| Summary: | Júlia, a student at the Escola d’Enginyeria de Telecomunicació i Aeroespacial de Castelldefels, just passed the latest in a sequence of five consecutive subjects on designing computer applications, all of them organized according to the project-based learning model. In this article Júlia talks with one of her teachers (Miguel) on the strengths, limitations and disadvantages of project‐based learning, according to their experience along this sequence of subjects.
Júlia brings student's fresh insight on active methodologies and, in particular, on project-based learning, enriching in this way the common discourse on teaching methodologies where student's visions and opinions are not always present. Julia also speaks from the experience gained not in one punctual and isolated experience limited to a single subject, but a three-year training process in which we insisted on a methodology and operational criteria aimed at leaving a deeper and different footprint in student higher education.
Júlia confirms, questions, contradicts and ultimately provides evidence that can help other teachers to ask themselves about their work and, in any case, to give it the value it deserves.
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