According to the CDIO framework, [1], the goal of engineering education is that every graduating engineer should be able to:
According to the CDIO framework, [1], the goal of engineering education is that every graduating engineer should be able to:
Modern engineering education uses practice-oriented approach to achieve specific learning outcomes.
In engineering education, making the link between theory and the process of designing and manufacturing practical applications is extremely important.
Engineering students in Finland have quite commonly been hired by the employers already before the graduation. This happens particularly for the best engineering students.
We are observing changes in all human activities. One sector affected by the changes is engineering.
Swedish models for evaluation of Quality in Higher Education (QHE models) have historically been designed by the Government through national agencies for higher education (HSV, UK-ämbetet).
Turku University of Applied Sciences has focused on game development education since 2009.
In the academic community there is commonly a belief that there is a strong link between teaching and research that is mutually reinforcing [Neumann 1992, Robertson 2007].
The real world software development projects require different programming skills.
This paper provides insights on a systematic university-wide approach to create an encompassing movement towards faculty development.
The implementation of the “Bologna process” has culminated at ETSII-UPM with the beginning of the Master’s Degree in Industrial Engineering, in academic year 2014-15.
The development of project work skills forms the backbone of curricula in engineering education.
Active Learning as CDIO Standard No. 8 is all about engaging students in discussion, argumentation, interaction, and eventually, the creation of new ideas and concepts.
Promoting and enhancing team learning is one of the essential tasks in improving the quality of education using the CDIO framework.
Luleå University of Technology (LTU) joined the CDIO Initiative in 2015, and a pilot project involving four engineering programs is now well underway.
The Bachelor of Engineering is a complex form of education; it has to meet the requirements of higher education in terms of academic stringency and scientific approaches, and at the same time fulfi
The working scheme of the students has been modified as a part of the Chemical Engineering department curriculum redesign work.
One of the main tasks of modern software engineering education is to enable students to appreciate the Fundamentals of Software Engineering: the methodologies, techniques and tools for software dev
The CDIO approach to engineering education was introduced in the early 2000’s.
ABSTRACT
The School of Mechanical and Aerospace Engineering at Queen’s University of Belfast has been a collaborator in CDIO since 2003 and has an ongoing change management plan for curriculum reform based
The paper discusses the work done, processed and resulted in by ESVI-AL project (Educación Superior Virtual Inclusiva – América Latina) for accessible and inclusive higher education.
One of the main motivation of the whole CDIO (Conceive-Design-Implement-Operate) approach is to make engineering more interesting, to increase students’ motivation and to make engineering education
The current process of active, collaborative and interactive learning tool for industrial robotics is described.
Changing from a traditional classroom and lecture based teaching mode to a CDIO based engineering education is not easy for either teachers or students.
Defining customer needs; considering technology, enterprise strategy, and regulations; developing concepts, techniques and business plans.
Creating the design; the plans, drawings, and algorithms that describe what will be implemented.
The transformation of the design into the product, including manufacturing, coding, testing and validation.
Using the implemented product to deliver the intended value, including maintaining, evolving and retiring the system.