When education is faced with a Project-Based Learning (PBL) approach, understanding and managing subjects considering project management principles help better achieving project objectives and henc
When education is faced with a Project-Based Learning (PBL) approach, understanding and managing subjects considering project management principles help better achieving project objectives and henc
This paper presents an overview of a second-year programming course in the department of software engineering at the University of Calgary.
In engineering education, it is of great concern that students may not be capable of transferring the skills they have gained from their education to real-world problems.
The CDIO approach to engineering education has reformulated higher education in scientific, technical and technological disciplines, through the promotion of active learning in connection with the
Adaptability, innovation, and efficiency are core engineering skills that students have to acquire to keep pace in a fast-changing world.
In order to strengthen the construction of a scientific and reasonable AR technology curriculum system with obvious industry characteristics, and make its learning more substantial, interesting and
The CDIO Standards (www.cdio.org) set to focus on learning environments that support and encourage hands-on learning activities.
Most engineering courses at the undergraduate level are delivered by using a lecture-based teaching approach.
A persistent misconception about technology as an education field and the work of the engineer exists with younger students (13-16-year-olds).
The purpose of this paper is to examine the applicability of CDIO to business education.
At the National Institute of Technology, Sendai College, we are continuously examining the generic skills (GSs) of students using PROG, an objective assessment test.
Self-directed learning (SDL) is becoming a critical and important skill in the labor markets of today's VUCA (volatile, uncertain, complex, ambiguous) world.
This paper shares the experience of the Diploma in Chemical Engineering (DCHE) of Singapore Polytechnic (SP) in using suitable information communication technology (ICT) tools to develop a safety m
This paper provides a case study on how the Diploma in Chemical Engineering (DCHE) integrates self-directed learning (SDL) into its 3-year curriculum using the CDIO Framework.
Current and future students will work in a rapidly changing world that differs significantly from the present situation.
Effective and sustainable education of engineering fundamentals is the main objective for any accreditation body such as ABET, in particular the criteria of “Design, Conduct Experiment and Analyze
This paper analyses University-Industry collaboration models in Science, Technology, Engineering and Mathematics education.
The ASEAN University Network-Quality Assurance (AUN-QA) Network, which was initiated since 1998, aims to develop a holistic quality assurance system to raise academic standards and enhance educatio
An effort to update the CDIO Standards from version 2.1 to 3.0 was started in 2017 (Malmqvist et al., 2017) and further outlined in 2019 (Malmqvist et at., 2019).
An effort to update the CDIO Standards from version 2.1 to 3.0 was started in 2017 (Malmqvist et al., 2017) and further outlined in 2019 (Malmqvist et at., 2019).
This paper describes the early stages of the developments of Tracks, an initiative to create, implement and evaluate a new educational model where the structure of the education is developed to giv
In 2015, three language teachers working with student engineers at different European universities founded the Global Engineers Language Skills (GELS) network.
Change and individualization are two aspects that are important in innovative higher education.
Rajamangala University of Technology Thanyaburi (RMUTT), Thailand has adopted a thematic approach to Advancing CDIO Curriculum Development comprising Mapping – Enhancing – Innovating – Sustaining i
The purpose of this paper is to report upon how using open-ended, ill-formed problems were used as a capstone project within a level 4 mathematics module to enhance students’ higher order thinking
Defining customer needs; considering technology, enterprise strategy, and regulations; developing concepts, techniques and business plans.
Creating the design; the plans, drawings, and algorithms that describe what will be implemented.
The transformation of the design into the product, including manufacturing, coding, testing and validation.
Using the implemented product to deliver the intended value, including maintaining, evolving and retiring the system.