| 1. |
- Bergman, Becky, 1970, et al.
(author)
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Forming effective culturally diverse work teams in project courses
- 2017
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In: 13th international CDIO conference proceedings CDIO, June 18-22 2017, Calgary. - 1796-9964. - 9780889533998 ; 2017:13, s. 508-518
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Conference paper (peer-reviewed)abstract
- A culturally diverse student population at Master’s level is a reality at many universities today, as it is at Chalmers University of Technology in Sweden. However, a common issue is the lack of interaction between home and international students, which counteracts university goals of fostering intercultural cooperation. This paper will discuss and evaluate a pilot project in one Master’s program in production engineering, where activities around group diversity were integrated into a company-based project course. Students were assigned groups where a mixture of backgrounds and expertise were prioritised.The project used a number of group dynamics activities including a pre-survey of expectations of group work; negotiating a group contract; and continuous peer group assessment in order to develop and reflect on the skills required in a culturally diverse work team.From reflective essays that students wrote, as well as interviews carried out, the project and tasks were evaluated. The following themes were identified: attitudes to diversity; the importance of well-functioning communication; and attitudes and roles within the group.Results show that students found this a challenging but useful environment to work in and found the group dynamics activities helpful in negotiating this environment. Continuous peer group assessment, in particular, was seen as helpful in providing a forum for feedback and discussion on individual performance in the group and challenges for the group as a whole.Recommendations include constructive alignment within the program in terms of clear goals, activities and assessment, in order to build up these skills and awareness, not only in a single course but throughout the program.
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| 2. |
- Bhadani, Kanishk, 1991, et al.
(author)
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CDIO Course Development for Faculty in Raw Materials Programmes
- 2017
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In: The 13th International CDIO Conference Proceedings, Calgary, Canada. - 1796-9964. - 9780889533998 ; , s. 315-326
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Conference paper (peer-reviewed)abstract
- In Europe, the existing MSc programmes which are linked to the thematic Raw Material content often focus mainly on technical knowledge in itself, and students graduate as professionals who know how to solve pre-defined technical problems. Students in such programmes seldom practice entrepreneurial, communication and innovation skills at a level that is needed in working life. On the other hand, the CDIO Initiative has developed a framework for modernizing engineering education by introducing such skills and thinking into the technical programmes and courses. It is widely discussed in the CDIO community that one of the constraints in implementing CDIO is faculty staff professional development. CDIO standards 9 and 10 focus on the faculty development and competencies both in terms of pedagogic as well as learning methods to deal with personal and interpersonal skills, and product, process, and system building skills. In order to bring a change and implement CDIO into the Raw Materials programmes in Europe, a modular course for training in CDIO was developed and delivered for the faculty member in the Raw Materials sector. This paper accounts for the development of the faculty training course, and provides a unique perspective on the implementation of CDIO into raw materials related programmes capturing the different models of implementation from different universities’ programmes and courses. The various universities involved provide programmes and courses across the entire value chain of raw materials from mining and minerals processing to materials design, sustainability and recycling. This paper will serve as a reference for the educators to develop and implement CDIO education methods in specific disciplines as illustrated here in the field of raw materials related programmes.
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| 3. |
- Bhadani, Kanishk, 1991, et al.
(author)
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Student Perspectives on Video-Based Learning in CDIO-Based Project Courses
- 2017
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In: The 13th International CDIO Conference Proceedings, Calgary, Canada. - 1796-9964. - 9780889533998 ; , s. 689-704
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Conference paper (peer-reviewed)abstract
- This paper aims at demonstrating the applicability of video learning in CDIO based project courses and at evaluating to what extent it benefits students. The courses are Machine Elements (PPU210), Product Planning - Needs and Opportunities (PPU085) and Engineering Design and Optimization (PPU190) in the Mechanical Engineering programme at Chalmers University of Technology. The research was carried out by first creating a set of videos for selected topics in three courses. In total, 22 videos were created including topics such as “Benchmarking”, “SWOT”, and “Prototype lab equipment instructions”. The learning outcomes of the video lectures were mapped to the CDIO syllabus. A blended learning environment was developed, i.e. the videos were utilised as additional support alongside existing learning activities. The videos were then used in the courses and the students’ feedbacks collected through a dedicated questionnaire, the regular course evaluation survey, and in student-teacher group meetings during and after the courses. The collected data was analysed to produce inferences about the applicability and utility of the video lectures. The resulting analysis shows the students’ preferences regarding the evaluated video lectures and instructions. The students find videos more appealing compared to traditional lectures. One of the main benefits highlighted is the possibility of watching the videos in parallel to the design-build-test project execution rather having the classroom lecture only. This helps in reinforcing concepts, and results in less dependency on supervisors during the project execution. Videos proved to be suitable for creating a blended learning environment and improved the perceived learning experience for the students. In order to maximize student satisfaction and interaction with the videos, the videos should be short and closely aligned to the other learning activities. The paper also suggests future improvements to be carried out for video-based learning in the courses, and proposes an easy adaptable way for teachers to develop video material.
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| 4. |
- Quist, Johannes, 1985, et al.
(author)
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CDIO Based Engineering Design and Optimization Course
- 2017
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In: Proceedings of 2017 International CDIO Conference, Calgary, Canada. - 1796-9964. - 9780889533998 ; , s. 298-314
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Conference paper (peer-reviewed)abstract
- In order to design competitive products that meet today’s challenges, future engineers need knowledge and experience in applying and integrating optimization theory in the engineering design process. The Chalmers course Engineering Design and Optimization addresses this need and was developed and first offered in the fall semester of 2013. This paper provides a detailed account of the course development experiences, teaching methods and course evaluations using CDIO Standards. It also includes a discussion of the learning objectives, required resources, instructional processes and student assessments. The course is analyzed to see to what extent the course aim is satisfied and highlight areas of improvement. Three projects are carried out in groups of two students. The projects are a cantilever design-build-test exercise, a redesign project that involves material selection, and a multi disciplinary design project of an engine component using multi-physics software. The assignments are assessed with respect to both engineering criteria as well as reporting and communication. The course is believed to be novel in the way optimization theory and tools are taught as an integrated learning experience with engineering design and physical prototyping. The course has had a great impact on the students’ choice of master’s thesis project. The number of optimization-focused master thesis projects has increased from two or three to around 15 annually. Several of these projects are multidisciplinary and joint projects between departments of Applied Mechanics and Product & Production Development. The course has also initiated a valuable partnership with industry on optimization that now has grown to a network with 20 industrial and academic members.
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| 5. |
- Bienkowska, Dzamila, 1978-, et al.
(author)
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Peer Feedback in CDIO Courses in Organisation and Leadership
- 2017
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In: The 13th International CDIO Conference Proceedings - Full Papers. - : University of Calgary. - 9780889533998 ; , s. 559-569
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Conference paper (peer-reviewed)abstract
- Peer feedback is increasingly being used as an important part of higher education, as it has a potential to contribute to development of professional skills such as giving and receiving feedback while having the benefit of not overstretching the teacher resources. In this paper we share our experiences of working with peer feedback in a course on organisation and leadership with approximately 170 students given during the first year of a CDIO-based engineering program. We present and discuss the course design and how peer feedback was organized as well as the experiences of both teachers and students of this course. We observe that working with peer feedback has helped our students in achieving several important outcomes, for example increased learning within the subject, documented development of own writing and assessment skills, and increased awareness of different perspectives on the same topic. However, we also identify problematic aspects of working with peer feedback, such as a large variation in the quality of provided feedback, perceived difficulties when students are asked to provide non-anonymous feedback to their peers, and students’ doubts whether peers can provide as “correct” feedback as the teacher would have been able to give. We discuss the benefits and downsides of peer feedback within the framework of CDIO-based engineering education and conclude by recommending that feedback-related skills should be trained and developed throughout educational programs in a gradual and integrated way.
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| 6. |
- Meikleham, Alexandra, et al.
(author)
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Visualizing 17 Years of CDIO Influence via Bibliometric Data Analysis
- 2018
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In: Proceedings of the International CDIO Conference. - 1796-9964. - 9784906122530 ; , s. 53-72
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Conference paper (peer-reviewed)abstract
- Bibliometric data analysis has gained popularity in recent years as an efficient means of visualizing multi-dimensional indicators of influence in communities of practice (Youtie & Shapira, 2008). Such an approach has been used to map emerging fields of research such as synthetic biology and nanotechnology (Shapira, Kwon, & Youtie, 2017; Youtie & Shapira, 2008). Using this approach, one can track citation and social network data over time to develop a deeper understanding of the influence of the CDIO initiative on engineering education publications since its inception (i.e., the past 17 years). In this paper, bibliometric data analysis will be used to examine how publications on the CDIO Initiative have evolved. Visualizations are presented using an open-source visualization tool, VOSViewer, and used to understand geographic distribution and co-authorship. A word frequency and co-occurrence analysis has been used to analyze title and abstract data over the same time period. Geographic author network analysis reveals continued growth in regional collaborations over the past seventeen years. Co-authorship by author name reveals a core community of researchers, which has diverged over time into dispersed collaboration groups. Word co-occurrence analysis of title and abstract data from Scopus reveals that design-implement and project-based learning activities have been the central topic of CDIO-related engineering education literature over this time period. An analysis of the terms “faculty competence” and “learning assessment” indicates that these topics are comparatively under-served in the literature, representing fertile research topics for practitioners. The benefit of this research is to provide insight to past development areas and opportunities for growth in the CDIO Initiative.
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| 7. |
- Mejtoft, Thomas, 1976-, et al.
(author)
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Integration of generic skills in engineering education : Increased student engagement using a CDIO approach
- 2017
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In: The 13th International CDIO Conference. - Calgary AB, Canada : University of Calgary. - 9780889533998 ; , s. 386-395
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Conference paper (peer-reviewed)abstract
- To be able to successfully pursue a future career within engineering, students need to acquire not only disciplinary knowledge but also generic skills to become professionals. The CDIO model provides a foundation of generic skills that can be expected by the students’ future employers. This paper presents pros and cons when integrating generic skills in disciplinary projects and is based on surveys and interviews with students and teachers on two integrated courses, Project management and Interactivity in smart environments, on an integrated five-year Master of Science program at Umeå University.The results show that integrating two courses to give disciplinary meaning to projects make the students maintain their motivation during the course in Project management. In addition, the integration of the courses led to more time for the students for the actual project work. Lastly, both students and teachers also had the possibility to provide a better formal project structure on the disciplinary course. However, the results also show that the confusion among the students increased due to different requirements in each course. Thus, a high level of communication and a holistic view among the involved teachers is desirable to improve the overall success in course integration.
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| 8. |
- Norrman, Charlotte, 1968-, et al.
(author)
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CDIO-based entrepreneurship courses as drivers of innovation in industrial segments
- 2017
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In: Proceedings of the 13th International CDIO Conference, University of Calgary,Calgary, Canada, June 18-22, 2017. - Calgary : University of Calgary. - 9780889533998 ; , s. 288-297
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Conference paper (other academic/artistic)abstract
- In this paper, we describe and discuss how in two CDIO-based entrepreneurship courses at Linköping University, Sweden, we encourage students to identify and solve challenges and problems in two adjacent industrial sectors, i.e., environmental technology and agricultural/green industries. Both courses are offered to a broad range of engineering programs. The industrial sectors chosen give the students a delimited context incorporating direction, business culture and technology, that forms a basis for the students on which to build their entrepreneurship cases. Working with real challenges gives real-life experience of how models and frameworks can be utilized and correctly executed. In addition, it increases project relevance, student motivation and learning.One challenge to overcome is the fact that many students lack previous work-life experience and a thorough knowledge of the industrial sectors in focus. Experiences from earlier courses told us that this made it difficult for students identify and develop realistic, yet challenging and new business ideas on their own to. To remedy this, we tested facilitating interaction with industry, and through this help the students to detect real problems. Furthermore, it was anticipated that interaction with external actors, such as established businesses, organizations and potential customers, helps students to adjust and fine-tune needs and demands to create business ideas that could have real potential. As an added benefit, this approach could enable academia to act as co-creator in industrial problem solving, i.e., to put academic knowledge to practical use in society. Based on our own experiences and student feedback we discuss how this approach forced the students out of their comfort zones, challenged their creativity and enhanced their learning.
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| 9. |
- Norrman, Charlotte, 1968-, et al.
(author)
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Simple Mockups : Tool to Enhance Visualisation and Creativity inEntrepreneurship Courses
- 2017
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In: Proceedings of the 13th International CDIO Conference, University of Calgary,Calgary, Canada, June 18-22, 2017. - Calgary : University of Calgary. - 9780889533998 ; , s. 481-489
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Conference paper (other academic/artistic)abstract
- The CDIO framework encourages us to work with prototyping during the conceive and design phases integrated into engineering education. At Linköping university, we apply prototyping and working with simple mockups in several entrepreneurship and innovation courses in order to stimulate creative thinking and experimentation. We have seen that through working with a joint prototype, the students increase their level of engagement and self-confidence while learning to know each other, both as individuals, and according to their skills and competence. Prototyping events are appreciated as learning activities, not least as they signal a culture of playfulness and unpretentiousness within a course. We have also seen that it is important to inspire the participating students to reflect on the event in order to complete the learning process. In the paper we analyse and discuss our experience regarding how and at what time in a course simple prototypes can be used, how workshops can be developed, and what we have learned.
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| 10. |
- Papadopoulou, Panagiota, 1992, et al.
(author)
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Video Development Methods for CDIO-Based Project Courses
- 2018
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In: The 14th International CDIO Conference, Kanazawa, Japan. - 1796-9964 .- 2002-1593. - 9784906122530 ; , s. 431-442
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Conference paper (peer-reviewed)abstract
- Video utilization can be a powerful tool for teachers to stimulate students’ interest and support flexible and adaptive learning. Successful video-based learning implementation cannot be assured without careful consideration regarding desired quality, learning outcomes and video development methods. The investigation and sharing of experiences considering video development is indispensable and will contribute to spreading a culture of easily made, peer-reviewed videos, which will enhance teaching and learning. For CDIO-based courses, it is required that the video development methods are agile and cost-effective in production as to support continuous update of videos relevant for the course and other course activities. In this paper, we identify and describe video development methods from different CDIO-based project courses. The methods are classified based on the content type, the production style, the required resources and the video characteristics. All presented video development methods follow our general framework of video development process which has been previously published and consists of four interwoven steps - topic selection, learning objectives mapping, content generation and video recording. Based on semi-structured interviews with the course teachers, we present their experiences with those different development methods to create content specific videos pertaining to various Conceive-Design-Implement-Operate topics. As outcome, we suggest our preferable video development method depending on video content category. We conclude that the choice of video development method must consider the audience’s characteristics and needs while video content should be aligned with the course content, other learning activities and the literature. The video development methods suggested and described in this paper will assist educators to choose an appropriate video development method for their own courses and maximize the videos’ contribution to student learning.
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