Introduction on PBL
                 Introduction on PBL
     Project-based-learning (PBL) is considered to be a 
      subset of cooperative learning (CP)
     PBL  approach  uses  a  learning  environment  that 
      simulates a real professional challenge 
     PBL facilitates  the  learning  of  difficult  subjects, 
      encourages  active  learning,  and  allows  the 
      development of soft skills such as problem solving, 
      thinking, team work and communication skills
     The starting point of learning in PBL is a realistic 
      project-problem  that  serves  to  contextualize  the 
      new  content  that  students  have  to  learn  before 
      solving the problem. 
      The project-problem is the central element in the 
      approach.  All  academic  and  evaluation  activities 
      are oriented by the project-problem.
   Why the Process Control Course? 
   Why the Process Control Course? 
   Process Control  course  (ChE  414)  is  taught  in  the 
    Chemical  Engineering  Department.  It  deals  with 
    mathematical modeling of process dynamics, control 
    systems design and analysis of chemical processes. 
   This course is taught in the last year of the academic 
    plan
   The Control course has unique and many challenging 
    aspects for students.
     Why the Process Control Course?
     Why the Process Control Course?
                  (Cont) 
                  (Cont) 
  The course has  its own mathematics (Laplace Transform) 
    that  takes generally 7 contact hours.   During that time 
   students get “disconnected” from the main objectives of 
   the  course. 
  Students should also learn  how  to perform mathematical 
   modeling which   is a challenging task  for  them. 
  Students  are taught  to analyze in three  domains: time, 
   Laplace  and  frequency  domains.  Students    have   
   challenge switching between  these three variables.
  Students  are  required  to  use  software  for  simulations 
   .This  necessarily  required  some  programming  skills 
   which add another dimension  to the challenges faced by 
   the students.
  
      Why the Process Control Course? 
      Why the Process Control Course? 
                       (Cont)
                       (Cont)
 
  In a traditional lecture based learning (LBL) approach,   the  
 aforementioned obstacles limit the ability of students to grasp the 
 essential aspects of  the course.  
 
    Students  often  fail  to  understand  and  visualize  a  process  in 
 operation, and relate mathematical theories to the physical reality.
 
    As  a  result,  most  students  can  barely  decipher  the  problem-
 solving type questions in the exams.   
 Consequently:
 
  This course  seems to be an ideal candidate  to be put under the 
 PBL experience. 
 
  This will guide the students to learn and understand the subject 
 better,  as  well  as  acquire  the  necessary  soft  (team  work,   
 communication, self-learning) and high level skills (synthesis and 
 evaluation).
              Objectives of the Project
              Objectives of the Project
  Demonstrate that the PBL approach can be an efficient  
   teaching and learning method in process control.
  Demonstrate that the PBL approach can improve students 
   soft  skills  (team  work,  communication  skills  and  self-
   learning)
  Demonstrate  that    the  PBL  approach  can  improve  the 
   students  high level skills (synthesis and evaluation)
  Assess the potential difficulties of implementing the PBL 
   technique
  Assess  the  potential  of  transferring  this  experience  to 
   other courses.