cdio skills: reingegnerizzare ingegneria

Re-ingegnerizzare Ingegneria

Claudio G. CasatiClaudio G. Casati

Agosto 2009 (Rev. Ott09)

CDIO Skills

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Executive SummarySecondo Secondo CDIO, CDIO, conoscenze Techniche conoscenze Techniche e e capacitcapacitàà di analisi di analisi , , abilitabilitàà e e caratteristichecaratteristiche PProfessionalirofessionali e Personali e Personali , , capacitcapacitààInterpersonaliInterpersonali (teamwork & (teamwork & comunicazionecomunicazione) ) costituisconocostituiscono le le fondamentafondamenta sullesulle qualiquali costruirecostruire le le conoscenzeconoscenze, , abilitabilitàà e e caratteristiche ingegneristiche caratteristiche ingegneristiche necessarie alle attivitnecessarie alle attivitàà di di ideazione, progettazione, realizzazione e gestione operativa di ideazione, progettazione, realizzazione e gestione operativa di prodotti e sistemi nell'impresa e nel contesto sociale. prodotti e sistemi nell'impresa e nel contesto sociale.

LL’’ambiente di apprendimento Technologyambiente di apprendimento Technology--EnhancedEnhanced deve deve essere basato su:essere basato su:

Integrazione disciplinare (Integrazione disciplinare (Integrated CourseIntegrated Course Block)Block)ProjectProject--basedbased learninglearningLearning by Learning by thinkingthinking--doingdoing--use use Realizzazione di progetti, per il mondo reale, sperimentando Realizzazione di progetti, per il mondo reale, sperimentando le varie fasi del ciclo di vita di un prodotto/sistema dalla le varie fasi del ciclo di vita di un prodotto/sistema dalla ideazione alla gestione operativa.ideazione alla gestione operativa.

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CitazioneQuesta presentazione è un assemblaggio di materiali tratti da:

CDIO CDIO ““Ready to EngineerReady to Engineer”” at graduation, ASME 2009at graduation, ASME 2009

EEngineeringngineering EducationEducation：：Challenges and Strategies, Research Challenges and Strategies, Research CenterCenter for Science, Technology & Education Policy, Zhejiang for Science, Technology & Education Policy, Zhejiang University,China, 2009University,China, 2009

Progetto Progetto DIAlumniDIAlumni, Dipartimento di Ingegneria Aerospaziale, , Dipartimento di Ingegneria Aerospaziale, Politecnico di Milano, 2009Politecnico di Milano, 2009

CDIO CDIO -- Integrating engineering competencies in engineering Integrating engineering competencies in engineering education, Kristina education, Kristina EdstrEdströömm, KTH, October 21, 2008, KTH, October 21, 2008

Convegno Convegno ““Le imprese cercano, gli ingegneri ci sono? Domanda e Le imprese cercano, gli ingegneri ci sono? Domanda e offerta a confronto nel panorama europeoofferta a confronto nel panorama europeo”” Assolombarda e Assolombarda e Politecnico di Milano, 24 gennaio 2008Politecnico di Milano, 24 gennaio 2008

SP1: System Requirements and Teamwork, Unified Engineering SP1: System Requirements and Teamwork, Unified Engineering Spring 2004, Charles P Coleman, MITSpring 2004, Charles P Coleman, MIT

The CDIO Syllabus, A Statement of Goals for Undergraduate The CDIO Syllabus, A Statement of Goals for Undergraduate Engineering Education, Edward F. Crawley, Department of Engineering Education, Edward F. Crawley, Department of Aeronautics and Astronautics, MIT, 2001Aeronautics and Astronautics, MIT, 2001

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Contenuti

MetodologiaCDIO StandardLivelli di CompetenzeIntegrazione interdisciplinareCDIO Syllabus

CDIO implementation processProject-based Learning (PBL)

AppendiceCDIO 12 StandardsCDIO Syllabus

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Capacità richieste a un laureato in Ingegneria

Capacità 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 contestoimprenditoriale e sociale, mediante un apprendimento by-thinking, by-doing, by-use, in un contesto imprenditoriale e sociale.

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Learning by useLearning by doing

Engineering Education：Challenges and Strategies, Research Center for Science,Technology & Education Policy, Zhejiang University,China

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Necessità

Desired Attributes of an Engineering Graduate

Understanding of fundamentalsUnderstanding of design & manufacturing processPossess a multi-disciplinary system perspectiveGood communication skillsHigh ethical standards, etc.

Underlying NeedEducate students who:

Understand how to conceive - design –implement - operateComplex value-added engineering systemsIn a modern team-based engineering environment

The Challenge -Transform The Culture

CURRENT• Engineering Science• R&D Context• Reductionist• Individual

... but still based on a rigorous treatment of engineering fundamentals

DESIRED• Engineering• Product Context• Integrative• Team

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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

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Development of Engineering Education

Engineers need both dimensions, and Engineering Schools need to develop education that delivers both

Personal, Interpersonal

and System Building

Skills

Pre-1950s:Practice

1960s:Science & Practice

1980s:Science

2000s:CDIO

Disciplinary Knowledge

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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 work

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 interwovenRich with student design-build projectsFeaturing active and experiential learningSet in both the classroom and a modern learning laboratory/workspaceConstantly improved through robust assessment/evaluation process.

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Pedagogic Logic

Most engineers are “concrete operational learners” -Manipulate objects to understand abstractionsStudents arrive at university lacking personal experience - Lack foundation for “formal operational thought”Must provide authentic activities to allow mapping of new knowledge - alternative is rote or “pattern matching”Using CDIO as authentic activity achieves two goals --• Provides activities to learn fundamentals• Provides education in the creation and operation of

systems

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CDIO Standard 2001

CDIO has adopted 12 Standards as guiding principles 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, and assessment and evaluation.

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Approccio CDIO – Principali CaratteristicheRisultati dell’apprendimento - 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 dell’apprendimento e di valutazione del percorso formativo

Organized 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.

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CDIO STANDARD

CDIO Program Evaluation12CDIO Skills Assessment11Enhancement of Faculty Teaching Skills10Enhancement of Faculty CDIO Skills9Active Learning8Integrated Learning Experiences7CDIO Workspaces6Design-Build Experiences5Introduction to Engineering4Integrated Curriculum3CDIO Syllabus Outcomes2 CDIO as Context1

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Learning Outcomes

Towards Learning Outcomes:learning outcomes, or end qualifications, or academic competences are the key to future program development, quality assurance, and accreditation in higher education in Europethis is not a trivial but a major reorientation in the field (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 at the end of bachelor and master (output)to evaluate and optimize the study program in terms of its contribution to the development of the desired learning outcomes (input)

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Program Outcomes for Aeronautics and Astronautics at MIT

1. Analyze and solve engineering problems.2. Conduct inquiry and experimentation in engineering

problems. 3. Think holistically and systemically. 4. Master personal skills that contribute to successful

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.

2.0 Personal and Professional Skills

1. Demonstrate a capacity to use the principles of the underlying sciences of mathematics, physics, chemistry, and biology.

2. Apply the principles of core engineering fundamentals.

3. Demonstrate deep working knowledge of professional engineering.

1.0 Technical Skills

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Program Outcomes for Aeronautics and Astronautics at MIT

1. Appreciate different enterprise cultures and work successfully in organizations.

2. Conceive engineering systems including setting requirements, defining functions, modeling, and 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.

4.0CDIO System Skills

1. Lead and work in teams. 2. Communicate effectively in writing, in electronic

form, in graphic media, and in oral presentations.3. Communicate effectively in foreign languages.

3.0Inter-personal Skills

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Competenze/Livelli/Profilo

Competenza = Integrazione di Conoscenze, Capacità & Attitudini caratterizzate da un Dominio, Metodi e ContestoLivello di competenza: definito da descrittori.Profilo: gruppo di competenze di un programma di formazione o di una persona

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Livelli di Competenze/ Bloom’s taxonomy

CompetenzaCompetenzaNovice

Advanced Beginner

Expert

Proficient

Competent

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Bloom’s Taxonomy

Old Bloom Knowledge Comprehension Application Analysis SynthesisEvaluation

New BloomRememberUnderstandApplyAnalyzeEvaluateCreate

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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).

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Integrazione (es. 1/3)

TeamworkProjectmanagement

Writtencommunication

Oralcommunication

Personal & Personal & Interpersonal Interpersonal

SkillsSkills

Signal analysisStatisticsElectrical Eng.Control TheoryYear 3Year 3

Sound and Vibrations

Fluid mechanics

Mathematics III

Thermo-dynamics

Product development

Solid Mechanics

Mechanics IIYear 2Year 2

Numerical MethodsMathematics IIMechanics I

Mathematics IPhysicsIntroductory

courseYear 1Year 1

SYSTEMATIC INTEGRATIONSYSTEMATIC INTEGRATION

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Oralcommunication


SkillsSkills

Signal analysisStatisticsElectrical

Eng.Control TheoryYear 3Year 3


Fluid mechanics

Mathematics III

Thermo-dynamics

Product development

Solid Mechanics


Numerical Methods

Mathematics IIMechanics I


courseYear 1Year 1


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Oralcommunication


SkillsSkills

Signal analysisStatisticsElectrical

Eng.Control TheoryYear 3Year 3


Fluid mechanics

Mathematics III

Thermo-dynamics

Product development

Solid Mechanics


Numerical Methods

Mathematics IIMechanics I


courseYear 1Year 1


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CDIO Syllabus 2001

1. TECHNICAL KNOWLEDGE AND REASONING2. PERSONAL AND PROFESSIONAL SKILLS & ATTRIBUTES3. INTERPERSONAL SKILLS: TEAMWORK & COMMUNICATION4. CONCEIVING, DESIGNING, IMPLEMENTING AND OPERATING

SYSTEMS IN THE ENTERPRISE AND SOCIETAL CONTEXT

3. INTERPERSONAL SKILLS:

TEAMWORK & COMMUNICATION

2. PERSONAL & PROFESSIONAL

SKILLS & ATTRIBUTES

1. TECHNICAL KNOWLEDGE

AND REASONING

4. CONCEIVING, DESIGNING, IMPLEMENTING & OPERATING SYSTEMS IN THE ENTERPRISE

AND SOCIETAL CONTEXT

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Advanced engineering fundamental knowledge1.3Core engineering fundamental knowledge1.2Knowledge of underlying sciences1.1

CDIO SYLLABUS – THE SET OF SKILLS

Operating4.6Implementing4.5Designing4.4Conceiving4.3Enterprise and Business Context4.2External and Societal Context4.1

PRODUCT AND SYSTEM BUILDING KNOWLEDGE AND SKILLS4Communication in Foreign Languages3.3Communication3.2Teamwork and Leadership3.1

INTERPERSONAL SKILLS3Professional Skills and Attitudes2.5Personal Skills and Attributes2.4System Thinking2.3Experimentation and Knowledge Discovery2.2Engineering Reasoning and Problem Solving2.1

PERSONAL AND PROFESSIONAL SKILLS2

TECHNICAL KNOWLEDGE1

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CDIO Syllabus - Personal and professional skills & attributes

1. ENGINEERING REASONING AND PROBLEM SOLVING - Capacità di identificare e formulare correttamente un problema, di modellarlo ed affrontarlo qualitativamente, di studiare l’effetto delle incertezze, di definire una soluzione e le relative raccomandazioni per il suo utilizzo

2. EXPERIMENTATION AND KNOWLEDGE DISCOVERY - Formulazione di ipotesi, ricerca tra bibliografia scritta ed elettronica, analisi di validitàmediante sperimentazione

3. SYSTEM THINKING - Capacità di valutare le soluzioni in modo integrato, di gestire le situazioni non standard e l’interazione tra sistemi, sceglierele priorità, eseguire un’analisi di trade-off tra le soluzioni

4. PERSONAL SKILLS AND ATTITUDES - Capacità di iniziativa ed assunzione dei rischi, perseveranza e flessibilità, capacità di pensare in modo critico e creativo, curiosità e visione a lungo termine, capacità di gestire il tempo e le risorse

5. PROFESSIONAL SKILLS AND ATTITUDES - Etica professionale, integrità e responsabilità, capacità di pianificare la propria carriera, capacità di mantenersi aggiornati

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CDIO Syllabus - Interpersonal skills: teamwork & communication

1. TEAMWORK - Capacità di formare gruppi di lavoro efficienti, di gestirne le operazioni e l’evoluzione, di assumere la leadership

2. COMMUNICATION – Capacita’ comunicative tra cui strategia e struttura della comunicazione, comunicazione scritta, elettronica o multimediale, presentazione orale e comunicazione inter-personale

3. COMMUNICATION IN FOREIGN LANGUAGES

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CDIO Syllabus - Conceiving, designing, implementing & operating systems in the enterprise and societal context1. EXTERNAL AND SOCIETAL CONTEXT - Ruolo e

responsabilità degli ingegneri, impatto dell’ingegneria nella societa’, regolamentazione, contesto storico e culturale, sviluppo di una prospettiva globale

2. ENTERPRISE AND BUSINESS CONTEXT - Capacità di comprendere diversi culture imprenditoriali, strategia d’impresa, obiettivi e pianificazione, capacità di lavoro in strutture organizzate

3. CONCEIVING AND ENGINEERING SYSTEMS - Capacità di definire gli obiettivi e i requisiti, capacità di definire una configurazione di prodotto, di modellarla a livello sistemisticoper garantire che gli obiettivi siano rispettati, capacità di sviluppo e pianificazione di progetti

4. …

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CDIO Syllabus - Conceiving, designing, implementing & operating systems in the enterprise and societal context

4. DESIGNING - Capacità progettuali, mediante opportune fasi ed approcci, utilizzo della conoscenza durante il progetto, capacità di gestire progetti mono e multidisciplinari, capacitàdi gestire progetti aventi multi-obiettivi

5. IMPLEMENTING - Capacità di progettare ed implementare i diversi processi di un progetto, dal punto di vista hardware e software, capacità di gestire l’integrazione, la verifica, la validazione, la certificazione e la gestione

6. OPERATING - Capacità di progettare e ottimizzare attivitàoperative, addestramento, gestione e sviluppo

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Communication in engineering means being able to ► use the technical concepts comfortably, ► discuss a problem at different levels,► determine what is relevant to the situation,► argue for or against conceptual ideas and solutions,► develop ideas through discussion and collaborative

sketching,► explain the technical matters for different audiences,► show confidence in expressing yourself within the field ...

Embedded Competences

Communication skills as contextualized competences are embedded in, and inseparable from, students’ application of technical knowledge. The same kind of reasoning can be made for teamwork, ethics (etc...) as well.This is about students becoming engineers!

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Hands-on practice - 20th century1950_Caulfield Technical School engineering students1985_Mechanical

Engineering student Mr Dennis Stathos workingon ......

1984_Half scale prototype design for remotely piloted plane and trackingsystem, designed by Mr Don Scutt of Mechanical Engineering (right) and Dr Ian Kirkwood of Mathematics

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Hands-on practice - CDIO

Early in the CDIO curriculum, students are exposed to the engineering experience and given opportunities to build things.

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CDIO MIT Aero-Astro's Guggenheim Aeronautical Learning Laboratory

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CDIO MIT Aero-Astro's Guggenheim Aeronautical Learning Laboratory

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After the course the participant is expected to be able to …

work in a project setting in a way that effectively utilises the knowledge and efforts of the group membersexplain mechanisms behind progress and difficulties in such a settingcommunicate engineering: orally, in writing and graphicallyanalyse technical problems from a holistic point of viewhandle technical problems which are incompletely stated and subjects to multiple constraintsdevelop strategies for systematic choice and use of available engineering methods and toolsmake estimations and appreciate their value and limitationspursue own ideas and realise them practicallymake decisions based on acquired knowledgeassess quality of own work and work by others

They enter as students and leave the course as engineers!They enter as students and leave the course as engineers!

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The new College of EngineeringPBL (Project-based Learning) experiences make up 40% of the curriculum

By graduation, every student has had a minimum of 10 team project experiences

The curricular “triangle” include engineering, business, liberal arts

Corporate sponsors support 12-14 projects per year, in which students engage in a significant engineering project under realistic constraints for an actual client.

On average, each summer more than 40% of students go internships and about 30% engage in research

More than 50% of the courses bridge two or more disciplinary areas such as maths, engineering, science and design

Every student starts and runs a business during their years at College of Engineering

Source: Franklin W.Olin College of Engineering

Implementation Process

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CDIO Implementation Process

1a. Validation with stakeholders1b. Benchmarking of existing courses

2. Mapping of CDIO competences to existing and new courses

3. Course development

4. Fine-tune coordination

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New methods of teaching and learning (Standards 7 and 8)

Standard 7 — Integrated Learning Experiences that lead to the acquisition of disciplinary knowledge, as well as personal, interpersonal, and product and system building skills.Standard 8 — Teaching and learning based on active experiential learning methodsActive learning methods engage students directly in thinking and problem solving activities. There is less emphasis on passive transmission of information, and more on engaging students in manipulating, applying, analyzing, and evaluating ideas. Active learning in lecture-based courses can include such methods as partner and small-group discussions, demonstrations, debates, concept questions, and feedback from students about what they are learning.Active learning is considered experiential when students take on roles that simulate professional engineering practice, for example, design-build projects, simulations, and case studies.

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Project-based Learning (PBL or PjBL)PBL provides complex tasks based on challenging questions or problems that involve the students' problem solving, decision making, investigative skills, and reflection. PBL allows students to work in groups or by themselves and allows them to come up with ideas and realistic solutions or presentations. PBL includes teacher facilitation, but not direction.Students take a problem and apply it to a real life situation with these projects.PBL is focused on questions that drive students to encounter thecentral concepts and principles of a subject hands-on.PBL encourages students

to take responsibility for their own learning andto develop a broad set of generic skills and attributes, along with relevant content knowledge.

The expectation is that PBL would better prepare students for their work placements and professional employment.

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PBL CharacteristicsReliance on problems to drive the curriculum - The problems do not test skills; they assist in the development of skills. Problems are similar to the ones encountered in real world.The problems are ill-structured - There is not meant to be one solution, and as new information is gathered, perception of the problem, and thus the solution, changes.Students solve the problems - Teachers are the coaches and facilitators.Students are only given guidelines for how to approach problems - There is no one formula for student approaches to the problem.Assessment: Authentic, performance based

By: W. J. Stepien and S. A. Gallagher

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PBL – Good Project … Good Question GOOD PROJECT

Student-centeredCollaborativeGood essential questionInvolving experts and the communityStandards-basedOpens the door to more questionsInterdisciplinaryIncludes a quality productCreative, engaging, and funThoughtful rubrics, including reflection

Fonte: Introduction to Project-Based Learning, Sara Armstrong, Ph.D. ISTE 2009

GOOD QUESTIONBig questionsopen-endedthose that require research and reflectionthose that are not obvious or easily answeredthose that lead to more questions

Appendice

CDIO 12 12 StandardsStandards 20012001

CDIO Syllabus 2001CDIO Syllabus 2001

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CDIO 12 Standard (1 di 5)CDIO 12 Standard (1 di 5)1. The Context. This is the adoption of the principle that product,

process and system lifecycle development and deployment (Conceiving, Designing, Implementing and Operating) are the context for engineering education.

2. Learning Outcomes. The learning outcomes detail what students should know and be able to do at the conclusion of their engineeringprogram. Specific, detailed learning outcomes are codified for personal and interpersonal skills, product, process and system building skills, and disciplinary knowledge that are consistent with the university’s program goals and validated by program stakeholders.

3. Integrated Curriculum. The curriculum is designed with mutually supporting disciplinary courses that include an explicit plan to integrate personal and interpersonal skills and product, processand system building skills. These skills should not be considered an addition to an already full curriculum but an integral part of it.

4. …

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CDIO 12 Standard (2 di 5)CDIO 12 Standard (2 di 5)

4. Introduction to Engineering. An introductory course is offered that provides students with the framework to understand engineering practice in product, process and system building and the personal and interpersonal skills they will need. Students usually select engineering because they want to build things, and introductory courses can capitalize on this interest.

5. Design Implement Experience. The curriculum includes twoor more design‐implement experiences, including one at a basic level and one at an advanced level. The objective is to promote early successes in engineering practice.

6. Engineering Workspaces. Engineering workspaces and laboratories provide the physical environment to support and encourage hands‐on learning of product, process, system and social building skills concurrently with learning disciplinaryknowledge. These workspaces are separate from traditional classrooms and lecture halls.

7. …

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CDIO 12 Standard (3 di 5)CDIO 12 Standard (3 di 5)7. Integrated Learning experience. This provides the pedagogical

environment that fosters learning of disciplinary knowledge simultaneously (interwoven) with personal, product, process and social skills. Students learn to recognize engineering faculty as role models of professional engineers who instruct them in not only disciplinary knowledge but also the other skills listed above.

8. Active Learning. This is teaching and learning based on active experiential learning methods that engage students directly in thinking and problem solving activities. It involves ‘project based learning’. There is less emphasis on passive transmission of information in a classical lecture hall and more emphasis on engaging students in manipulating, applying, analyzing and evaluating ideas. As Dr. Vest said, “We need to move from the sage on the stage to the guide on the side”.

9. …

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CDIO 12 Standard (4 di 5)CDIO 12 Standard (4 di 5)9. Enhancing of Faculty Skills Competence. Many engineering

professors tend to be experts in the research and knowledge base of their respective disciplines but have only limited, if any, experience in the practice of engineering in business and industrial settings. Therefore the CDIO program provides support and training for faculty to improve their competence in personal and interpersonal skills and process, product and system building skills.

10. Enhancing of Faculty Teaching Competence. The CDIO program also provides support for faculty to improve their competence in integrated learning experiences, in using active experiential learning methods and in assessing studentlearning.

11. …

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CDIO 12 Standard (5 di 5)CDIO 12 Standard (5 di 5)

11. Learning Assessment. This is the measure of the extent to which each student achieves specified learning outcomes.

12. Program Evaluation. This process evaluates the universityprogram against these twelve standards and providesfeedback to students, faculty and other stakeholders for the purpose of continuous improvement. It is a judgment of the overall value of the program based on evidence of the program’s progress toward achieving its goals.

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CDIO Syllabus (condensed form 1/7)

1. TECHNICAL KNOWLEDGE AND REASONING1. KNOWLEDGE OF UNDERLYING SCIENCES

1. Mathematics (including statistics)2. Physics3. Chemistry4. Biology

2. CORE ENGINEERING FUNDAMENTAL KNOWLEDGE

3. ADVANCED ENGINEERING FUNDAMENTAL KNOWLEDGE

CDIO Syllabus complete: http://www.cdio.org/tools/syllabuscomplete.htm

CDIO Syllabus complete: CDIO Syllabus complete: http://www.cdio.org/tools/syllabuscomplete.htm

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CDIO Syllabus (condensed form 2/7)2. PERSONAL AND PROFESSIONAL SKILLS & ATTRIBUTES

1. ENGINEERING REASONING AND PROBLEM SOLVING1. Problem Identification and Formulation2. Modeling3. Estimation and Qualitative Analysis4. Analysis With Uncertainty5. Solution and Recommendation

2. EXPERIMENTATION AND KNOWLEDGE DISCOVERY1. Hypothesis Formulation2. Survey of Print and Electronic Literature3. Experimental Inquiry4. Hypothesis Test, and Defense

3. SYSTEM THINKING1. Thinking Holistically2. Emergence and Interactions in Systems3. Prioritization and Focus4. Tradeoffs, Judgment and Balance in Resolution

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CDIO Syllabus (condensed form 3/7)

2. PERSONAL AND PROFESSIONAL SKILLS & ATTRIBUTES4. PERSONAL SKILLS AND ATTITUDES

1. Initiative and Willingness to Take Risks2. Perseverance and Flexibility3. Creative Thinking4. Critical Thinking5. Awareness of One’s Personal Knowledge, Skills, and

Attitudes6. Curiosity and Lifelong Learning7. Time and Resource Management

5. PROFESSIONAL SKILLS AND ATTITUDES1. Professional Ethics, Integrity, Responsibility and

Accountability2. Professional Behavior3. Proactively Planning for One’s Career4. Staying Current on World of Engineer

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CDIO Syllabus (condensed form 4/7)3. INTERPERSONAL SKILLS: TEAMWORK & COMMUNICATION

1. TEAMWORK1. Forming Effective Teams2. Team Operation3. Team Growth and Evolution4. Leadership5. Technical Teaming

2. COMMUNICATION1. Communication Strategy2. Communication Structure3. Written Communication4. Electronic/ Multimedia Communication5. Graphical Communication6. Oral Presentation and Interpersonal Communication

3. COMMUNICATION IN FOREIGN LANGUAGES1. English2. Languages of Regional Industrial Nations3. Other Languages

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CDIO Syllabus (condensed form 5/7)4. CONCEIVING, DESIGNING, IMPLEMENTING & OPERATING


1. EXTERNAL AND SOCIETAL CONTEXT1. Roles and Responsibility of Engineers2. The Impact of Engineering on Society3. Society’s Regulation of Engineering4. The Historical and Cultural Context5. Contemporary Issues and Values6. Developing a Global Perspective

2. ENTERPRISE AND BUSINESS CONTEXT1. Appreciating Different Enterprise Cultures2. Enterprise Strategy, Goals and Planning3. Technical Entrepreneurship4. Working Successfully in Organizations

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3. CONCEIVING AND ENGINEERING SYSTEMS1. Setting System Goals and Requirements2. Defining Function, Concept and Architecture3. Modeling of System and Ensuring Goals Can Be Met4. Development Project Management

4. DESIGNING1. The Design Process2. The Design Process Phasing and Approaches3. Utilization of Knowledge in Design4. Disciplinary Design5. Multidisciplinary Design6. Multi-objective Design

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5. IMPLEMENTING1. Designing the Implementation Process2. Hardware Manufacturing Process3. Software Implementing Process4. Hardware Software Integration5. Test, Verification, Validation and Certification6. Implementation Management

6. OPERATING1. Designing and Optimizing Operations2. Training and Operations3. Supporting the System Lifecycle4. System Improvement and Evolution5. Disposal and Life-End Issues6. Operations Management

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The book:Crawley et al. (2007) Rethinking Engineering Education: The CDIO Approach, Springer Verlag. ISBN 0387382879

The International CDIO Conference Proceedings

The site www.cdio.org

An Invitation