Conceive, Design, Implement And Operate Research Articles

CDIO-based teaching at universities: A case study for students majoring in electrical and electronic engineering technology, Vietnam

In the 1980s of the twentieth century, universities in developed countries began to realize the growing gap between the capabilities of new graduate engineers and the actual requirements of engineering branches. The strong progress of technology requires engineers to have the intellectual abilities and necessary job-specific skills to master that progress. This paper focuses on Conceive, Design, Implement and Operate (CDIO) approach-based teaching for students majoring in electrical and electronic engineering technology at engineering universities in Vietnam to demonstrate the feasibility of the teaching model. The experimental method of synthesizing qualitative and quantitative results for 90 students in control and experimental classes was used. The experimental and control classes both had 45 students. SPSS software version 22 was used to gather data and evaluate the learning results of the two experimental and control groups. According to the findings of the T-test analysis of the independent variables for the two groups, the experimental class performed better in academics and had students in the experimental group who were more satisfied with their post-test scores. This result contributes to confirm that the use of the CDIO-based teaching model in Vietnam is effective for students majoring in electrical and electronic engineering technology.

Evaluating Student Attitudes and Behaviors through SEAL to Achieve Holistic Development in Engineering Education

Abstract--Education in engineering not only focuses on knowledge and technical skills but also ensures equal importance to the personal and interpersonal skills. It should also place a strong emphasis on guiding students' behaviors and attitudes, which are crucial for their development as professionals and contributions to society. While engineering education often device assessment strategies on cognitive and psychomotor skills it might be difficult to evaluate and improve emotional and attitudinal aspects. This article proposes a Social Emotional (SE) cum Active Learning (SEAL) pedagogical strategy to cult this gap and experimented for its succession among Vernacular, Vocational and non-computer background students admitted in the academic year of 2019 in computer science engineering department. Various domains such as CDIO (Conceive, Design, Implement, and Operate) framework, the Affective Domain of teaching, Social and Emotional Learning (SEL) are all considered on devising SEAL, and a list of planned activities from the first to the end of semester is recommended for long term behavioral monitoring and assessment. The SEAL is exercised to gauge and improve students' behavioral attitudes, which will help them in their personal, professional, and academic lives through the suggested key performance indicators (KPI). The indicators are self-awareness, self-management, social awareness, Relationship (inter personal) skills and Decision Making. KPI are mapped along with activity based Learning strategies conducted in theoretical and practical courses. The effectiveness of the suggested strategy in enhancing students' development, selfconfidence, and job prospects has been experimentally verified. This comprehensive approach aims to foster students' emotional intelligence, interpersonal abilities, and general well-being while also supporting their cognitive growth. In order to obtain a wellrounded education, the article emphasizes the significance of taking into account of Graduate Attributes such as Knowledge, Skill and Affective domains. This study ardently promotes experimental activities that harmonize academic accomplishments with students' behavioral outlooks, thereby achieving comprehensive program outcomes. It further furnishes a viable pathway to assess student attitudes and behaviors throughout their academic duration.Importantly, while cognitive domains receive considerableImportantly, while cognitive domains receive considerable attention, equal emphasis on the affective domain and the cultivation of social-emotional learning is essential for holistic development was the motive for designing SEAL. Keywords: Activity Based Learning; Engineering Education; Social Emotional Learning; CDIO framework; Affective Domain

Research on Virtual and Reality Cooperative Experiment Teaching of Electric Drive Course Group Engineering

The CDIO (Conceive, Design, Implement and Operate) teaching mode and virtual simulation experiment platform of professional courses were established, four kinds of simulation experiments were designed, from easy to difficult, through the integration of production and education and the coordination of virtual and reality. The engineering project adopts top-down modular disassembly. Modular building blocks are built from bottom to top in the course, and the connection between modules is completed step by step, from point to surface and from surface to body to complete the engineering design and realize the whole process of CDIO engineering. Through the implementation of integrated teaching process, students can expand free design, stimulate innovative thinking, and integrate professional knowledge systematically with the relevance of engineering projects, which provides a certain support for engineering education.

Research on the teaching reform of the course web front-end design based on the emerging engineering education model

Web Front-end Design is a basic professional course of information management and information system major. The course mainly trains students' ability of web design and website development. This paper attempts to change the traditional teaching mode that teachers are the main body. It tries to build a new teaching mode that students are the main body and teachers are the guiders. In the process of curriculum reform, the complete project-driven teaching method is adopted to complete the teaching of course knowledge points. At the same time, the reform references to the emerging engineering education model with the whole life cycle of the system's conceive, design, implement and operate (CDIO) as the background. By the reform, students can change passive learning into active learning, improve their practical ability, and further enhance the practical development ability of Web page design projects.

Compliance of Engineering Programs to CDIO Standards

CDIO (Conceive, Design, Implement and Operate) emphasizes new approaches in engineering education, and provides students better learning experiences which will prepare them into the real-world of engineering works. This CDIO approach has been adopted by several universities around the world. In the Philippines, this approach has been introduced to several universities and colleges more specifically to engineering programs. Engineering programs at Camarines Sur Polytechnic has been in its third-year since its introduction of CDIO in 2017. This study was developed to evaluate the current state of the engineering programs on how well it lines up with the 12 CDIO standards using the CDIO’s 6-level self-evaluation rubric. Results showed that there are improvements on the ratings in 2020 as compared in 2017 where CDIO framework was first introduced in engineering programs. Standards 4, 5, 9, 10 and 11 were rated 4 which confirmed that the engineering program complies with the standards. Standards 1, 2, 3, 6, 7, 8 and 12 were rated 3 which confirmed that further development and improvement in these standards are sought. Compliance and alignment of CDIO standards to Commission on Higher Education (CHED) standards and quality assurance systems including Accrediting Agency of Chartered Colleges and Universities in the Philippines (AACCUP) and Philippine Technological Council (PTC) has been presented and found that CDIO standards conforms with the various quality assurance systems. Plans of action were developed for continuous improvement processes.

Topology-Optimization-Based Learning: A Powerful Teaching and Learning Framework under the Prism of the CDIO Approach

Topology optimization (TO) has been a useful engineering tool over the last decades. The benefits of this optimization method are several, such as the material and cost savings, the design inspiration, and the robustness of the final products. In addition, there are educational benefits. TO is a combination of mathematics, design, statics, and the finite element method (FEM); thus, it can provide an integrative multi-disciplinary knowledge foundation to undergraduate students in engineering. This paper is focused on the educational contributions from TO and identifies effective teaching methods, tools, and exercises that can be used for teaching. The result of this research is the development of an educational framework about TO based on the CDIO (Conceive, Design, Implement, and Operate) Syllabus for CAD engineering studies at universities. TO could be easily adapted for CAD designers in every academic year as an individual course or a module of related engineering courses. Lecturers interested in the introduction of TO to their courses, as well as engineers and students interested in TO in general, could use the findings of this paper.

Application of Conceive, Design, Implement and Operate (CDIO) Strategy for the Development of Engineering Education in Indian Perspective

Indian education system has faced many reforms and changes right from Gurukula education system in Vedic age to the present outcome-based education system. There lies a wide gap between industries and institutions in India due to the lagging of quality graduates. To bridge the gap, the outcome-based education system has been implemented widely in India. Still, an effective approach that reforms the education system is needed to fulfill the needs of industries. Worldwide, large numbers of universities have adopted Conception, Design, Implementation, and Operation (CDIO) approach in view to produce quality graduates. At this juncture, it is required to analyze and evolve the fruitful strategies in implementation of CDIO approach in Indian engineering education scenario. In the present work, the need of CDIO implementation has been critically analyzed and presented. Furthermore, the present Indian engineering education system has been analyzed on various levels. The implementation strategies have been proposed in two categories as macro and micro levels that are required by the government bodies. The requirements for implementing CDIO are briefed based on institution, faculty and students levels. In addition, the bottlenecks in implementation of CDIO are studied, and the tactics to overcome the same are also discussed elaborately.

Adoption of the Conceive-Design-Implement-Operate approach to the Third Year Project in a team-based design-build environment

Abstract The high-quality engineering education is one of the challenges in the 21stcentury, where the teaching-learning process will be enhanced by integrating and involving the students in the teaching process and the course will be delivered in an interesting and engaging way. So in the process of reforming the engineering education, the Department of Mechanical Engineering of RIT, Rajaramnagar has initiated Conceive, Design, Implement and Operate (CDIO) approach to produce the 21st-century engineers. CDIO approach caters an engineering education that stresses fundamentals set in the context of real-world systems and products. It provides a universal structure for a strong engineering education integrating an entire set of graduate attributes. Developing undergraduate students into successful engineers requires integration of technical knowledge and soft skills. As a part of CDIO implementation, the mechanical program has been modified to provide integrated team-based project learning. The paper presents the implementation methodology of the concept with an emphasis on the Third year design projects. As per the CDIO standards and syllabus, the program has been modified and the required facilities were made available in the college campus such as Workspaces and laboratories. The structured research-driven approach is provided to monitor and review the implementation of the CDIO principles and standards. It is observed that CDIO provides integrated learning to develop deep learning of technical knowledge whilst simultaneously develops personal, interpersonal, process, product, and system developing skills. The primary outcome of the CDIO is the students are exposed to the work environment used in the industry for the product and process development and the secondary outcome is that it provides a useful tool for devolvement and assessment of the skill set of the students. Finally, the effect of CDIO initiative for project enrichment is discussed and future plan is presented.

REDESIGNING TELECOMMUNICATION ENGINEERING COURSES WITH CDIO GEARED FOR POLYTECHNIC EDUCATION

Whether in chemical, civil, mechanical, electrical, or their related engineering subdisciplines, remaining up-to-date in the subject matter is crucial. However, due to the pace of technological evolution, information and communications technology (ICT) fields of study are impacted with much higher consequences. Meanwhile, the curricula of higher educational institutes are struggling to catch up to this reality. In order to remain competitive, engineering schools ought to offer ICT related courses that are at once modern, relevant and ultimately beneficial for the employability of their graduates. In this spirit, we were recently mandated by our engineering school to develop and design telecommunication courses with great emphasis on (i) technological modernity, and (ii) experiential learning. To accomplish these objectives, we utilized the conceive, design, implement and operate (CDIO) framework, a modern engineering education initiative of which Sheridan is a member. In this article, we chronicle the steps we took to streamline and modernize the curriculum by outlining an effective methodology for course design and development with CDIO. We then provide examples of course update and design using the proposed methodology and highlight the lessons learned from this systematic curriculum development endeavor.

Competences of graduation for the curricular redesign of mechanical engineering based on local and national development agendas

This article proposes the implementation of CDIO (Conceive, Design, Implement and Operate) in the curricular redesign of the career of Mechanical Engineering. It presents a binding scheme of shared learning between the industry and academia to obtain graduate competencies, as a basis for curricular redesign. A new educational model is designed which allows the transition from know what to know how; interlacing the disciplines that intervene with skills and abilities to solve projects focused on local and national realities. It was defined that of the CDIO, standards 2, 3, 5 and 7 apply. This generates a student-centered curriculum with complementary disciplines, interlaced with inter and intra-personal skills, product manufacturing, processes and systems. This proposal considers specific knowledge, skills, values and attitudes that must be applied in the integral formation of Mechanical Engineers, in order to respond to the socio-productive needs of the country. Finally, the curricular redesign determines the areas of professional academic impact in Design, Energy, Materials and Production Management, taking into account the graduate competences and in a complementary way the learning results of the subjects of the career.

Research on the training mode of tutorial system for undergraduates in pharmacy with CDIO

Objective To explore the training mode of tutorial system for undergraduates majoring in pharmacy based on CDIO (conceive, design, implement and operate). Methods 72 undergraduates majoring in pharmacy from the Fourth Military Medical University were randomly divided into two groups, and they were taught by CDIO based tutorial system and general tutorial system, respectively. By using the Graphpad prism 5.0 software and adopting the method of independent sample unpaired t test, we made a comparative analysis of two groups in the project's scoring. In addition, the questionnaire survey was con-ducted to evaluate the teaching effectiveness, whose data was expressed by a percentage. Results The average score of the experimental group was (116.8±7.73), which was 43.3% higher than that of the control group (81.51±6.08), and the difference was statistically significant (P=0.001). The questionnaire survey showed that the average satisfaction rate of the experimental group was above 90%. Conclusion Excellent teaching effect was obtained based on CDIO training mode, and the ability of students in practice, team co-operation, problem-solving and innovative thinking, professional ethics and a serious attitude on scienceare promptly enhanced. Key words: CDIO (conceive, design, implement and operate); Pharmacy; Tutor; Training mode

Engineering Education Practice and Big Data Analysis-- Graduation Design

To ensure the quality of the graduation project, it should have an effective planning and management in teaching for Computer Application Technology major students. The purpose of this study is to investigate the problems of graduation project, and then a systematic method was adopted to solve these problems. Where, it is based on the CDIO (Conceive, Design, Implement and Operate) concept, SE (Software Engineering) method, and the inspection team was introduced to exam and verify each step-in graduation project progress. At the end, the topics of graduation project were analyzed with big data analysis method. It was found that except to guarantee the quality of graduation project, the innovation of topics was also improved dramatically. Of course, the findings of this study could be used in other similar majors to ensure the quality of teaching progress.

Setting Engineering Students Up for Success in the 21st Century: Integrating Gamification and Crowdsourcing into a CDIO-based Web Design Course

Over the past few decades, many researchers have tested course designs that may better engage students in developing countries, accommodate for Millennials’ desires to learn and teach at will, and teach students the skills they need for their first jobs. The vision of this paper for a web design course seeks to address these issues for engineering students. The paper first details the ‘study everywhere, anytime, from any device and using any tool’ approach, following the CDIO (Conceive, Design, Implement and Operate) contextual learning model sustained by gamified crowdsourcing. Then the multi-pronged approach has been tested in a high-enrollment (269-student) web design course at a university in China. The success of integrating the gamification and crowdsourcing techniques into the web design course is then analyzed. Results are positive overall. A linear upward trend is observed in the number of students who completed the course exercises over the duration of the course, marking an increase in student engagement over time.

Implementation of CDIO Approach in training engineering specialists for the benefit of sustainable development

Due to the competition and changing needs of the world, universities strive to analyze these needs to timely offer necessary educational programs. One of the newest trends in engineering education is sustainable development. To support the concept and implement it into life it is necessary to train specialists able to promote sustainable development that inevitably leads to the necessity to develop educational programs embracing newest approaches considering up-to-date conditions and requirements. There are many efforts globally to develop educational programs for sustainable development. One of the common problems for Universities around the world is the virtual absence of comprehensive educational programs preparing specialists for sustainable development at all three levels of educational process: Bachelor’s, Master’s and PhD levels. Authors analyze the content of existing educational programs for sustainable development and suggest using Conceive, Design, Implement and Operate (CDIO) Approach, Standards and Syllabus that might be successfully applied for the development of up-to-date educational programs for sustainability at all three levels of educational process.

The Research and Practice of Embedded Teaching Reform Based on CDIO

The CDIO (Conceive, Design, Implement and Operate) engineering education model emphasizes on learning from practices, it is a central manifestation of the principle of learning by hands on. Paper exemplify by embedded system course, focusing on 12 Basic principles of CDIO teaching mode, it states in details that from Curriculum system construction, teaching methods to teacher training etc. about reform methods. This means it is very helpful to other majors of engineering course.

Interactive Teaching in Interpersonal Skills

Engineers are very much part of the ongoing globalization and they are encountering problems of cross-disciplinary nature. Team working skills respecting other peoples' qualifications are required so therefore interpersonal skills are becoming more and more important, including communications skills, leadership and awareness. Consequently, educational programs for teaching engineers should work with the fact that the capability of communicating with people with different background competences is important, nevertheless the engineering education has traditionally focused on technical skills rather than on personal development. In order to reform the B.Sc. courses to guide students to become better and more efficient engineers on all levels, the DTU (Technical University of Denmark) and Helsinki Metropolia University of Applied Sciences (Metropolia) modified their education according to the CDIO (conceive, design, implement and operate) approach in the autumn of 2008. The CDIO pedagogy encouraged to develop an interactive course in interpersonal skills, where the students have to take an active part in the exercises as well as involve themselves in the interactive communication process. The course consists of various exercises from which the participants will develop their awareness and knowledge of communication. It is the intention to give the students a personal understanding and idea of a different approach to communicating between people. The students evaluated the course, and the four key questions dealing with the quality of the course show a very high satisfaction with the instruction. The grades one and two (1 best/very much, 5 worst/very little) of the responses to these four questions are ranging on average from 69.5% to 88% (on a yearly basis). The positive responses indicate that the students are very satisfied with the course recognizing the need for education on international communication.

Curriculum Assessment for Professional Accreditation: A Modelling Framework

The assessment of curricula for accreditation purposes is central to much of the effort required for the design and implementation of teaching programs in schools of engineering. The CDIO (conceive, design, implement and operate) syllabus provides an example framework that describes these required outcomes. This syllabus has been specifically developed for undergraduate engineering education, offering a range of modelling concepts that can be used for formal curricula assessment. This paper provides an overview of how the CDIO (or similar) competency frameworks can be modelled for a formal analysis to provide an open, objective and repeatable process that may be used as a part of a claim for accreditation. The work presented builds on that developed for the CDIO competency framework and includes case studies applying the Engineers Australia Stage 1 Competency Framework. The authors demonstrate the use of a support tool (CCmapper) that facilitates this process and provides ways of representing and validating claims for accreditation.

Building a New Training Model of Practice Teaching Based on "Plan for Educating and Training Outstanding Engineers"

In the context of “Plan for Educating and Training Outstanding Engineers (PETOE)”, which was put forward by the Chinese Education Ministry, we would make great efforts to explore a new training model of practical teaching that face to the “Outstanding Plan”. The new training model will aim at enhancing the students’ practical ability in engineering, innovation ability, and their employment competitiveness. The new training model should be established according to the practical teaching situation of the present higher engineering education and combine the factual condition of our school, what’s more, it also based on the implementation of the “cooperation of colleges and enterprises, combination of work and study” training model of the CDIO (Conceive, Design, Implement and Operate) engineering education.

PUKHA: a new pedagogical experience

Society needs responsible leaders and entrepreneurs. CDIO (conceive, design, implement and operate) is a framework for engineering education based on outcomes, more than on contents, that has been adopted by a growing number of engineering educational institutions for producing the next generation of engineering leaders. In order to support engineering students to become entrepreneurs and to bear other concerns than merely technical on today's rapid changing world, the authors believe the CDIO syllabus needs to be improved, and therefore propose a pre requisite to a useful CDIO perspective: IdEF, standing for Identify, Evaluate and Formulate real problems and needs. Based on this concept, this paper describes a new pedagogical project framework (PUKHA - to project, to undertake, to know how to achieve). Within PUKHA projects, more than 300 students have trained and checked their will, risk, responsibility, communication, leadership and entrepreneurship over the last three years.