CDIO @ SP
Conceive – Design – Implement - Operate
Conceive – Design – Implement - Operate
ORIGINAL COLLABORATORS
Chalmers
KTH
Linköping
Over 90 institutions worldwide
MIT
Asia Region
Singapore Polytechnic (Regional Centre)
Nanyang Polytechnic
Kanazawa Institute of Technology
Kanazawa Technical College
Vietnam National University - Ho Chi Minh City
Duy Tan University
School of Engineering at Taylor's University College
Shantou University (Regional Centre)
Tsinghua University
Beijing Jiaotong University
Dalian Neusoft Institute of Information
Beijing Institute of Petrochemical Technology
Suzhou Industrial Park Institute of Vocational Technology
College of Light Industry, Hebei United University
The CDIO Education Framework was
the result of....
•
Feedback from industries, graduates and practising engineers
that certain important professional skills are not developed in
the existing curriculum.
•
Need to meet standards and criteria set by accreditation bodies
such as ABET- Accreditation Board for Engineering & Technology
•
Falling Engineering Enrolment as well as students finding that
engineering is too dry and theoretical in the first year of study
5
Key Texts
Why is it called CDIO?
Conceive-Design-Implement-Operate is the
context of Engineering Education
It’s what engineers do
We believe that every graduating engineer should be able to:
Conceive-Design-Implement-Operate complex valueadded engineering products, processes, and systems in a
modern, team-based environment
(Crawley et al 2007)
Two BIG Questions for
Engineering (any) Education
WHAT knowledge, skills and attitudes should students
possess as they graduate from university? (PURPOSE)
HOW can we do better at ensuring that students learn
these skills? (PEDAGOGIC DESIGN)
CDIO OVERVIEW
The activities within the CDIO Initiative are based on two key
documents
What : CDIO Syllabus
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Disciplinary Knowledge
Personal Skills
Interpersonal Skills
CDIO Skills
How : 12 Standards
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Curriculum
Teaching & Learning Methods
Workspace
Faculty Competence
Assessment
CDIO Syllabus
1. Disciplinary Knowledge & Reasoning
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Knowledge of underlying mathematics and sciences
Core engineering fundamental knowledge
Advanced engineering fundamental knowledge, methods and tools
2. Personal and Professional Skills & Attributes
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Analytical reasoning and problem solving
Experimentation, investigation and knowledge discovery
System thinking
Attitude, thought and learning
Ethics, equity and other responsibilities
3. Interpersonal Skills: Teamwork & Communication
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Multi-disciplinary teamwork
Communications
Communication in a foreign language
4. Conceiving, Designing, Implementing & Operating Systems in the Enterprise, Societal &
Environmental Context
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External, societal and environmental context
Enterprise and business context
Conceiving, systems engineering and management
Designing
Implementing
Operating
CDIO Standards
Curriculum
Workspace/Labs
Teaching & Learning Methods
Enhancement of Faculty
Competence
Assessment Methods
Standard 1
Adopt CDIO as a context
Standard
Standard
Standard
Standard
CDIO Syllabus Outcomes
Integrated Curriculum
Introduction to Engineering
Design-Build Experiences
2
3
4
5
Standard 6
CDIO Workspaces
Standard 7
Standard 8
Integrated Learning Experiences
Active Learning
Standard 9 Enhancement of Staff CDIO Skills
Standard 10 Enhancement of Staff Teaching Skills
Standard 11 CDIO Skills Assessment
Standard 12 CDIO Program Evaluation
Use of CDIO Standards
• Define the distinguishing features of a CDIO program
• Serve as guidelines for program reform
• Create benchmarks and goals that can be applied worldwide
• Provide a framework for continuous improvement
Standard 1 - CDIO as Context
Adoption of the principle that product, process
and system lifecycle development and deployment Conceiving, Designing, Implementing and Operating
- are the context for engineering education
Its what Engineers do
Standard 2 - Learning Outcomes
Specific, detailed learning outcomes for the CDIO Syllabus
SP has customized these to the context and proficiency level
expected of our students
CDIO Standard 3: Integrated Curriculum
A curriculum designed with mutually supporting
disciplinary courses, with an explicit plan to integrate
personal and interpersonal skills, and product, process,
and system building skills
?
Gap Analysis & Skill Mapping
Each school conducted a gap analysis of their
courses. From this, it was possible to:
• Identify where such skills are already present in the curriculum
(whether explicitly stated or otherwise)
• Identify where there are naturally occurring opportunities to
integrate selected CDIO skills.
• Map and integrate the CDIO skills throughout the course
(programme), and in terms of proficiency at module (course) level
• Ensure that the overall structure and sequencing of modules is both
effective and efficient in terms of meeting the terminal outcomes of
the programme.
Example from Chemical Engineering:
Integration of Communication & Teamwork across 3 years of Study
STAGE 1A
STAGE 1B
STAGE 2A
STAGE 2B
Core Module
1A-1
Core Module
1B-1
Core Module
2A-1
Core Module
2B-1
Core Module
1A-2
Core Module
1B-2
Core Module
2A-2
Core Module
2B-2
Core Module
1A-3
Core Module
1B-3
Core Module
2A-3
Core Module
1A-4
Core Module
1B-4
Core Module
1A-5
Core Module
1A-6
STAGE 3AD
STAGE 3B
Core Module
3A-1
Core Module
3B-1
Core Module
3A-2
Core Module
3B-2
Core Module
2B-3
Core Module
3A-3
Core Module
3B-3
Core Module
2A-4
Core Module
2B-4
Core Module
3A-4
Core Module
3B-4
Core Module
1B-5
Core Module
2A-5
Core Module
2B-5
Core Module
3A-5
Core Module
3B-5
Core Module
1B-6
Core Module
2A-6
Core Module
2B-6
Core Module
3A-6
Core Module
3B-6
Year 1: Exposure to
CDIO skills
Year 2: Reinforcement of
CDIO skills
Year 3: Demonstration of
CDIO skills
Different level of expectations Year 1 to Year 3
 Example: Communication
Year 1: To identify the importance of clear oral
communication using walkie-talkie in carrying out the
task of ….
Year 1: To explain how Purpose, Audience & Context
(PAC) affects preparing a memo for different target
audiences ….
Year 2: To display competence in applying established
communication principles in preparing an oral
presentation for ….
Year 3: To demonstrate competence in delivering oral
presentations to designated audiences in …..
CDIO Standard 4: Introduction to Engineering
An introductory course that provides the framework for engineering
practice in product, process, and system building skills and introduces
essential personal and interpersonal skills
Basically, to get students actually doing engineering
early in the course programme
Car Challenge
CDIO Standard 6: CDIO Workspaces
Engineering workspaces and laboratories that support hands on learning…
CDIO Standard 7 –
CDIO Standard 7: Integrated Learning Experiences
Integrated Learning Experiences
Integrated learning experiences that lead to the acquisition of disciplinary
knowledge, as well as personal and interpersonal skills, and product, process,
and system building skills
ACECDIO
Standard 8: Active Learning
Teaching and learning based on active and experiential learning
methods
LEARNING
ACTIVEXPERIENTIAL
LEARNING
Engages students directly in thinking and
problem solving activities
Emphasis on students generating, analyzing,
evaluating and applying ideas
EXPERIENTIAL LEARNING
Active learning in which students take
on roles that simulate professional
engineering practice
Examples:
Examples:
Think Pair-and-Share
Design-implement experiences
Group discussions
Problem-based learning
Debates
Simulations
Concept questions
Case studies
CDIO Standard 9: Enhancement of Staff
CDIO Skills
Developing Competence in Infusing
& Teaching the CDIO Non-Technical Skills
CDIO Standard 10: Enhancement of Staff
Teaching Skills
I have been teaching for years,
why do I need more teaching skills?
CDIO Standard 11: CDIO Skills Assessment
Assessment methods must be those most valid and efficient
for assessing the learning outcomes. However, a strong emphasis
is placed on:
• Learning Assessment – using formative assessment to support the
learning process, identifying learning problems, providing rapid, clear and
constructive feedback
• Authentic Assessment – using real world learning tasks that integrate a
range of knowledge and skills
“Teaching, learning, and assessment merge into one seamless enterprise”
(Perkins)
CDIO Standard 12: Program Evaluation
…. but what have you learned and
how useful is it?
Broad Research Questions:
(3-year longitudinal evaluation)
• Are the learning outcomes, learning designs/activities and assessments aligned?
• How has the integration of the CDIO skills into the syllabuses impacted the
students – what is their experience?
• What is the lecturers’ perception of the curriculum changes and their impact on
students’ competence in the selected CDIO?
Data Collection Methods
• Examination of a range of curriculum materials (e.g., course documents, module
documents, learning plans, schemes of assessment, assessment items)
• Student questionnaires
• Student Blogs – students as Co-participants in the evaluation
• Focus group interviews with students and lecturers teaching the CDIO
programmes
• Observation of selected lessons (e.g., those incorporating activities related to
selected CDIO skills)
Student Co-Participants and Blog
• Students were presented with specific questions
relating to their experience of lessons taught, and
asked to provide their responses with examples to
illustrate where possible.
• A useful and novel way to help build rapport with the
students, encouraging more authentic and open
communication.
Responsibilities of Student Co-Participants
• Chat to classmates and identify some broad
experiences relating to learning the selected CDIO
skills and the teaching approaches used
• Make personal notes and/or blog their experiences
• Meet with the researchers at least once a semester
for group sharing
What the students blogged…..
Having gone through 2 semesters, how would you rate (1-5) your interest in
your field of engineering? (1 being Not Interested and 5 being Very
Interested) Briefly explain your rating.
Rate 5. What I love most in this module was the project. We were allowed to
work as group and be independent. We have to complete the project in
group. During the process of doing the project, we were like small engineers.
Although our skills were far from the Professional engineers, we experienced
many situation which allow us to improve and find solution. Problem-solving
is what engineers should do.
Year 1 Architecture and Built Environment student
Key Findings – Curriculum Documents and Materials
Some courses needed significant revision :
• writing of learning outcomes generally (e.g., rationalization,
performance focus, clarity of intent, etc)
• Appropriate infusion of selected CDIO skills
• Designing of key learning tasks and assessment activities (including
the scoring systems)
Key Findings – Student Questionnaire
• Nearly 50% agreed and 25% strongly agreed, in favour of the
implementation of CDIO.
• Semester 1: mean scores ranged from 3.73 to 4.03, with an overall
mean of 3.90 (SD = 0.90) .
• Semester 2: mean scores ranged from 3.74 to 4.10, with an overall
mean of 3.85 (SD = 0.93).
• The Cronbach alphas showed high internal consistency in student
responses.
Key Findings – Student blog and focus groups
• Students perceived the importance of the CDIO skills as a valuable part of the
curriculum
• The explicit teaching of the selected skills seems to vary from module to module
and across lecturers
• Authentic learning opportunities for such skills is experienced
• Specific real world tasks linked theory to practice and made the learning
experience more meaningful and interesting
What is Design Thinking?
“…a discipline that uses the designers sensibility and methods to match
people’s needs with what is technologically feasible and what a viable
business strategy can convert into customer value and market opportunity”
(Brown, 2008)
Works to integrate both a mastery of analytical thinking with
creative/intuitive thinking (Martin 2009 refers to this as “Abductive Reasoning”)
-- Tim Brown on Design Thinking
CEO, IDEO
Learning Express
INNOVATING ACROSS BORDERS
China
Thailand
Philippines
Vietnam
Malaysia
Singapore
Opportunities for students to apply their
creativity to develop appropriate technologies
and sustainable solutions through co-creation
Indonesia
Collaborative projects on Environment, Aging Population, Health Care,
Water conservation, Sustainable agriculture
Rice-Sesame Cracker Production, Da Nang,
Vietnam
Sorghum Threshing, Jogjakarta, Indonesia
Cassava Sqeezing. Jogjakarta,
Indonesia
Handicraft Lacquering Process, Ho Chi Minh
City, Vietnam
Intrinsic Motivation @ SP
“There can be no mental development without interest. Interest is the sine qua non
for attention and apprehension. You may endeavour to excite interest by means of
birch rods, or you may coax it by the incitement of pleasurable activity. But without
interest there will be no progress”
(Whitehead, 1967, p.37)
Key Underpinning Learning Assumptions
• The importance of students Mind-sets relating to learning (Dweck, 2006)
... is based on the belief that your basic qualities are things you can cultivate through your
efforts. Although people may differ in every which way – in their initial talents and aptitudes, or
temperaments – everyone can change and grow through application and experience. (p.7)
• Self Determination Theory (Deci & Ryan) identifies 3 fundamental psychological needs:
• Competence/Mastery (Not a specific competence, but a feeling of being effective, and able to express
once capabilities – leads to seeking optimal challenges and further develop skills
• Relatedness (Feeling connected to others, caring and being cared for, having a sense of belongingness
to other individuals/community)
• Autonomy (Perceiving control over one’s choices and behaviours, acting from the basis of personal
interest and values)
• The importance of Purpose from the work of Daniel Pink
Mind-sets (Carol Dweck)
Fixed Mindset
Growth Mindset
(Intelligence is static )
(Intelligence can be developed)
Leads to a desire to look smart and therefore
a tendency to:
Leads to a desire to learn and therefore a
tendency to:
• Avoid challenges
• Embrace challenges
• Get defensive and give up when faced with
obstacles
• Persist in the face of setbacks
• See effort as something less able people
need, and not for the smart
• Learn from criticism
• Ignore useful negative feedback
• Feel threatened by the success of others
As a result, they may plateau early
and achieve less than their full potential
• See effort as the path to mastery
• Find Lessons and inspiration in the success
of others
As a result, they reach ever-higher
levels of achievement
INTERNSHIP PROGRAMME (ITP)
SkillsFuture is a national movement…….to develop their fullest potential
throughout life, regardless of their starting points…..the skills, passion and
contributions of every individual will drive Singapore's next phase of development
towards an advanced economy and inclusive society.
“Skills mastery is …….a mindset of continually striving towards greater excellence
through knowledge, application and experience.”
From SkillsFuture website (http://www.skillsfuture.sg/overview.html)
Compulsory Industrial
Training Programme (6 – 8
weeks)
Internship Programme (6
months, I year)
 Local (MNC and SME)
 Overseas (Countries: China, India, Korea, Japan, Finland,
Australia, Dubai, Israel, France, Germany, UK, etc.)
What is a polytechnic education?
Facts and figures
Established: 27 October 1954
49 Fulltime
Diplomas
Full-time Diploma
students: 15,972
Part-time students:
1,659 not including
other CET courses
22
Advanced/
Specialist
Diplomas
5 Part-time
Diplomas
Alumni:
170,000
Staff:
1668
SINGAPORE POLYTECHNIC
Our Mission
To educate and train our students to be work-ready, lifeready and world-ready.
Our Vision
To create a caring community of inspired learners who will
serve with mastery.
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