Conceive-Design-Implement-Operate Research Articles

Multi-method integrated experimental teaching reform of a programming course based on the OBE-CDIO model under the background of engineering education

Under the background of engineering education professional certification, the Outcome-Based Education (OBE) education concept of “output-oriented” has been paid more and more attention. The traditional experimental teaching of programming course often focuses on the teaching of theoretical knowledge, and lacks the cultivation of students’ practical ability and innovative spirit. Engineering education puts forward new requirements for the teaching mode of program design course. The experimental teaching of programming courses requires further reform and innovation to cultivate high-quality technical engineering talents with good social responsibility, teamwork ability, and innovative thinking ability. Guided by the theory of engineering education combined with the educational philosophy of Conceive–Design–Implement–Operate (CDIO) and OBE, this paper carried out the reform of experimental teaching of programming course among students majoring in computer science and technology and information security. This teaching reform aimed to better cultivate students’ practical ability, innovation ability, and knowledge-integrated application ability, considering the course concept, course design, course implementation, and course operation, and exploring the practice of teaching process reconfiguration, teaching content organization, and teaching method integration. This multi-integration experimental teaching reform was found to fully mobilize students’ learning enthusiasm, tap into students’ potential, greatly improve students’ comprehensive practical ability, effectively achieve course goals, and lay a solid foundation for subsequent professional course learning. This teaching mode has been practically applied in current experimental teaching and is widely recognized by students, providing a reference for improving teaching quality.

Advancing arrhythmia education through the CDIO approach: a new paradigm in nursing student training.

The accurate diagnosis and effective management of arrhythmias are crucial, with nurses playing a key role in the early detection and treatment, significantly impacting patient outcomes. Improving education on arrhythmias among nurses, especially in critical care and perioperative settings, can enhance patient safety and the quality of care. A total of 116 trainee nurses were randomly divided into two groups: one utilizing the conceive-design-implement-operate (CDIO) model and the other employing a traditional lecture-based learning (LBL) method, to undergo arrhythmia training. The studyassessed the effects of the two teaching methods and investigated the students' attitudes toward these educational practices, with all participants completing pre- and post-course tests. The CDIO model significantly enhances nursing students' arrhythmia proficiency, yielding higher test scores and sustained improvement after 24-week compared to the traditional LBL method, alongside markedly better self-learning enthusiasm, understanding, satisfaction with the teaching approach and effectiveness, and interest in learning arrhythmia. The CDIO model in nursing arrhythmia courses boosts theoretical knowledge and application, showing potential in clinical skill enhancement. Our study introduces the CDIO model in nursing arrhythmia courses, with improvement in knowledge and skills, and promise for broader application.

Designing a marine systems design specialization track at NTNU

In this paper we describe and discuss the current and future MSc specialization programme in marine systems design at the Norwegian University for Science and Technology (NTNU). We follow the structure of a design process. First, we identify relevant stakeholders. That includes industry, society and the students themselves, and we discuss what are their key needs and requirements for a master level education. Further, we outline what can be considered a conceptual solution for the marine systems design specialization programme´s structure and content. We apply two basic types of learning elements. First, a set of focused topic blocks covering central systems design models and methods to develop the required theoretical competence platform. Second, the students perform a series of creative, 'use case'-oriented collaborative development projects based on CDIO (Conceive, Design, Implement, Operate) principles. We discuss the “educational design solution” in terms of learning objectives vs. achieved results and evaluate the impact both from an academic and an industrial perspective.

Organizing activities for students of chemistry pedagogy to research according to the CDIO approach in Vietnam

A comprehensive educational framework is provided by the Conceive-Design-Implement-Operate (CDIO) which is particularly relevant to engineering and applied sciences. This paper investigates the application of the CDIO approach in the field of chemistry pedagogy in Vietnam focusing on its adaptability to the current educational demands and its potential to enhance the competency of future teachers. The CDIO approach develops training curricula and output standards based on input from teachers, students, alumni and recruitment firms. This study uses the CDIO approach extensively with professional knowledge, social awareness and creative tendencies. The study involved a survey of 240 chemistry teachers and 242 students from various universities across Vietnam. Data were collected through online surveys using Google Forms and processed using SPSS software for statistical analysis. The research analyzed the alignment of practical teaching activities with CDIO standards and developed a framework for experimental practice competency. Findings indicated a robust implementation of the CDIO approach in chemistry pedagogy. In laboratory safety, experimental planning, execution and competence were high. The study shows that the CDIO strategy enhances professional competence and practical abilities in Vietnamese chemistry pedagogy students. It promotes collaboration and personal growth to meet changing educational needs. The CDIO approach could transform chemistry pedagogy in Vietnam suggesting science education reforms and capacity building.

The Evolution of Quality Education: Impacts and Challenges of Using Open Educational Resources (OER) and Open Educational Practices (OEP) in the Conceive - Design - Implement - Operate (CDIO) Framework

This Research examines how open educational resources (OER) and open educational practices (OEP) provide fair access to high-quality education. Using qualitative research, the author evaluates university formal education OER and OEP deployment and outcomes. This research found that OER, CDIO (Conceive – Design – Implement – Operate), and single-boar computer (SBC) learning media increase curricular content and instruction. Open education encourages education community cooperation and interaction. However, copyright, quality assurance, and curricular integration persist. This Research also explores the CDIO framework to promote OER and OEP, suggesting that these four elements may alter education.

Theory and practice of BIM skills of construction management professional based on conceive–design–implement–operate engineering teaching mode

AbstractBuilding information modeling (BIM), as the core technology for digital transformation and development of the construction industry, is in vigorous development. This study analyzes the current situation of teaching BIM to construction management professionals in universities. Based on the CDIO (conceive–design–implement–operate) engineering education concept, a new teaching system of BIM technology for construction management professionals is proposed. It is composed of a diversified teaching mode of implanting BIM technology in professional courses, establishing a school–enterprise cooperation platform, expert linkage, BIM team construction, skill competition, and transformation of scientific research achievements, and provides a reference for the reform of practical teaching. It is proved that this education mode improves students' learning enthusiasm, engineering practice ability, solidarity and ability to solve practical engineering problems, cultivates outstanding talents in BIM technology, drives students' employment, and provides innovative talents in BIM technology needed for the development of the construction industry.

Effect of project-based learning method for improving students problem-solving ability in the experiment of power electronics course

Abstract— This paper examines the integration of the CDIO (Conceive, Design, Implement, Operate) framework in Mechatronics curriculum. CDIO revolutionizes technical education by emphasizing project-based learning (PBL) and practical experiences, fostering skills, attitudes, and problemsolving abilities for real-world challenges. The Power Electronics course for fourth-semester students, aligned with CDIO, covers semiconductor devices, converters, rectifiers, choppers, inverters, and specialized machine switching circuits. Being an outcomebased education (OBE) curriculum, two of its outcomes focuses on applying gained knowledge. PBL was implemented to achieve the outcome of the course among students. During the process of implementation, students demonstrated diverse outcomes. In the proposed case study, Set A effectively accomplished problem identification, simulation, and hardware implementation. In contrast, Set B had difficulties pertaining to the integration of hardware components. This study highlights the varied dynamics observed in student involvement and academic achievement within the context of project-based learning. By doing a comparative analysis of the outcomes between Set A and Set B, valuable insights may be gained to enhance instructional techniques. This statement highlights the significance of utilizing the CDIO framework's principles to improve project-based learning and better the overall educational experience in future deployments. Keywords— Power Electronics, CDIO, Project Based Assignment, T-test.

Increasing the effectiveness of ‘Power Electronics’ classes using a supplementary web-based virtual laboratory setup to impart CDIO skills

Abstract: Power electronics is an engineering field dealing with the control and conversion of electrical energy. Many institutions are using CDIO (Conceive/Design/Implement/Operate) framework for their curricular planning and outcome-based assessment which demands huge self-learning. A virtual laboratory is an online platform allowing users to conduct simulations in a digital environment to improve self-learning. In this work, a virtual laboratory which provides an interactive platform for students to learn and experiment with power electronics circuits and devices, without the need for physical equipment is developed. The laboratory consists of a web-based interface that simulates the behaviour of different power electronics circuits. Learners can select different components and parameters to build and test circuits, and observe the results in real-time. The virtual laboratory also provides access to various measurement tools to analyse the behaviour of the circuits. The virtual laboratory has been designed to provide a user-friendly and intuitive interface, with detailed instructions and feedback to support students' learning. The laboratory has been integrated into a power electronics course. Feedback is collected through surveys from a total of 75 students including open ended questions and Likert responses. The learning of two set of students with and without using virtual lab before doing physical experimentation are assessed using a descriptive test. CDIO components analysis is done with the results of Mini projects developed by the students. The results indicate that the virtual laboratory provides a valuable and engaging learning experience and improves learning. Keywords: Virtual laboratory, Online, Simulation, Experimentation, Power Electronics, Analysis, Education

Project based learning and Proctored online assessment in Lab courses to enhance CDIO Skills – A case study of Microcontroller laboratory course

Abstract: CDIO(Conceive/Design/Implement/Operate) is an educational framework for engineering programs that aims to produce graduates possessing all- rounded set of skills and competencies. The laboratory courses plays important role in inculcating CDIO skills. This proposal explains an attempt conducted in a Microcontroller laboratory course which uses proctored online theoretical assessment and project-based learning in lab course. Thus, a blend of group and individual activities are inserted during the conduct of lab. It is proposed to give one project relating the concepts of the course and to conduct at least two online theoretical assessments, one at the end of first cycle of experiments and second at the end of second cycle experiments. A representative list of project titles is provided to the students. Assessment questions include all the aspects such as background theory of the experiments, conduction of experiments, observation, calculations and inferences. Three research questions are formulated and addressed. It is found from the assessment results that these projects and assessments results in the better understanding of the concepts in the experiments. On the other hand, these assessments helps teachers to analyze the difficulty faced by the students in understanding the theory back ground of the laboratory experiment and plan accordingly. The results are strengthened using statistical tests. Keywords: CDIO, PBL, online assessment, lab courses, Microcontroller

CDIO‐CT collaborative strategy for solving complex STEM problems in system modeling and simulation: An illustration of solving the period of mathematical pendulum

AbstractThe problem‐project‐oriented STEM education plays a significant role in training students' ability of innovation. Although the conceive‐design‐implement‐operate (CDIO) approach and computational thinking (CT) are hot topics in recent decades, there are still two deficiencies: the CDIO approach and CT are discussed separately and a general framework of coping with complex STEM problems in system modeling and simulation is missing. In this paper, a collaborative strategy based on the CDIO and CT is proposed for solving complex STEM problems in system modeling and simulation with a general framework, in which the CDIO is about “how to do,” CT is about “how to think,” and the project means “what to do.” As an illustration, the problem of solving the period of mathematical pendulum is discussed in detail. The most challenging task involved in the problem is to compute the complete elliptic integral of the first kind (CEI‐1). In the philosophy of STEM education, all problems have more than one solution. For computing the CEI‐1, four methods are discussed with a top‐down strategy, which includes the infinite series method, arithmetic‐geometric mean method, Gauss–Chebyshev method, and Gauss‐Legendre method. The algorithms involved can be utilized for R & D projects of interest and be reused according to the requirements encountered. The general framework for solving complex STEM problems in system modeling and simulation is worth recommending to college students and instructors.

Conceive-Design-Implement-Operate: Pedagogical Innovation to Enhance Attainment, Engagement, Satisfaction and Employability in Political Science

This paper introduces a new pedagogic approach to the teaching of political science. In engineering education, the Conceive-Design-Implement-Operate (CDIO) pedagogy provides an active, experiential learning experience, structuring learning around four key phases in product development. Applied to the undergraduate Politics and International Relations (IR) classroom, this pedagogical innovation in learning, teaching and assessment is adapted to policy development. This design-build-test pedagogical approach has been highly successful in engineering education, supporting students to be “industry-ready engineers” on graduation. Results across 3 cohorts suggest that this pedagogical innovation is also highly successful when transferred to Politics and IR, supporting political science students develop “society-ready” attitudes, attributes and skills, greatly enhancing the student experience and increasing their attainment, engagement, inclusion and wider graduate outcomes. Civic engagement and the ability to understand and respond to a range of stakeholders are also improved. This paper presents the pedagogy and the module to which it was applied as a case study, before highlighting opportunities for political science educators to transfer the pedagogy to their own teaching context.

Social informatics and CDIO: revolutionizing technological education

Social informatics is an interdisciplinary area that examines how information and communication technologies (ICT) and the complex web of social and cultural contexts interact and change over time. This study not only helps with the design and use of ICT but also shows how these technologies significantly affect society and culture. It encourages new ideas, collaborations between different fields, and policymaking insights, which drives technological innovation and a better knowledge of how ICT affects society. The Conceive, Design, Implement, operate (CDIO) educational system stands out as a new and innovative teaching method. It emphasizes active learning and gives engineering students both technical and social skills. Its use in social informatics ushers in a new era of education that combines innovation and technology to help students become strong and independent. Future study on CDIO programs in social informatics education has the potential to augment the technical proficiency and social consciousness of graduates, thereby rendering them significant contributors to the field.

A refractory engineering program for the 21 st century

The Federation for International Refractory Research and Education (FIRE) has been conceptualized twenty years ago. At the time, its purpose was to maintain the training of graduated engineers to enroll and to adapt to the new business plans in the refractory industry. It was the blooming of the Information Age, of the knowledge workers.This paper is about the need to adjust to a new era, knowing that the benefit of education prime value is its long-term value. To have an outer and an inner vision about innovation, the first part of the paper is concerned about how do we learn and how our brain rules. In the second part we try to anticipate the customers’ needs trying to surf with them on the Ecology wave, including the Environment, Energy, Economy, and Ethics other waves.Accepting that this is already brewing at an accelerated rate, the conclusion is that FIRE and the other educators need to continue mimicking the CDIO (Conceive Design Implement Operate) approach which has inspired us for the last 20 years, for another 20 years, to adjust to the Conceptual Age in order to educate the creators and the empathizers who will direct the flow, in the refractory industry.

A Conceptual Curriculum Design Approach for Educating Engineers of and for the Future

The 4th Industrial Revolution (I4) highlights the demand for engineers equipped with technical expertise, emotional intelligence, communication, leadership, and critical thinking skills to navigate the complexities of modern engineering. This conceptual paper presents a future-oriented approach to engineering curriculum development, emphasizing the adoption of Outcome-Based Education (OBE) and project-based learning. The integration of key frameworks, such as the Conceive Design Implement Operate (CDIO) model and blended learning techniques, enhance the learning experience. The curriculum aims to align with global goals, including the UN Sustainable Development Goals and the 14 Grand Challenges for Engineering. An innovative curriculum is designed to inspire students' passion for engineering and engage them with emerging technologies, such as additive manufacturing and artificial intelligence. By equipping graduates with the necessary skills and knowledge, this curriculum strives to make a significant impact on society, fostering sustainability and addressing complex engineering challenges. This paper contributes to the field of engineering education by providing a comprehensive and forward-thinking approach to curriculum development.

Effects of an online training program on cardiovascular health behavior modification on nursing students' health education competency

ObjectivesThe COVID-19 pandemic has forced many healthcare organizations to stop the placement of undergraduate nursing students. As a result, undergraduate nursing students need the necessary training and practice to increase their competency. Therefore, effective strategies are needed to improve the effectiveness of online internships. This study aims to evaluate the impact of online cardiovascular health behavior modification training on nursing undergraduate students' health education competency and clinical decision-making perceptions using the Conceive-Design-Implement-Operate (CDIO) model. MethodsThis study utilized quasi-experimental research with a non-equivalent control group design. Nursing students undergoing internships at Zhongshan Hospital, Fudan University, Shanghai, China, from June 2020 to December 2021 were enrolled in this study. The participants were allocated into two groups, experimental and control groups. All participants completed a course designed to promote healthy behavior modification. The experimental group participants completed four modules through an online training course based on the CDIO model. The control group was given theoretical lectures on the same topic online. Health education competencies and clinical decision-making perceptions were assessed before and after the training. Statistical analysis was performed using IBM SPSS 28.0. ResultsA significant difference was observed between these two groups in their performance on the theoretical test (t = −2.291, P<0.05) and operational assessment (t = −6.415, P<0.01). The participants in the experimental group scored better than those in the control group. Post-test results indicated that students in the experimental group demonstrated significantly better health education competency (t = −3.601, P<0.01) and clinical decision-making perception (t = −3.726, P<0.01). ConclusionThe study found that online courses based on the CDIO model are compelling. The study concluded that online classes are needed during the pandemic as it does not limit time and space. Nursing students can take their internship from anywhere as long as they can access the internet. Also, the study found that the online course was interactive and collaborative.

Teaching Towards “CDIO” Approach on Students of Electrical-Electronic Engineering Technology: A Case Study

Competence-based teaching model is a popular trend to replace traditional teaching in modern education. However, up to now, there has not been a competence approach model that provides a detailed and specific set of tools to help design and implement engineering training to achieve the desired learning outcomes like the “CDIO” (Conceive Design Implement Operate) approach. The papers used the experimental research method with the sample of 90 students (of whom 47 students were in the experimental class students and 43 students were in the control class) for the module "Electronic internship". It applied the teaching model with the positive teaching method through the process of organizing teaching and learning activities towards CDIO approach. It used the methods of testing F-test, T-test of independent variables on the learning performance of students including midterm and final grades through SPSS 20 software. The experimental class had higher results than the control class, and at the same time the Effect size of the experimental class was 0.7 higher than that of the control class (J. Cohen, 1998). That proves that experimental brings efficiency in teaching and learning. This result initially affirms that the use of CDIO-based teaching methods is valuable for teaching and learning in engineering training in general and in Electrical and Electronic Engineering Technology in particular.

Application of flipped classroom based on CDIO concept combined with mini-CEX evaluation model in the clinical teaching of orthopedic nursing

BackgroundAfter the COVID-19 epidemic, the state has paid more attention to the clinical teaching function of affiliated hospitals of colleges and universities. Strengthening the integration of medicine and education and improving the quality and effect of clinical practice teaching are critical challenges facing medical education. The difficulty of orthopedic teaching lies in the characteristics of a wide variety of diseases, strong professionalism, and relatively abstract characteristics, which affect the initiative, enthusiasm, and learning effect of nursing students. In this study, a flipped classroom teaching plan based on the CDIO (conceive–design–implement–operate) concept was constructed and practiced in the orthopedic nursing student training course to improve the effect of practical teaching, and it is convenient for teachers to implement more effective and targeted teaching in the flipped classroom of nursing education and even medical education in the future.MethodsFifty undergraduate nursing students who practiced in the Orthopedics Department of a tertiary hospital in June 2017 were enrolled in the control group, while 50 undergraduate nursing students who practiced in the same department in June 2018 were enrolled in the intervention group. The intervention group adopted the flipped classroom teaching mode of the CDIO concept, whereas the control group adopted the traditional teaching mode. After finishing the department practice task, the students in the two groups completed the evaluation of theory, operation skills, independent learning ability, and critical thinking ability. They completed the evaluation of clinical practice ability in eight dimensions, including four processes of nursing procedures, humanistic care ability, and evaluation of clinical teaching quality for two groups of teachers.ResultsAfter teaching, the clinical practice ability, critical thinking ability, autonomous learning ability, theoretical and operational performance, and evaluation of clinical teaching quality in the intervention group were significantly higher than those in the control group (all p < 0.05).ConclusionThe CDIO-based teaching mode can stimulate the independent learning ability and critical thinking ability of nursing interns, promote the organic combination of theory and practice, improve their ability to comprehensively use theoretical knowledge to analyze and solve practical problems, and improve teaching effectiveness.

THE CONCEIVE DESIGN IMPLEMENT OPERATE (CDIO) INITIATIVE - AN ENGINEERING PEDAGOGY APPLIED TO THE EDUCATION OF MARITIME ENGINEERS

The Conceive Design Implement Operate (CDIO) initiative is an innovative engineering education framework aiming to produce industry-ready graduates. Over the past two decades, the approach has been increasingly popular, particularly in the mechanical engineering field, thanks to its practical approach and outcome-based assessments. However, the CDIO approach remains absent from the pedagogical tools employed in marine engineering education curricula. This paper argues that, although unrecognized as such, modern marine engineering courses have been employing an approach akin to that of the CDIO initiative. Four international case studies, in both undergraduate and postgraduate higher education, are employed to demonstrate that the marine engineering courses under consideration indeed utilize the CDIO approach to engineering education. Furthermore, this paper identifies the CDIO initiative as a relevant pedagogy for the development of novel marine engineering courses and activities. It is anticipated that this first recognition of the use of the CDIO initiative in marine engineering education will contribute to formalizing the implementation of the CDIO initiative in this field, as well as enable greater synergies between the various disciplines of engineering education.

The evolution of sustainability in engineering education research: a longitudinal analysis through bibliometrics and the CDIO initiative

PurposeConsidering the relevance of education for sustainable development (SD) to enhancing engineers’ abilities to contribute towards sustainability-related issues, this study aims to help understand the global context of the insertion of SD into engineering education and to provide guidelines to further evolve research and efforts towards implementing Engineering Education for Sustainable Development (EESD).Design/methodology/approachThis study performed a longitudinal analysis using bibliometrics and a content analysis via Conceive–Design–Implement–Operate standards. SciMAT software was used to support the bibliometric analysis.FindingsIn addition to an increase in the practical aspects presented due to a change in the approaches taken to examine key topics, evidence on important concepts such as “life cycle assessment” and “digitalisation” increased in more recent years. However, it was possible to show that, despite the evolution observed throughout the years, several important opportunities exist for engineering programmes to improve and, for researchers, to fill the related gaps in the research.Originality/valueThis study can be used as a guide for future research and as a source of insights for EESD implementation and improvement.

Engineering Student Profile Related to the Market of Operation: Competence Perspective

This article proposes a method/framework to model and quantify engineer competencies from the point of view of students, teachers, and the market. Design/Methodology/Approach: As this work has a practical nature to solve a real problem related to engineering course design, the applied methodology was design science research (DSR). Limitations of the Investigation: The study carries out in a single course, and the instrument allows it to be applied only in courses that use the competence of the conceive design implement operate (CDIO) Syllabus. The number of respondents tends to be low because the student must attend the components of the course (students of the last year or former students). Practical Implications: This study allows us to analyze the differences between the competence developed during the undergraduate course and the labor market demand. Thus, course design improvements can be implemented more effectively. Originality/Value: There are no works in the literature that propose the use of the graph technique in conjunction with the analytic hierarchy process (AHP) to map engineer competence and model performance indicators for the competence developed by students in an engineering course.