An Experiential Engineering Learning Model for Knowledge and State of Flow Creation

Abstract

Education in professional degree programs is charged with serious responsibilities in the classroom and practice spaces. To meet these responsibilities, educators must serve as both teachers and learners in both spaces. This article demonstrates an experiential project-based learning model to enhance the teaching of an undergraduate engineering course on mechatronics. An important aspect of this model is an experiential learning model that complements the well-known international CDIO™ Initiative which is an innovative educational framework for producing the next generation of engineers. This model reflects on challenges of experiential learning for group-based design projects and faculty competition teams where learners including faculty and students collaborate to create their community of design and practice to physically and virtually share knowledge, perspectives, and opinions. The model reveals the impact of collaboration, practice spaces and exhibitions, and open educational resources in the enhancement of engineering education. The experience of adopting the model for several years recommends a number of practical approaches instructors may embrace to enable knowledge creation and enhance the effect of flow experience. Keywords: experiential learning, knowledge creation, reflective practice, state of flow, community of design and practice, open educational resource