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Assessing curriculu...
Assessing curriculum agility in a CDIO engineering education
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- Brink, Suzanne (författare)
- Leiden University, Leiden, Netherlands,Universiteit Leiden (UL),Leiden University (UL)
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- Carlsson, Carl Johan, 1971 (författare)
- Chalmers University of Technology, Gothenburg, Sweden,Chalmers tekniska högskola
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- Enelund, Mikael, 1965 (författare)
- Chalmers University of Technology, Gothenburg, Sweden,Chalmers tekniska högskola
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- Georgsson, Fredrik (författare)
- Umeå universitet,Institutionen för datavetenskap,Umeå University
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- Keller, Elizabeth (författare)
- KTH,Lärande i Stem,Kungliga Tekniska Högskolan (KTH),Royal Institute of Technology (KTH)
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- Lyng, Reidar (författare)
- NTNU Norwegian University of Science & Technology, Norway,Norges teknisk-naturvitenskapelige universitet (NTNU),Norwegian University of Science and Technology (NTNU)
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- McCartan, Charles (författare)
- Queen's University Belfast, Belfast, United Kingdom
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(creator_code:org_t)
- Gothenburg, Sweden : Chalmers University of Technology, 2020
- 2020
- Engelska.
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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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Abstract
Ämnesord
Stäng
- 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.
Ämnesord
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Pedagogik (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Pedagogy (hsv//eng)
- TEKNIK OCH TEKNOLOGIER -- Annan teknik -- Övrig annan teknik (hsv//swe)
- ENGINEERING AND TECHNOLOGY -- Other Engineering and Technologies -- Other Engineering and Technologies not elsewhere specified (hsv//eng)
- SAMHÄLLSVETENSKAP -- Annan samhällsvetenskap -- Tvärvetenskapliga studier inom samhällsvetenskap (hsv//swe)
- SOCIAL SCIENCES -- Other Social Sciences -- Social Sciences Interdisciplinary (hsv//eng)
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Pedagogiskt arbete (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Pedagogical Work (hsv//eng)
Nyckelord
- Change Management
- Curriculum Agility
- Self-Assessment
- Stakeholder Involvement
- Standards 1
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- Teknikvetenskapens lärande och kommunikation
Publikations- och innehållstyp
- ref (ämneskategori)
- kon (ämneskategori)
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