Luis Carlos Herrero de Lucas

Using PBL to Improve Educational Outcomes and Student Satisfaction in the Teaching of DC/DC and DC/AC Converters

This paper examines the question of how to use project-based learning to increase student performance and satisfaction in a power electronics course addressing the topics of dc/dc and dc/ac converters, the assembly of a dc/dc converter, and the use of a commercial speed drive. A detailed presentation of the methodology is shown, and the results are analyzed by comparison to previous academic years and by satisfaction surveys. The new course design applies the jigsaw cooperative learning strategy to have students learn the theory of converters, solve problems, and perform simulations, before carrying out projects that solve real-world problems, such as the power converter for a competition solar vehicle (2014/15 course) and power converters for an air conditioner with inverter technology (2015/16 course). Rubrics were used to evaluate the students’ work reports and the simulations. The project deliverables are presented and assessed in two design reviews, the first version covering the design and an open loop simulation, and the second covering the closed loop simulation and verification of specifications.This paper examines the question of how to use project-based learning to increase student performance and satisfaction in a power electronics course addressing the topics of dc/dc and dc/ac converters, the assembly of a dc/dc converter, and the use of a commercial speed drive. A detailed presentation of the methodology is shown, and the results are analyzed by comparison to previous academic years and by satisfaction surveys. The new course design applies the jigsaw cooperative learning strategy to have students learn the theory of converters, solve problems, and perform simulations, before carrying out projects that solve real-world problems, such as the power converter for a competition solar vehicle (2014/15 course) and power converters for an air conditioner with inverter technology (2015/16 course). Rubrics were used to evaluate the students’ work reports and the simulations. The project deliverables are presented and assessed in two design reviews, the first version covering the design and an open loop simulation, and the second covering the closed loop simulation and verification of specifications.