Presentation is loading. Please wait.

Presentation is loading. Please wait.

USING THE CDIO SYLLABUS IN FORMULATION OF PROGRAM GOALS – EXPERIENCES AND COMPARISONS Svante Gunnarsson, Helena Herbertsson, Annalena Kindgren, Ingela.

Similar presentations


Presentation on theme: "USING THE CDIO SYLLABUS IN FORMULATION OF PROGRAM GOALS – EXPERIENCES AND COMPARISONS Svante Gunnarsson, Helena Herbertsson, Annalena Kindgren, Ingela."— Presentation transcript:

1 USING THE CDIO SYLLABUS IN FORMULATION OF PROGRAM GOALS – EXPERIENCES AND COMPARISONS Svante Gunnarsson, Helena Herbertsson, Annalena Kindgren, Ingela Wiklund Linköping University Louise Willumsen, Martin E. Vigild Technical University of Denmark

2 Main messages  The CDIO Syllabus and related tools are very useful and valuable in formulation of program goals.  Local adaptation of the CDIO Syllabus can be needed.  The development process is closely related to the internal organization of the university.  Support from management, faculty members, and students is essential.  The development processes within Linköping University (LiU) and Technical University of Denmark (DTU) show many similarities, but also interesting differences.

3 The CDIO Syllabus The CDIO Syllabus is the foundation for the formulation of program goals and learning outcomes: 1.Technical knowledge and reasoning 2.Personal and professional skills and attributes 3.Interpersonal skills: Teamwork and communication 4.Conceiving, designing, implementing and operating systems in the enterprise and societal context

4 LiU-adaptation of the CDIO Syllabus  Stronger emphasis in Section 4.1 on sustainable development.  Extension of the scope in Section 4 of ”the enterprise context”.  Alternative version of Section 4 for programs in natural sciences.

5 DTU-adaptation of the CDIO Syllabus  Simplified, compared to the original document. The most detailed level of the skills were left out.  Considers only Sections 2 – 4 (first round implementation)  Adapted to six B Eng programs  civil, architectural, IT, electrical, chemical and mechanical engineering.

6 Additional tools Motivation:  Tools to describe the structure and level of proficiency. Approaches:  LiU: ITU-matrices  DTU: Skill progression matrices

7 ITU-matrix  ITU-matrices can be formed for courses as well as for programs  A way to describe which parts of the CDIO Syllabus that are covered in a course  An approach to characterize the progression between courses

8 ITU-matrix (cont)  I – Introduce. New topics are presented in the course. Not examined.  T – Teach. Topics subject to specified learning outcomes. Basis for examination.  U – Utilize. Knowledge and skills from previous courses. Indirectly part of the examination.

9 Course level ITU-matrix

10 Program level ITU-matrix

11 Skill progression matrix Main idea: Describe the progression using Bloom´s taxonomy Bloom level Color KnowUnderstandApplyAnalyseSynthesise

12 Skill progression matrix – part I DTU Syllabus Calculus and algebra Structural elements and their function (1) 2211/211 Urban Planning and Design 22211/211 CAD, sketching and 3D-modelling 11 Theory and Practice of Architectural Engineering /21 Material science 21/211 CDIO project3221 Calculus and algebra CAD, sketching and 3D-modelling 22 Theory and Practice of Architectural Engineering Structural elements and their function (2) House Building and Building Design 2/ CDIO project3222

13 Skill progression matrix – part II Physics 333 Structural design and models (1) Urban context & large structures 4343/433 Planning and Visualization 31 Architectural engineering backgr Basic building design 4333 Geometry 444 CDIO project4323/423 Systematical planning with CAD-system and Visualization 44 Background for architectural engineering Structural Design and Models (2) A concert hall Basic building design: indoor environment, services and energy CDIO project433424

14 Observations and comparison  Alternative approaches for describing progression – Bloom levels vs. ITU  A way to characterize complexity of engineering tasks would be useful  Inclusion or exclusion of Section 1 of the CDIO Syllabus in the work  Different approaches for 3 years B Eng programs and 5 years M Sc programs

15 Conclusions  The CDIO Syllabus and related tools are very useful when formulating program goals and learning outcomes.  The documents and tools enable a systematic way to connect program and course goals.  Future activities involves ways to include the various types of assessments.  Large scale use and maintenance require a well developed organization.


Download ppt "USING THE CDIO SYLLABUS IN FORMULATION OF PROGRAM GOALS – EXPERIENCES AND COMPARISONS Svante Gunnarsson, Helena Herbertsson, Annalena Kindgren, Ingela."

Similar presentations


Ads by Google