Pilot of digital signal processing course applying active and project-based learning for improving critical and computational thinking

Introduction: In engineering courses being able to connect theory with practice to validate concepts and solve problems from acquired knowledge, critical thinking and creativity, is a challenge. In project-based learning and active learning, it has been validated that developing programming activities in real applications allows appropriate concepts, developing skills and soft competences. Objective: to diagnose the current state of the learning outcomes in the core course of an electronic engineering curriculum in order to propose models to achieve the learning objectives. Methodology: a diagnostic instrument was designed for undergraduate students in electronic engineering, building a matrix of Weaknesses, Opportunities, Strengths and Opportunities (SWOT) to apply data analytics and generate diagrams of co-occurrence/frequency of discourse and from which the results are discussed. The instrument was applied to a cumulative sample of 87 students, identifying keywords related to the use of tools, previous knowledge (mathematical foundation), and experimental work at laboratory. Results: The analysis identified weaknesses in some concepts, deficiencies to operationalize, and the need to complement experimentally, allowing adjusting curricular contents and demonstrating the application of learning models and methodologies. Conclusion: Interdisciplinary topics enable the design of challenging projects to assess competencies and learning outcomes, validating an active and project-based learning approach (A+PBL) in a pilot Digital Signal Processing (DSP) course.