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- Einarson, Daniel, 1960-
(author)
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Working- vs. educational processes in software engineering vs. CDIO
- 2011
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In: 7th International CDIO Conference 2011. - : Danmarks Tekniske Universitet, DTU. - 9788798527268 ; , s. 438-452
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Conference paper (peer-reviewed)abstract
- The relatively short history of IT can unfortunately point out a number of failing projects concerning missing deadlines, functionalities, low quality, etc. Theories and techniques have been developed, to meet inherent problems and challenges. But also software process models, that is ways of working, where several typical activities within software processes have been emphasized. Still, the use of software also seems to bring even further requirements on new techniques. A conclusion is therefore that, besides from some core fundaments, inherent parts of IT are, by necessity, evolving in themselves.When it comes to educational systems, an appropriate set of theories, techniques, and principles should be taught to prepare for working in software industry. Still, this is not enough. A software engineer actually needs to be able to handle all the steps of a software process. That is, educational systems have to find ways to support teachings, not only in theories, techniques, and principles, but also in ways of working that hopefully should correspond well to the practices of software industry. Furthermore, students should be gained by getting educational support to meet and handle the ever changing future.This contribution presents project based approaches where the process of developing the project result should have several benefits. First, it should provide a basis for training core practices of Computer Science, second it should prepare for software processes, i.e., ways of working in software industry, and third, it should aim for students being responsible for self learning. Especially, the third point is significantly important in a discipline of ever changing techniques. Inspiration is taken from well known Software Process Models. Such are models are shown to lie close to the CDIO initiative. Software Process Models are discussed, comparisons with CDIO are provided, as well as a case study on a project based course.
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| 2. |
- Elmquist, Lennart, et al.
(author)
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An approach to foster integrative skills during the engineering studies
- 2011
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In: Conference proceedings. - : Technical University of Denmark. - 9788798527268
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Conference paper (peer-reviewed)abstract
- This paper presents an approach to overcome the drawbacks associated with education programs developed on the basis of domain-specific knowledge only. The approach is based on establishment of means for cross-disciplinary meetings and collaboration between students on Master programs in product development and production management. The approach is intended to help reducing the barriers to integration among individuals possessing different competences that have been reported in the literature. The approach originates from discussions regarding two Master programs at the School of Engineering (JTH), Jönköping University, Sweden. The programs are: Master in Product Development, specialisation in Product Development and Materials Engineering and Production Systems, specialisation in Production Development and Management. Both programs are designed according to the principles of the CDIO initiative. The approach was developed jointly by the two Master program coordinators during a workshop at Stanford University on ‘Changing mindsets: Improving creativity and innovation’ in December 2010. The workshop was organised by the Swedish program ‘Product Innovation Engineering program’ (PIEp). The approach emerged during the workshop and was modelled as a physical prototype and discussed with other workshop participants. The result was three courses found to besuitable for joint studies.
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| 3. |
- Schedin, Staffan, et al.
(author)
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An Integrated Learning Model In Collaboration With Industrial Partners
- 2014
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In: Proceedings of the 10th International CDIO Conference, Universitat Politècnica de Catalunya, Barcelona, Spain, June 16-19, 2014<em></em>. - Spain : Universitat Politècnica de Catalunya. - 846972147X - 9788469721476 ; , s. 1-9
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Conference paper (peer-reviewed)abstract
- We present a recently developed learning model of work integrated learning in the Bachelor programs in Mechanical Engineering as well as Electronic and Computer Engineering at Umeå University, Sweden. The model is based on an organized collaboration with our industrial partners in the surrounding geographic region. As a part of the collaboration, each participating student is guaranteed internships at a chosen company over the summer period.In the model, company based projects are integrated with some of the study program courses. Moreover, the participating students are given a possibility to perform their final thesis at the chosen company. We consider this collaboration as a "win-win situation" for the three parties involved in the learning model: the students, the University/faculty and the industrial partners. A number of positive effects have been observed and documented as follows:i) The integrated learning improves the learning process for the students, where learning, knowledge and practice are integrated into the engineering curricula.ii) The general quality of the study programs in the faculty has been developed and improved based on the professional skills as required by modern industrial companies.iii) The obtained advantage for the industrial partners has been to establish professional contacts with the students as well as the possibility to be acquainted with potential future employees.We discuss the experiences of this learning model in relation to CDIO standard 7 (Integrated Learning Experiences) and 8 (Active Learning). It has been found that the company based projects promote interdisciplinary learning as well as fostering system building skills and personal communication skills. Moreover, the developed learning model supports the expected learning outcomes, especially with regard to interpersonal skills, teamwork and communication. Finally, we investigate the learning theories that support the developed learning model from a pedagogical point of view.
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