Journal of Engineering Education Transformations

Abstract

Abstract—Project-based learning (PjBL) is one of the most predominantly practiced forms of active learning pedagogy in higher education. PjBL framework provides an authenticated platform/forum for 21st-century learners to acquire skills for solving real-life complex engineering problems through collaborative and iterative learning. The work presented in this paper describes a PjBL approach implemented as an instructional pedagogy and for a summative assessment of an undergraduate (UG) course on Digital Signal Processing (DSP). Students from Electronics and Telecommunication Department study this course in Third Year Engineering as a core course. The projects are chosen to make students identify and resolve real-life signal processing problems utilizing their subject knowledge and programming skills. PjBL implementation framework and rubrics-based evaluation devised for their summative assessment are discussed along with a study case. Student feedback analysis on the attainment of course outcomes and skills enhanced after completion of the course project is discussed. Through this analysis, it has been found that the effectiveness of the PjBL pedagogy employed has led to increasing students’ engagement and interest in learning signal processing topics. It has also grown their self-learning ability and created awareness about the practical applications of the Digital Signal Processing course.

Keywords—Active learning pedagogy; Digital Signal Processing; Outcome-based Education (OBE); Project-based learning; Self-learning