, and learning how to learn. <p xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <i>Application Design:</i> In ILS, significant learning experiences were created by taking a holistic view of the students and their communities. The curriculum moved from being content-centered to learner-centered, providing a classroom community where there is respect for individual voices and care for society. <p xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <i>Findings:</i> A qualitative content analysis of students’ reflections, comments, and course artifacts found the students were able to learn materials more efficiently and apply their learnings to solve real-world problems. The students developed better habits that improved their learning and their well-being. Students’ comments demonstrated that they were feeling enjoyment from their learning experiences while being challenged to learn more.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.005 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it