Abstract
This study investigates the application of Project-Based Learning (PBL) in higher education design courses, focusing on its effectiveness through two distinct case studies involving brand design projects. The research was conducted at a private higher institution (PrHI) and a public higher institution (PuHI), each employing PBL in different contexts and durations. The findings indicate that PBL significantly enhances student engagement, motivation, and practical skills by involving students in real-world design problems. At PrHI, the project spanned two and a half months, allowing for individual in-depth exploration, while at PuHI, the shorter one-month project emphasised group collaboration and rapid iteration. Teachers played a crucial role as facilitators, providing guidance and feedback, while external partners enriched the learning experience with professional insights. Despite challenges such as resource-intensive support and the complexity of aligning academic assessments, PBL proved to be a versatile and effective teaching strategy. Furthermore, it provides a structured methodology consisting of five steps: 1) getting an idea, 2) designing the project, 3) detailing the project, 4) doing the project, and 5) showcasing the project. The study underscores the adaptability of PBL and its potential to bridge the gap between academia and professional practice, advocating for its broader implementation in design education.
Presenters
Raquel AntunesProfessor, Faculdade de Arquitetura e Artes, Universidade Lusíada do Porto, Porto, Portugal António Brandão
Professor, Faculdade de Arquitetura e Artes, Universidade Lusíada do Porto, Portugal
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
PROJECT-BASED LEARNING, DESIGN EDUCATION, BRAND DESIGN, COLLABORATIVE LEARNING, PROJECT METHOD
