The metholodogy of "Learning by doing" in engineering

If you think that the concept of “learning by doing” is a current and recent concept, you are wrong.

The general concept of learning through experience is ancient. Around 350 BC, Aristotle wrote in Nichomachian Ethics: “for the things, we must learn before we can do them, we learn by doing them“.

Learning by doing refers to a theory of education exposed by the American philosopher John Dewey. He theorized that learning should be relevant and practical, not just passive and theoretical. However, it is only recently that experiential learning has consolidated itself as a structured educational approach.

We are talking about a process of learning through experience, a methodological approach different from that traditionally known and based mainly on an active and involved role of the student.

The “Learning by doing” methodology involves learning through actions. Through the actions, a mudus operandi is internalized, so it allows to acquire an awareness of the process practices and the skills necessary to solve real problems.

The focus goes from knowing “what to do” to the more interactive “know how to do“, thanks to the strategic simulation of real situations that allow you to memorize a series of correct practices and effective skills that can then be applied directly in the workplace.

The shortcomings in engineering training have been exhaustively detailed in recent years. The real challenge in the field of engineering teaching is to facilitate the learning of “real” engineering operations, including quality management and to offer more expertise on teamwork skills. These are fundamental components to give the student the necessary skills to face and solve multidisciplinary problems that require critical judgment and creativity. Trace Software International also deals with training.

Thanks to its experience in the field of industrial engineering, it possesses the necessary skills to meet the modern needs of both academic and professional training, providing customized and flexible solutions.

Trace software International solutions are particularly suitable for teaching, because they are very intuitive and easy to use. This feature implies that the student can focus solely on the software experience, rather than on its operation. Through the use of software in educational institutions, the engineers of the future will have internalized the design and calculation processes in various industries.

From secondary school to university, and engineering schools to lifelong learning, Trace Software International implements a strategy that facilitates the dissemination of its software both through an appropriate pricing policy to allow broad dissemination, and on a technological level to facilitate licensing and distribution within the educational structure.

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