cdio skills: reingegnerizzare ingegneria

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Secondo CDIO, conoscenze Techniche e capacità di analisi , abilità e caratteristiche Professionali e Personali , capacità Interpersonali (teamwork & comunicazione) costituiscono le fondamenta sulle quali costruire le conoscenze, abilità e caratteristiche ingegneristiche necessarie alle attività di ideazione, progettazione, realizzazione e gestione operativa di prodotti e sistemi, nell'impresa e nel contesto sociale. L’ambiente di apprendimento Technology-Enhanced deve essere basato su: Integrazione disciplinare (Integrated Course Block); Project-based learning; Learning by thinking-doing-use; Realizzazione di progetti, per il mondo reale, sperimentando le varie fasi del ciclo di vita di un prodotto/sistema dalla ideazione alla gestione operativa.


  • 1.Re-ingegnerizzareIngegneriaCDIO SkillsClaudio G. Casati Agosto 2009 (Rev. Ott09)

2. Executive SummarySecondo CDIO, conoscenze Techniche e capacit di analisi ,abilit e caratteristiche Professionali e Personali , capacitInterpersonali (teamwork & comunicazione) costituiscono lefondamenta sulle quali costruire le conoscenze, abilit ecaratteristiche ingegneristiche necessarie alle attivit diideazione, progettazione, realizzazione e gestione operativa diprodotti e sistemi nell'impresa e nel contesto sociale.Lambiente di apprendimento Technology-Enhanced deveessere basato su: Integrazione disciplinare (Integrated Course Block) Project-based learning Learning by thinking-doing-use Realizzazione di progetti, per il mondo reale, sperimentando le varie fasi del ciclo di vita di un prodotto/sistema dalla ideazione alla gestione operativa. 2 3. Citazione Questa presentazione un assemblaggio di materiali tratti da:CDIO Ready to Engineer at graduation, ASME 2009Engineering EducationChallenges and Strategies, ResearchCenter for Science, Technology & Education Policy, ZhejiangUniversity,China, 2009Progetto DIAlumni, Dipartimento di Ingegneria Aerospaziale,Politecnico di Milano, 2009CDIO - Integrating engineering competencies in engineeringeducation, Kristina Edstrm, KTH, October 21, 2008Convegno Le imprese cercano, gli ingegneri ci sono? Domanda eofferta a confronto nel panorama europeo Assolombarda ePolitecnico di Milano, 24 gennaio 2008SP1: System Requirements and Teamwork, Unified EngineeringSpring 2004, Charles P Coleman, MITThe CDIO Syllabus, A Statement of Goals for UndergraduateEngineering Education, Edward F. Crawley, Department ofAeronautics and Astronautics, MIT, 20013 4. Contenuti MetodologiaCDIO StandardLivelli di CompetenzeIntegrazione interdisciplinareCDIO Syllabus CDIO implementation processProject-based Learning (PBL) AppendiceCDIO 12 StandardsCDIO Syllabus4 5. Capacit richieste a un laureato in Ingegneria Capacit di ideare/ Conceive progettare/ Design implementare/ Implement operare/ Operate complessi sistemi ingegneristici a valore-aggiunto, in moderni ambienti basati-su-team. Avendo sviluppato, nel corso degli studi, blocchi di conoscenze, competenze e attitudini - tecniche, professionali, personali, interpersonali - in un contesto imprenditoriale e sociale, mediante un apprendimento by-thinking, by-doing, by-use, in un contesto imprenditoriale e sociale. 5 6. Learning by use Learning by doing Engineering EducationChallenges and Strategies, Research Center for Science,Technology & Education Policy, Zhejiang University,China6 7. Necessit Desired Attributes of an Underlying Need Engineering Graduate Educate students who:Understanding offundamentals Understand how toUnderstanding of conceive - design design & manufacturing implement - operateprocessComplex value-addedPossess a multi- engineering systemsdisciplinary systemperspectiveIn a modern team- based engineeringGood communicationskills environmentHigh ethical standards,etc. 7 8. The Challenge - Transform The CultureCURRENTDESIRED Engineering Science Engineering R&D Context Product Context Reductionist Integrative Individual Team... but still based on a rigorous treatment of engineering fundamentals 9. Evolution of Engineering Education Prior to the 1950s, education was based on practice, taught by distinguished former practitioners 1950s saw the introduction of engineering science, and hiring of a cadre of young engineering scientists 1960s was the golden era of a balance between the old practitioners and the young engineering scientists In the 1980s, the engineering scientists aged they replaced the practitioners with younger scientists, and the trend towards a scientific based education intensified In the 1990s, industry recognized a growing gap between the skills of graduating students and those needed for engineering practice 9 10. Development of Engineering EducationPre-Personal,1950s:InterpersonalPractice 2000s:and SystemCDIO Building1960s:Skills Science & Practice1980s:Science Disciplinary Knowledge Engineers need both dimensions, and Engineering Schools need to develop education that delivers both10 11. Goals of CDIO To educate students to master a deeper working knowledge of the technical fundamentals To educate engineers to lead in the creation and operation of new products and systems To educate future researchers to understand the importance and strategic value of their work11 12. Vision CDIO envision an education that stresses the fundamentals, set in the context of Conceiving Designing Implementing Operating systems and products: A curriculum organised around mutually supporting disciplines, but with CDIO activities highly interwoven Rich with student design-build projects Featuring active and experiential learning Set in both the classroom and a modern learning laboratory/workspace Constantly improved through robust assessment/evaluation process. 13. Pedagogic LogicMost engineers are concrete operational learners -Manipulate objects to understand abstractionsStudents arrive at university lacking personalexperience - Lack foundation for formal operationalthoughtMust provide authentic activities to allow mapping ofnew knowledge - alternative is rote or patternmatchingUsing CDIO as authentic activity achieves two goals -- Provides activities to learn fundamentals Provides education in the creation and operation of systems 13 14. CDIO Standard 2001CDIO has adopted 12 Standards as guidingprinciples for program reform and evaluation. The 12 CDIO Standards addressprogram philosophy,curriculum development,design-build experiences and workspaces,new methods of teaching and learning,faculty/academic development, andassessment and evaluation. 14 15. Approccio CDIO Principali Caratteristiche Risultati dellapprendimento - CDIO is based on outcomes, more than on contents, for producing the next generation of engineering leaders. Integrazione disciplinare - CDIO stresses engineering fundamentals set in the context of Conceiving, Designing, Implementing & Operating products, processes and systems Integrazione competenze trasversali personali e interpersonali Esperienze pratiche e spazi di lavoro Nuovi metodi di insegnamento e apprendimento Sistemi di misura dei risultati dellapprendimento e di valutazione del percorso formativoOrganized around mutually supporting technical disciplines a CDIO curriculum is richly interwoven with personal and interpersonal skills, product, process, and system building skills, student design-implement experiences, engineering problems requiring fundamental approach.15 16. CDIO STANDARD 1 CDIO as Context 2 CDIO Syllabus Outcomes 3 Integrated Curriculum 4 Introduction to Engineering 5 Design-Build Experiences 6 CDIO Workspaces 7 Integrated Learning Experiences 8 Active Learning 9 Enhancement of Faculty CDIO Skills 10 Enhancement of Faculty Teaching Skills 11 CDIO Skills Assessment 12 CDIO Program Evaluation16 17. Learning OutcomesTowards Learning Outcomes:learning outcomes, or end qualifications, oracademic competences are the key to futureprogram development, quality assurance, andaccreditation in higher education in Europethis is not a trivial but a major reorientation in thefield (product versus process)If learning outcomes are key it is necessary:to measure what comes out of the system in termsof learning outcomes: students competences atthe end of bachelor and master (output)to evaluate and optimize the study program interms of its contribution to the development of thedesired learning outcomes (input)17 18. Program Outcomes for Aeronautics and Astronautics at MIT 1.01. Demonstrate a capacity to use the principles of the Technical underlying sciences of mathematics, physics, Skillschemistry, and biology.2. Apply the principles of core engineering fundamentals.3. Demonstrate deep working knowledge of professional engineering. 2.01. Analyze and solve engineering problems. Personal 2. Conduct inquiry and experimentation in engineering and problems. Professional 3. Think holistically and systemically.4. Master personal skills that contribute to successful Skills engineering practice: initiative, flexibility, creativity, curiosity, and time management.5. Master professional skills that contribute to successful engineering practice: professional ethics, integrity, currency in the field, career planning. 18 19. Program Outcomes for Aeronautics and Astronautics at MIT 3.01. Lead and work in teams. Inter- 2. Communicate effectively in writing, in electronic personalform, in graphic media, and in oral presentations. Skills 3. Communicate effectively in foreign languages.4.01. Appreciate different enterprise cultures and work CDIOsuccessfully in organizations. System 2. Conceive engineering systems including setting requirements, defining functions, modeling, and Skills managing projects.3. Design complex systems.4. Implement hardware and software processes and manage implementation procedures.5. Operate complex systems and processes and manage operations. 19 20. Competenze/Livelli/Profilo Competenza = Integrazione di Conoscenze, Capacit & Attitudini caratterizzate da un Dominio, Metodi e Contesto Livello di competenza: definito da descrittori. Profilo: gruppo di competenze di un programma di formazione o di una persona20 21. Livelli di Competenze/ Blooms taxonomy ExpertProficientCompetentCompetenza Advanced Beginner Novice 21 22. Blooms TaxonomyOld BloomNew Bloom Knowledge Remember Comprehension Understand Application Apply AnalysisAnalyze Synthesis Evaluate EvaluationCreate 22 23. Integrazione A CDIO curriculum is designed with mutually supporting disciplinary courses, with an explicit plan to integrate personal, interpersonal, and product, process, and system building skills. (CDIO Standard 3 -- Integrated Curriculum). 23 24. Integrazione (es. 1/3) SYSTEMATIC INTEGRATIONIntroductoryMathematicsYear 1Physics courseI NumericalMechani

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