Active pedagogy as an essential complement for project based learning
Résumé
Our institution is a French “Grande Ecole” (MSc level) which trains numerous engineers. It has adopted, years ago, a project-based learning method (i.e. PBL), considering that it was essential to place our students in situations similar to those they will face in their professional careers. However, PBL
is not ideally sufficient for our new incoming students. They lack autonomy in their learning process and are not used to working in groups or share knowledge. Therefore, they cannot collect the full benefits associated with PBL efficiently.
A prior experience of active pedagogy is of great interest as it favors the students’ autonomy in the learning process and stresses the members’importance in the project realization. Also, it allows students to develop a global view on their project and a better understanding of the combination of several disciplines. Active pedagogy was implemented in our curriculum in 2003. In our practice, active pedagogy relies on long-term project-based sessions. The project itself becomes the context for an active learning environment preparing for future large-scale projects during the rest of the curriculum. The competences highlighted in our new active learning project now induce a new competence referential in all the curricula.
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