THE CDIO APPROACH

TO ENGINEERING EDUCATION:3. Designing and Integrating

Design-Implement Experiences

November 2007

CDIO AS THE

CONTEXTTHE CDIO SYLLABUS

INTEGRATEDCURRICULUM

INTRO TO ENGINEERING

DESIGN-IMPLEMENT

EXPERIENCES

WORKSPACES

LEARNING

FACULTY COMPETENCE

ASSESSMENT

PRO-GRAM

EVALU-ATION

WHY WHAT

HOW

HOWWELL

SESSION THREE

SESSION THREE OBJECTIVES

Give examples of design-implement experiences in

representative CDIO programs

Summarize lessons learned about design-implement

experiences

Explain the rationale for design-implement experiences

DESIGN-IMPLEMENT EXPERIENCES

Design-implement experiences are instructional events in which learning occurs through the creation of a product, process, or system that

Is developed and implemented to a state in which it – Can demonstrate that it meets requirements– Identifies potential improvements

Varies from basic to advanced with increasing levels of complexity

May focus on Conceive, Design, Implement, or Operate, or any combination of these stages

EXAMPLE: NEW PROJECTS EVERY YEAR...

(Courtesy of KTH-Royal Institute of Technology)

…THE SAME LEARNING OBJECTIVES

As a result of the course, students will be able to Work in a project setting in a way that effectively uses the knowledge

and efforts of all group members Explain mechanisms behind progress and difficulties in such a setting Communicate engineering - orally, graphically, and in writing Analyze technical problems from a holistic point of view Solve technical problems that are incompletely stated and subject to

multiple constraints Select and use appropriate engineering methods and tools Make estimates and appreciate their value and limitations Pursue their own ideas and realize them practically Make decisions based on acquired knowledge Assess the quality of their own work and that of others

Design-implement experiences provide the framework to support students in their achievement of these learning objectives.

BEST PRACTICE

CDIO Standard 5 -- Design-Implement ExperiencesA curriculum that includes two or more design-implement experiences, including one at a basic level and one at an advanced level

Design-implement experiences• Add realism to the curriculum• Illustrate connections between engineering disciplines• Foster students’ creative abilities• Are motivating for students

Sequencing PBL Experiences

The learning sequence is not necessarily the same as the sequence of the process in the professional engineering environment

Sequence for levels of complexity in• problem structure

• type of solution

• number of people required

• length of time

SEQUENCING DESIGN-IMPLEMENT EXPERIENCES

LEVEL OF COMPLEXITY #1

Structured problem Known solution Individual solution Same problem for all students Short time frame

Building a model airplane from a kit

(Courtesy of MIT)

LEVEL OF COMPLEXITY #2

• Structured problem• Known solution• Team solution• Same problem for all teams• Short time frame

Building a model rocket from soda bottles and straws

(Courtesy of the United States Naval Academy)

LEVEL OF COMPLEXITY #3

• Complex problem• Solution can be known

or unknown• Team solution• Different problem for

each team• Several weeks or

months

Courtesy of Linköping University

Building an electrical robot

LEVEL OF COMPLEXITY #4

Complex problem Unknown solution Team solution Single problem solved by multiple sub-teams More than one term long

Courtesy of KTH

Conceiving, Designing, Implementing, and Operating a Sub-Skimmer

WHAT LEVEL OF COMPLEXITY?

Model Racing Car

(Courtesy of Queen’s University Belfast)

WHAT LEVEL OF COMPLEXITY?

A Domestic Recycling Device

(Courtesy of Queen’s University Belfast)

ACTIVITY: DISCUSSION

Describe at least one basic and one advanced design-implement experience in your curriculum.

Read the findings of a survey of design-implement experiences, found in the Handbook.

Compare these findings with your own experiences with project-based courses.

INTEGRATING DESIGN-IMPLEMENT EXPERIENCES INTO THECURRICULUM

Introduction toengineering

Disciplinarysubject course

Disciplinarysubject course

Re-designproject

SoftwareEngineering

project course

MechatronicalEngineering

project course

X engineeringproject course

Master thesisproject

Courseslinked throughjoint project

Year 1 Year 2 Year 3 Year 4 Year 5

(Courtesy of Chalmers University of Technology)

GUIDELINES FOR INTEGRATING DESIGN-IMPLEMENT EXPERIENCES (1)

Planning Before the Course

Start well in advance Provide training for all instructors and staff in the

purpose, conduct, and evaluation of design-implement experiences

Plan a cycle of renewal for projects Provide dedicated spaces for all phases of the project Create links with disciplinary courses and other project

courses Build on earlier design-implement experiences

GUIDELINES FOR INTEGRATING DESIGN-IMPLEMENT EXPERIENCES (2)

Designing the Project Task

Involve the product or process customer to motivate students

Clearly define the learning objectives Teach and assess the learning objectives through project

deliverables Choose an appropriate level of complexity Have multiple paths between the start and the end to

stimulate creativity Include personal, interpersonal, and product, process,

and system building skills

GUIDELINES FOR INTEGRATING DESIGN-IMPLEMENT EXPERIENCES (3)

Course Execution

Carefully consider team size Plan for checkpoints to track progress Include assessment tasks at an early stage Include self-evaluation of project success Include adequate training in the use of tools and

equipment

ACTIVITY: DISCUSSION

In what ways would you modify current design-implement experiences or create new ones in light of the ideas discussed here?

How would you integrate them into your curriculum?

ACTIVITY: RATING THE CHALLENGES

What are the main challenges to designing and integrating design-implement experiences in your program?

CHALLENGE

A BIG CHALLENGE

A MODERATE CHALLENGE

NOT SO DIFFICULT

Assessing success in products separately from success in learning

Finding projects that are at the right level -- complex, but within students’ ability to succeed

Finding appropriate teaching and assessment methods for project-based courses

Enhancing faculty competence in design-implement skills and in new teaching roles

Providing relevant experiences in a cost-effective way