| 1. |
- Malmqvist, Johan, 1964, et al.
(författare)
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Towards CDIO Standards 3.0
- 2019
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Ingår i: The 15th International CDIO Conference Proceedings – Full Papers. - : Aahus University Library. - 2002-1593. - 9788775074594 ; , s. 44-66
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Konferensbidrag (refereegranskat)abstract
- The topic of this paper is the CDIO Standards, specifically the formulation of CDIO Standards version 3.0. The paper first reviews the potential change drivers that motivate a revision of the Standards. Such change drivers are identified both externally (i.e., from outside of the CDIO community) and internally. It is found that external change drivers have affected the perceptions of what problems engineers should address, what knowledge future engineers should possess and what are the most effective teaching practices in engineering education. Internally, the paper identifies criticism of the Standards, as well as ideas for development, that have been codified as proposed additional CDIO Standards. With references to these change drivers, five areas are identified for the revision: sustainability, digitalization of teaching and learning; service; and faculty competence. A revised version of the Standards is presented. In addition, it is proposed that a new category of Standards is established, “optional standards”. Optional Standards are a complement to the twelve “basic” Standards, and serve to guide educational development and profiling beyond the current Standards. A selected set of proposed optional Standards are recommended for further evaluation and possibly acceptance by the CDIO community
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| 2. |
- 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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| 3. |
- 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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| 4. |
- 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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| 5. |
- 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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| 6. |
- 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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| 7. |
- 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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| 8. |
- Fahlgren, Anna, 1972-, et al.
(författare)
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Design and Outcome of a CDIO Syllabus Survey for a Biomedicine Program
- 2019
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Ingår i: The 15th International CDIO Conference: Proceedings – Full Papers. - Aarhus : Aarhus University. - 9788775074594 ; , s. 191-200
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Konferensbidrag (refereegranskat)abstract
- The CDIO Syllabus survey has successfully been applied to the Bachelor’s and Master’s programs in Experimental and Medical Biosciences, within the Faculty of Medicine and Health Sciences at Linköping University, Sweden. The programs are and have been, subject to considerable redesign with strong influence from the CDIO framework. One of the main drivers for the redesign is a shift concerning the main job market after graduation, from an academic career to industry and healthcare. One of the steps in the development process has been to carry out a Syllabus survey based on an adapted version of the CDIO Syllabus. The survey was sent out to students and to various categories of professionals, and in total 87 responses were received. The adapted version of the Syllabus and the design, execution, and outcome of the survey is presented.
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| 9. |
- Gunnarsson, Svante, 1959-, et al.
(författare)
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Using Course and Program Matrices as Components in a Quality Assurance System
- 2019
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Ingår i: The 15th International CDIO Conference: Proceedings – Full Papers. - Aarhus : Aarhus University. - 9788775074594 ; , s. 110-119
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Konferensbidrag (refereegranskat)abstract
- The CDIO framework is an integrated and important part of the new quality assurance system within the Faculty of Science and Engineering at Linköping University. Both the CDIO Syllabus and the CDIO Standards are used extensively in the system. First, the paper presents the development and use of the second generation of course matrices (previously denoted ITU-matrices) and program matrices, which build upon an adapted and extended version of the CDIO Syllabus. The extension is made to also include bachelor’s and master’s program in subjects outside the engineering field. Second, the paper presents how the CDIO Standards are used in the quality reports, which are vital parts of the quality assurance systems. As a result, the CDIO framework is used for the design, management, and quality assurance of all education programs ( approximately 60 programs) within the Faculty of Science and Engineering at Linköping University.
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| 10. |
- 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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