| 1. |
- Asbjörnsson, Gauti, 1985, et al.
(författare)
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Improving Students Engagement with Active Learning in Engineering Optimization Lectures
- 2021
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Ingår i: Proceedings of the International CDIO Conference. - 2002-1593. - 9786164076167 ; 1:1, s. 535-545
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Konferensbidrag (refereegranskat)abstract
- In optimisation, as for learning, the synthesises of previous knowledge and current information is essential to achieve defined objectives. The students' objectives are to fulfil the course's intended learning outcomes and possibly, at the same time, develop their knowledge, skills, and attitudes within the subject. The purpose of this work is to incorporate a more collaborative learning environment with active learning activities in the classroom to improve student learning opportunities, their perception of the course and their interest in the subject of optimisation. Within the CDIO initiative, active learning or experiential learning is stated as a key factor in engaging students directly in thinking and problem-solving activities. This can apply to different teaching activities such as assignments, lectures, and assessments. With active learning, the purpose is to involve students more actively in the learning process instead of relying on passive information transfer. Active learning methods aim to facilitate the students' process of creating their understanding of the topic by reflecting, questioning, conjecturing, evaluating and make connections between ideas whilst drawing on ideas, experiences and knowledge of others. In this work, diverse activities for incorporating more interactive learning in the classroom have been implemented in different course lectures, activities such as think pair-share, mind maps, multiple-choice questions, incomplete hands and more. An evaluation of the students' perception of the course and the various activities was carried out at the end of the course. The most considerable improvement was with the overall impression of teaching. That improved between the years from 3.10 to 3.57. The most appreciated activity was the think-pair-share approach, which gave the students a cognitive break from the lecture slides to discuss the topic. However, the response rate was limited but did indicate the students' perspective and what was appreciated. The results will provide a good base for future development.
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| 2. |
- Berg Pettersen, Johan, et al.
(författare)
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Student-centered Learning Activities for Key Sustainability Competencies in Online Courses with Many Students
- 2023
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Ingår i: Proceedings of the International CDIO Conference. - 2002-1593. ; , s. 831-844
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Konferensbidrag (refereegranskat)abstract
- Engineers can make a valuable contribution for a transformation towards a sustainable society. The CDIO framework, where student-active and integrated learning is intrinsic to design-implement activities, therefore also includes sustainability competencies. The purpose of this paper is to evaluate alignment between specific student-centered (active) learning activities used in digital learning environments with many students and engineering competencies for sustainability. Examples of learning activities in two such online courses are presented and evaluated in comparison to the UNESCO key competencies for sustainability. The courses are two undergraduate courses at NTNU where sustainable engineering represents the discipline knowledge. The learning activities were designed for scalability and to be operable within an entirely digital learning environment. The student-centered learning activities that are used in the courses are: i) project-based learning, ii) academic text with peer-review, iii) auto-graded computational assignments, iv) massive online course module, v) flipped classroom. We outline the design of the learning activities and map their alignment with abilities within key sustainability competencies. We discuss the effects of scalability and digital format on learning outcomes, and the student feedback and plans for further development.
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| 3. |
- Brink, Suzanne, et al.
(författare)
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Assessing curriculum agility in a CDIO engineering education
- 2020
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Ingår i: The 16th international CDIO conference. - Gothenburg, Sweden : Chalmers University of Technology. - 9789188041272 - 9789188041289 ; 1, s. 13-24
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Konferensbidrag (refereegranskat)abstract
- Change and individualization are two aspects that are important in innovative higher education. In this paper, we argue for how the concept of curriculum agility can be used as a framework for engineering education that is able to meet societal, environmental, and technological challenges. To both anticipate and meet the needs of the rapidly changing world, engineering education needs to have an organization that allows for innovation, change, and adaptation, with the capacity to respond within a (much) shorter timeframe than traditionally seen in higher education. The structure and processes of such organizations should include the time needed to establish and decommission new educational programmes, and the flexibility within the programmes. The CDIO's Curriculum Agility Working Group has defined seven principles for curriculum agility and has analysed how these relate to the CDIO Standards. This paper describes how the principles can provide guidance on both a curricular and institutional level. The principles are mapped against the CDIO Standards, relating to what is required for an agile curriculum, in order to indicate how the Standards can be utilized to assess the flexibility and agility of educational programmes.
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| 4. |
- Brink, Suzanne, et al.
(författare)
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Curriculum agility as optional CDIO standard
- 2023
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Ingår i: 19th CDIO International Conference, CDIO 2023 - Proceedings. - : Chalmers University of Technology. - 2002-1593. - 9788230361863 ; , s. 18-28
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Konferensbidrag (refereegranskat)abstract
- The concept of Curriculum Agility has been co-created in a series of sessions at CDIO meetings and conferences since 2018. Deliverables were a jointly generated definition, characteristics, a set of principles, and a self-mapping process on these principles. Using the Curriculum Agility concept offers guidance for CDIO programs and institutions in increasing the adaptability of their curricula based on the latest insights and developments in their discipline, continuously fulfilling the need of an ever more diverse student population and anticipating sudden societal changes. Curriculum Agility takes a holistic approach to considering conditions for proactive and timely curriculum development, including but not limited to enhancement of faculty competence. Although the success of CDIO implementation depends on this wider set of conditions that can drive, enable, or hinder change, this is currently not addressed in the CDIO standards. This paper proposes Curriculum Agility as an optional standard in the CDIO framework. It is a widely applicable, program-level concept including both educational and organisational aspects that addresses an important need in engineering education, and it is co-created within the CDIO community. Curriculum Agility is currently not sufficiently present or addressed in the existing standards. Therefore, this paper argues that Curriculum Agility as an optional standard and rubric will be a new useful tool in the CDIO toolbox.
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| 5. |
- Enelund, Mikael, 1965, et al.
(författare)
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Tracks for change, flexibility, interdisciplinarity and creativity in engineering education
- 2020
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Ingår i: Proceedings of the International CDIO Conference. - 2002-1593. - 9789188041272 ; 1, s. 37-47
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Konferensbidrag (refereegranskat)abstract
- This paper describes the early stages of the developments of Tracks, an initiative to create, implement and evaluate a new educational model where the structure of the education is developed to give students the opportunity to create multi- and interdisciplinary competencies, meet their expectations and need for a more individualized study plan and shorten the lead times for changing the education to embrace new technologies. The new education model is based on the creation of tracks with different themes lying between existing programs not belonging to a specific department or school. The idea is to create individual and flexible study opportunities by introducing Track-courses within the themes. These courses address specificc hallenges that may be broad societal and profound research-driven. Tracks also include largein vestments in Chalmers learning environment. The paper focuses on Tracks as a large change initiative, strategies to manage the complexity of this change as well as development philosophy and working methods in the early phases of the initiative. Change at universities has been discussed previously, but this is a unique opportunity to study how large change may be managed over time, including both the content of the education and the learning environments. Through action research, where interventions may be done to influence the initiative, it is possible to develop practical contributions for other universities in need of similar development. The research has been conducted over approximately a year and includes data from interviews and action research, where the authors are the main people working with this initiative. The close contact with the data gives a unique understanding of how different activities within the initiative influence the outcome. Thus, this paper will contribute to the understanding of how large institutional change initiatives are facilitated by a flexible and agile approach contrasting the traditional and somewhat slower university culture.
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| 6. |
- Eriksson, Victor, 1990, et al.
(författare)
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CASE-BASED LEARNING IN COLLABORATION ACROSS UNIVERSITIES TO ENHANCE STUDENTS’ UNDERSTANDING OF SUSTAINABILITY
- 2023
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Ingår i: Proceedings of the International CDIO Conference. - 2002-1593. ; , s. 567-580
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Konferensbidrag (refereegranskat)abstract
- Focus on sustainability is increasing in engineering and management education, businesses, and the larger society. In order to cope with sustainability challenges, more holistic pedagogies and practices that foster interdisciplinary and transdisciplinary ways of thinking are needed. Thus, this exploratory paper aims to provide insights into developing a master’s-level course module on sustainability in business networks by using active learning through case-based teaching together with collaboration among three Nordic universities (NTNU, Vaasa, and Chalmers). The paper illustrates the multiple facets of designing, implementing, and evaluating three-party collaborative case-based learning based on an active learning approach that enhances students’ learning and performance. We conclude that the students are actively involved and learn better with case-based learning and can further empathize and associate with the case contexts. This can be achieved through engagement in cross-border collaboration, a mix of student backgrounds, flexibility in choosing cases, and clarity in case materials. Additionally, we encourage teachers to use a combination of innovative active learning methods to promote students’ in-depth understanding of complex sustainability-related challenges.
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| 7. |
- Jonsson, Hanna, et al.
(författare)
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Peer review in a product development course - implementation and reception
- 2022
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Ingår i: Proceedings of the International CDIO Conference. - 2002-1593. ; , s. 576-587
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Konferensbidrag (refereegranskat)abstract
- The use of peer review as a teaching and learning activity has gained lot of ground during the last decade. Effective peer response is characterized by students’ engagement and gives students the chance to practice both their ability to review by reading and commenting on other students’ work and to receive and address feedback from others. There is also a driver that using peer reviews can separate formative and summative feedback and make the feedback loop quicker. In this paper we describe the introduction and implementation of a particular peer review intervention involving peer review from many students in a project-based product development course taught in the second year at a five-year mechanical engineering programme at Chalmers University of Technology. To find out how the students’ perceived the peer review activity, a student survey and in-depth interviews with students as well as interviews with supervisors were performed. Overall, the response from the students is positive and more so when a year passed compared to the ones who just completed the course. The few negative aspects are things to improve rather than discarding the method. The supervisors’ response is likewise positive and highlights the additional skills developed by the students, such as critical thinking, resulting in a more effective learning environment. The conclusion is that the peer review in this course benefits students as well as the supervisors. It gives quicker response form more participants. The grades in the course, which are based on a combination of a grade from the group project work and an individual grade based on their peer review, became fairer after implementing peer review.
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| 8. |
- Malmqvist, Johan, 1964, et al.
(författare)
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Bibliographic Data Analysis of CDIO Conference Papers from 2005-2018
- 2019
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Ingår i: Proceedings of the International CDIO Conference. - 2002-1593. ; , s. 816-833
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Konferensbidrag (refereegranskat)abstract
- Tools for bibliometric data analysis offer opportunities to analyze the evolution of a field of study over time. VOSViewer is a popular tool for such analyses, allowing the user to create and interpret visualizations of publication data, such as word co-occurrence analysis, co-authorship networks, and geographic patterns of collaboration. Meikleham et al. (2018) previously demonstrated the utility of applying this analysis to engineering education publication data from Scopus and Web of Science. By conducting a temporal analysis, the authors demonstrated how geographic, co-authorship networks and key thematic trends changed over time.A limitation to the results found in Meikleham et al. (2018) was that, at the time of the analysis, publications from the CDIO Knowledge Library (CDIO Initiative, 2018) could not be included due to an incompatible data structure. VOSViewer requires publication metadata to be structured according to a particular standardized format, and this prevented the Knowledge Library data from being used. Over the past year, the data has been restructured for analysis as reported in this paper. The basis of the current work is a revision of the database schema for the CDIO Knowledge Library that has enabled export of CDIO conference papers to the Scopus format and subsequent import into VOSViewer for analysis. The data shows that researchers from 47 countries have contributed to the CDIO Knowledge Library with Sweden taking the lead with the maximum number of publications. Researchers tend to collaborate with the same co-authors over a period of time, thus forming networks or clusters of researchers. Each cluster of researchers tends to publish their work independently of other clusters. A newer network of authors has formed in the past 4 to 5 years who collaborate locally within a geographical region. This indicates a presence of local CDIO communities which have not yet integrated with the global CDIO community. In decreasing order of influence, CDIO Standards 8, 7, 3 and 5 have been the major focus of CDIO publications from 2005 until 2018 as indicated in the data included in this analysis.
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| 9. |
- Malmqvist, Johan, 1964, et al.
(författare)
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CDIO Standards 3.0 - Updates to the Core CDIO Standards
- 2020
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Ingår i: Proceedings of the International CDIO Conference. - : Chalmers University of Technology. - 2002-1593. - 9789188041272 ; 1, s. 60-76
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Konferensbidrag (refereegranskat)abstract
- An effort to update the CDIO Standards from version 2.1 to 3.0 was started in 2017 (Malmqvist et al., 2017) and further outlined in 2019 (Malmqvist et at., 2019). The aims were to incorporate external changes to the context of engineering education, to address critique that had been raised against earlier versions of the standards, and to establish an extendable CDIO framework architecture. The work has resulted in that the original twelve CDIO standards, from now on named “core” CDIO standards, will be complemented by “optional” CDIO standards, that codify additional educational best practices that have been developed within the CDIO community in the same format as the original CDIO standards. This paper accounts for the changes made to the core CDIO standards. It includes the full definitions of the CDIO Standards 3.0, including descriptions, rationale and rubrics. The modifications are made to address mainly the following topics: sustainability, digitalization, services and faculty competences.
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| 10. |
- Malmqvist, Johan, 1964, et al.
(författare)
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Optional CDIO Standards : Sustainable development, Simulation-based mathematics, Engineering entrepreneurship, Internationalisation & mobility
- 2020
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Ingår i: 16th International CDIO Conference, CDIO 2020 - Proceedings. - : Chalmers University of Technology. ; 1, s. 48-59
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Konferensbidrag (refereegranskat)abstract
- An effort to update the CDIO Standards from version 2.1 to 3.0 was started in 2017 (Malmqvist et al., 2017) and further outlined in 2019 (Malmqvist et at., 2019). The aims were to incorporate external changes to the context of engineering education, to address criticism that had been raised against earlier versions of the standards, and to establish an extendable CDIO framework architecture. The work has resulted in that the original twelve CDIO standards, from now on named “core” CDIO standards, will be complemented by “optional” CDIO standards, that codify additional educational best practices that have been developed within the CDIO community in the same format as the original CDIO standards. Eleven optional standards have been proposed (Malmqvist et al., 2019). This paper accounts for the elaboration of the subset of the proposed optional standards that were recommended for further development by the CDIO Council in November 2019. These recommended optional standards are presented as full texts, i.e., including descriptions, rationale and rubrics. The described optional standards are: Sustainable development, Simulation-based mathematics, Engineering entrepreneurship and Internationalization & mobility.
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