Journal articles: 'Cdio'

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Gray, Peter J. "CDIO Standards and Quality Assurance." International Journal of Quality Assurance in Engineering and Technology Education 2, no. 2 (April 2012): 1–8. http://dx.doi.org/10.4018/ijqaete.2012040101.

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With Conceive-Design-Implement-Operate (CDIO) approach collaborating institutions and programs in many countries and regions of the world, it is essential that the International CDIO Leadership Council promulgate processes to assure internal and external stakeholders that member institutions and programs are adhering to the 12 CDIO Standards. The Standards are what make CDIO a unique initiative in that they provide a vehicle for realizing the CDIO vision to transform the culture of engineering education. Therefore, the CDIO Council has developed five quality assurance processes that begin with the application to become a CDIO Collaborator and include self-evaluation, certification, and accreditation based on the CDIO Standards. This article discusses the CDIO quality assurance processes and the other articles in this special issue provide case studies and other examples related to the use of the processes by CDIO collaborators.

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Malmqvist, Johan. "A Comparison of the CDIO and EUR-ACE Quality Assurance Systems." International Journal of Quality Assurance in Engineering and Technology Education 2, no. 2 (April 2012): 9–22. http://dx.doi.org/10.4018/ijqaete.2012040102.

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The CDIO approach intends to raise the quality of engineering education programs, worldwide by including a number of quality assurance (QA) tools such as the CDIO Standards, Syllabus, and self-evaluation model. CDIO programmes are also evaluated by external standards. Therefore, a CDIO programme needs a quality assurance system that fulfills external requirements and is able to produce the necessary evidence and documentation with minimal additional effort above and beyond the CDIO QA components. Efficient execution of this task requires understanding the similarities and differences between the CDIO and external quality assurance systems, in this case, the European Accreditation of Engineering Programmes (EUR-ACE) system. This article compares and contrasts these two QA approaches, in particular the CDIO Syllabus and the EUR-ACE programme outcomes and the CDIO Standards and EUR-ACE accreditation criteria. Also considered are the pros and cons of a continuous improvement rating scale-based system and a threshold-based accreditation model.

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��, S. Redko, ��, and A. Shadrin. "Concepts of CDIO Standards and Education Management Standards in Teaching Engineering Programs." Standards and Monitoring in Education 2, no. 4 (August 15, 2014): 52–56. http://dx.doi.org/10.12737/5875.

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The article surveys peculiarities of CDIO � an international framework forengineering programs based on twelve standards of education institutions activity:the context, learning outcomes, integrated curriculum, introduction to engineering, design-implement experiences, engineering workspaces, integrated learning experiences, active learning, enhancement of faculty CDIO competence, enhancement of faculty teaching competence, CDIO learning assessment, CDIO program evaluation. The concept is proven to have common purpose with well-known IWA 2 concept and GOST R 52614.2 � internationaland Russian national standards of education. Key aspects of these standards are evaluated: structures of specified standards are comparable to typical structure of international management standards; CDIO standards specify methods and processes of engineering school. Combined application of CDIO standards and GOST R 52614.2 for engineering education in Russian colleges is recommended.

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Wang, Hui Hui, Guo Chun Wang, and Mei Song Tong. "On Improvement of Teaching Quality for Courses of Electronics and Information Engineering Based on CDIO Mode." Journal of Educational Research and Reviews 8, no. 10 (December 7, 2020): 164–69. http://dx.doi.org/10.33495/jerr_v8i10.20.202.

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Since the CDIO engineering education model was introduced to China in 2005, it has had a profound impact on Chinese engineering education in recent years. The concept of CDIO has inspired the teaching reform in Electronics and Information Engineering major. This article starts with analysis of the status of Electronics and Information Engineering major and divides its teaching system into three levels based on CDIO. Afterwards, this article describes the systematic architecture of course projects based on CDIO. Finally, suggestions for the teaching reform of Electronics and Information Engineering education based on CDIO mode is proposed.

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Wu, Da Qin, and Hui Yan. "Structure Model of CDIO Ability Evaluation Expert System Based on Fuzzy Petri Net." Applied Mechanics and Materials 263-266 (December 2012): 2164–67. http://dx.doi.org/10.4028/www.scientific.net/amm.263-266.2164.

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CDIO is a kind of innovation mode of international engineering education, and CDIO capability evaluation is the main content implemented by this mode. In this thesis, the model of CDIO capability evaluation expert system is designed, and Fuzzy Petri Net technique is applied to conduct knowledge presentation and inference of inference engine. Besides, the construction of knowledge database and the algorithm and realization of inference mechanism are elaborated. CDIO capability level of the students can be evaluated intelligently by applying evaluation expert system, which can also feed back the existing key questions. In this way, the development and evaluation of CDIO capability are constituted into a loop, which improves the quality of talent training effectively.

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Thi Lan Anh, Vu, and To My Vien. "Innovation of Curriculum Planning in Accordance with CDIO Standards at Ho Chi Minh City University of Transport." European Journal of Engineering Research and Science 3, no. 9 (September 24, 2018): 29. http://dx.doi.org/10.24018/ejers.2018.3.9.887.

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The CDIO initiative provides an integral approach including CDIO frameworks and CDIO standards in hopes of realizing students’ learning purposes and of figuring out learning experiences to meet output-standard based education and training. Many Vietnamese universities have become pilot places of CDIO implementation as a main curriculum development not only to satisfy social requirements and international standards, but also to boost creativeness and stimulate new assessment methods and improvements for the curricular. Due to requirements of all-sided and basic innovation of tertiary education ratified by Vietnamese Party and Government (phase 2010-2020), the CDIO implementation is considered as an indispensability in Ho Chi Minh City University of Transport. The paper is aimed to clarify the processes and procedures to develop curricular so as to meet social demands and international standards. This paper also mentions the principles to introduce this curriculum innovation to university educational institutions of Vietnam once the CDIO approach is put into application and implemented.

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Cloutier, Guy, Ronald Hugo, and Rick Sellens. "Mapping the Relationship Between the CDIO Syllabus and the CEAB Graduate Attributes." International Journal of Quality Assurance in Engineering and Technology Education 2, no. 2 (April 2012): 34–44. http://dx.doi.org/10.4018/ijqaete.2012040104.

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The recently introduced Canadian Engineering Accreditation Board (CEAB) requirements for Graduate Attributes require demonstrated learning outcomes for the first time. The Conceive, Design, Implement, Operate (CDIO) approach includes a set of outcomes in the form of the CDIO Syllabus. The Syllabus also provides guidance on how to document outcomes in order to meet the requirements of the CEAB Graduate Attributes. This article provides a framework for Canadian engineering programs to satisfy the CEAB requirement to demonstrate learning outcomes through a mapping of the CDIO Syllabus topics to the CEAB Attributes, and verification of the completeness of that list. An engineering program can meet all of the CEAB Graduate Attribute requirements by addressing a subset of the CDIO syllabus; however, a CEAB accredited program may not meet all of the CDIO standards.

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Yalamanchili, Harika, Andrew Chao, Eduardo Yepez Guevara, Samuel L. Aitken, Micah Bhatti, and Pablo C. Okhuysen. "Risk Factors and Clinical Outcomes of Cancer Patients with Clostridium difficile Associated Diarrhea Co-infected with a Second Enteropathogen." Open Forum Infectious Diseases 4, suppl_1 (2017): S362—S363. http://dx.doi.org/10.1093/ofid/ofx163.881.

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Abstract Background Cancer patients are at an increased risk for C. difficile infection (CDI) which is often identified along with other enteropathogens. The impact of co-infections on outcomes has not been established in this population. We compared the risk factors and clinical characteristics of patients with CDI monoinfection (CDIM) and patients coinfected with bacterial (CDIB) or viral (CDIV) enteropathogens. Methods Adult patients presenting with primary or recurrent CDI (n = 88) identified on a two-step GI multiplex assay (Biofire) followed by toxin A/B EIA, were classified into CDIM (n = 66), CDIB (n = 12), and CDIV (n = 10) groups. Demographic and clinical data were collected and risk factors and outcomes compared by Fisher’s exact test, ANOVA, and the Kruskal–Wallis test. CDI severity was determined using Zar’s criteria, presence of bacteremia, and ICU stay. Results During the study period, 2,017 diarrheal samples were submitted to the microbiology laboratory. An enteric pathogen was identified in 311 (15%) patients. CDI was identified in 88 cases of which 22 (25%) had a second pathogen. CDIM was found in 66 (21%), CDIB in 12 (4%), and CDIV in 10 (3%) subjects. The most common co-pathogens identified were diarrheagenic E. coli in the CDIB group (9/12, 75%) and norovirus in the CDIV group (8/10, 80%). Groups were similar in terms of demographics, number of recurrences, health care acquisition, co-morbidities, disease severity, serum creatinine at presentation, presence of toxin by EIA, and mortality. Patients with CDIM were more likely to have a recent hospitalization than the CDIB group (44/66 67% vs.. 3/12 25%, P = 0.01). Clinical symptoms at presentation were similar for the three groups except for nausea which was more common in the CDIV group when compared with CDIM (8/10, 80% vs. 25/66, 38%; P = 0.02). The use of proton pump inhibitors was similar in the three groups. There was however, a higher proportion of patients taking GABA-like drugs within 90 days among the CDIB patients (10/12, 83%) than the group with CDIM (26/66, 40%) P = 0.01. Conclusion In CDI cancer patients, co-infection with other enteropathogens is common. Patients with CDIB were less likely to have a recent admission to a health care facility. The use of GABA-like drugs was associated with a higher risk of bacterial co-infection. Disclosures All authors: No reported disclosures.

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Yusuf, Ahmet, and Filiz Yalçin Tilfarlioğlu. "An Experimental Study on the Innovative CDIO Method in English Language Teaching." Journal of Education and Training Studies 8, no. 9 (July 29, 2020): 15. http://dx.doi.org/10.11114/jets.v8i9.4949.

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This experimental study is an attempt to bring a new perspective and a new teaching method CDIO (Conceiving, Designing, Implementing, and Operating) to the ELT field. The CDIO method was applied in the 11th grade in a private high school in Diyarbakir, Turkey. The students were subjected to a pretest before the treatment process and to a posttest after the process. The treatment procedures and materials were prepared according to the CDIO curriculum and standards. The treatment process lasted for fifteen weeks for the experimental group while the control group continued learning English without being exposed to the CDIO teaching method. Subsequently, the collected data was analyzed with the assistance of IBM SPSS Statistics 23.0 to see whether the CDIO methodology has effective results on the students’ performance or not. After the data was collected and analyzed, the results showed that the students performed better after learning English using CDIO in the rate of 14.45%, where the mean score of the pretest was 71.66 while the mean score of the posttest was 86.23. Moreover, the results exhibit that the participants’ fulfillment developed in grammar, vocabulary and reading comprehension skills. Accordingly, there is a great improvement in the students’ performance of the experimental group. Also, the outcomes show that the CDIO has played a big role in developing the students’ level and has shown a positive effect on learning English. Finally, it is expected from this research to open the door for schools and faculties of teaching English to adopt the CDIO approach and apply it in their programs.

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Chen, Xiang, and Ye Qiu. "The Reform for Software Engineering Majors Based on CDIO." Applied Mechanics and Materials 380-384 (August 2013): 2464–67. http://dx.doi.org/10.4028/www.scientific.net/amm.380-384.2464.

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In order to cultivate application oriented and high skilled talent s in the public education phase, it is essential for full development of students practice, design and innovation abilities by strengthening the experiment teaching. The CDIO(conceive, design, implement, operate) advocates learning by doing and project based education and learning. The CDIO theory is introduced in experiment teaching for software engineering majors, and experiment teaching is reformed based o n CDIO Syllabus. Specifically, a four level experiment system is designed, project based experiment contents are developed, and diversity evaluation methods are proposed. Through the new experiment teaching , students capacities as required by CDIO are fully trained to enhance students comprehensive quality.

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Chuchalin, A. I. "The CDIO-FCDI-FFCD Rubrics for Evaluation of Three-Cycle Engineering Programs." Vysshee Obrazovanie v Rossii = Higher Education in Russia 28, no. 10 (November 1, 2019): 58–72. http://dx.doi.org/10.31992/0869-3617-2019-28-10-58-72.

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The aim of the paper is to propose Rubrics for self-evaluation of graduate and postgraduate engineering programs based on the FCDI (Forecast, Conceive, Design, Implement) Standards and FFCD (Foresight, Forecast, Conceive, Design) Standards by analogy with Rubrics for self-evaluation of undergraduate engineering programs based on the CDIO (Conceive, Design, Implement, Operate) Standards. The FCDI Standards and FFCD Standards were developed for Master’s and Doctoral engineering programs as a result of the CDIO approach evolution and by analogy with the CDIO Standards originally developed for Bachelor’s engineering programs. The CDIO/FCDI/FFCD Standards are recommended for the design and implementation of three-cycle engineering programs to train graduates for complex, innovative and research engineering activities, respectively, taking into account the features of the division of labor in the engineering profession. The 6-level scale Rubrics are helpful for evaluation the degree of Bachelor’s, Master’s and Doctoral engineering programs compliance with the recommendations of the CDIO, FCDI and FFCD Standards, respectively.

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Costa, António Manuel Cardoso, Ângelo Manuel Silva Martins, and João Manuel Simões Rocha. "CDIO as a Foundation for Program Accreditation/Certification in Portugal." International Journal of Quality Assurance in Engineering and Technology Education 2, no. 2 (April 2012): 23–33. http://dx.doi.org/10.4018/ijqaete.2012040103.

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This document describes two initiatives for accreditation/certification of first and second cycle Bologna programs in Portugal. One initiative was started by the National Agency for Program Evaluation and Accreditation and is mandatory for all Bologna programs. The other initiative was launched by the Portuguese Professional Engineering Association and aims to certify, at the European level, Bologna second cycle engineering programs with the EUR-ACE quality seal. Both initiatives are essentially evidence-based and stress the importance of having an operating quality assurance system to support and monitor program execution. The Instituto Superior de Engenharia do Porto (ISEP) experience with the CDIO and EUR-ACE frameworks is described and strong points highlighted in this article. In the end, the authors propose that combining CDIO and EUR-ACE may bring added value, because CDIO is more oriented to program operation and EUR-ACE more oriented to program management. The authors also propose the CDIO Syllabus as the link between CDIO and EUR-ACE.

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Liu, Chao Ying, and Ran Duan. "“CDIO” in the Environment of “A + T”." Applied Mechanics and Materials 209-211 (October 2012): 1282–85. http://dx.doi.org/10.4028/www.scientific.net/amm.209-211.1282.

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According to the characteristics of cultivating art-style engineering design talents, such as the major like architecture, this article treat “A+T•CDIO” as feature, explore new engineering teaching model named “fusion about art and technology in the environment of CDIO” for the professional talents in architecture major of engineering colleges, furthermore, build “A+T•CDIO” engineering teaching model for architecture major in the macro, meso and micro aspects.

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Yang, Shi Ruo, and Jie Jun Wang. "The Teaching Exploration of Bridge Construction." Applied Mechanics and Materials 256-259 (December 2012): 3081–84. http://dx.doi.org/10.4028/www.scientific.net/amm.256-259.3081.

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The engineering ability is the most important and essential quality of an engineer as well as the weakness of higher education in engineering. Universities and colleges have to pay more attention to cultivate engineering ability to students. This article introduces CDIO model and produces the syllabus of Bridge Construction according to the CDIO concept. Through the teaching practice of Bridge Construction, the passage discusses the cultivation of engineering ability under the CDIO concept.

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Chen, Wu Ying. "The Research of the Teaching Mode Based on the Concept of CDIO Architectural Design." Applied Mechanics and Materials 584-586 (July 2014): 2753–56. http://dx.doi.org/10.4028/www.scientific.net/amm.584-586.2753.

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CDIO has become in recent years, guiding the teaching reform of advanced education concept, especially in the engineering personnel training mode and widespread application in the engineering curriculum.At home and abroad well-known colleges and universities according to the CDIO mode to cultivate students welcome by society and enterprises.Introducing the concept of CDIO architectural design teaching, research and establish a practice, pay attention to team collaboration and innovation of new course teaching mode.

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Geraskin, Nikolay I., Andrey A. Krasnoborodko, and Vasily B. Glebov. "Network engineering education: Prospects for the implementation of the Worldwide CDIO Initiative in nuclear areas." Industry and Higher Education 34, no. 6 (May 27, 2020): 440–45. http://dx.doi.org/10.1177/0950422220928743.

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This article summarises the results of a preliminary feasibility study and the experience of implementing Conceive-Design-Implement-Operate (CDIO) ideas during 2016–2019 in the education of nuclear specialists. The study is a form of empirical research. The results and findings regarding implementation of the CDIO approach are presented in relation to the Russia–Kazakhstan network programme of specialist training for the nuclear industry of Kazakhstan. The authors conclude that CDIO ideas effectively promote solutions to educational challenges facing the nuclear industries of specific countries. Key findings are (a) that the network form of education is well-suited to the implementation of the CDIO approach and (b) that the principle of the safe management of nuclear materials should be considered in the context of engineering education.

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Cheng, Fang Qi. "Reform and Practice for CDIO Engineering Education Model in Curriculum Teaching of Mechanical Design of Higher Vocational Education of China." Advanced Materials Research 271-273 (July 2011): 1228–30. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.1228.

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Cultivating high-skilled and higher vocational applied talents is the main objective of talent cultivation for higher vocational education. In this paper, CDIO engineering education philosophy is introduced to improve the curriculum reform and practice. The CDIO engineering education philosophy is analyzed, and the importance, implement project and feedback of teaching for CDIO engineering education model are illustrated based on practicing project and the criterion of “study in doing” and the curriculum teaching of mechanical design.

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Yan, Hui, and Hai Yan Hu. "Study on CDIO Talents Training System Based on the Internet of Things and Cloud Computing in Big Data Era." Advanced Materials Research 989-994 (July 2014): 4949–52. http://dx.doi.org/10.4028/www.scientific.net/amr.989-994.4949.

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Since CDIO talents training informatization system is employed in Big Data era, this paper shows some studies on the application of the internet of things , cloud computing, Big Data service and other advanced technologies in CDIO talents training informatization system, an informatization framework for the internet of things and cloud computing is constructed based on CDIO talents training, in order to solve the difficulties in managing and monitoring the fully distributed architecture, a distributed resource scheduling mechanism with QoS is proposed.

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Yan, Hui, and Hai Yan Hu. "Research of ISIC-CDIO Question Answer System for Materials Teaching Based on Android." Applied Mechanics and Materials 214 (November 2012): 596–600. http://dx.doi.org/10.4028/www.scientific.net/amm.214.596.

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This essay innovatively proposes the education mode of ISIC-CDIO and introduces the Android mobile platform to teaching procedures by utilizing the existing mobile wireless network and artificial intelligence technology. It also realizes the question-answering system for teaching under the cultivation mode of ISIC-CDIO, focusing on two similarity algorithm- stereotyped matching and no pattern matching studying. The improvement of algorithm has increased the efficiency of successful matching of problems, which will promote the individual learning of students and thus will cultivate the comprehensive talents with ISIC-CDIO quality.

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Liu, Xing Li, and Ye Qin. "A RIA System for Education Plan Information Platform Based on CDIO." Key Engineering Materials 460-461 (January 2011): 673–79. http://dx.doi.org/10.4028/www.scientific.net/kem.460-461.673.

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Currently, the shortage of engineering talent and quality of engineering education is a common problem all over the world. CDIO is a new engineering education concept and implementation of systems, with good prospects for the development and popularization. Therefore, this paper research and implement education programs Information Platform System (EPIPS). The system, based on CDIO engineering education, develop education plan and set up the architecture to the course of three projects, and it is based on Rich Internet Application (RIA) that can provide students rich learning experience. The result indicates that students can acquire graphical education plan based on CDIO friendly. In this paper, system architecture, the algorithm of traversing education plan and key techniques are introduced. Now, the system is running in Heilongjiang Institute of Science and Technology, and the ability of CDIO has been significantly improved, including of Students Engineering practical, the sense of teamwork.

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Chuchalin, A. I. "Adaptation of the Core CDIO Standards 3.0 to STEM Higher Education." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 2 (February 22, 2021): 9–21. http://dx.doi.org/10.31992/0869-3617-2021-30-2-9-21.

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It is proposed to adapt the new version of the internationally recognized standards for engineering education the Core CDIO Standards 3.0 to the programs of basic higher education in the field of technology, natural and applied sciences, as well as mathematics and computer science in the context of the evolution of STEM. The adaptation of the CDIO standards to STEM higher education creates incentives and contributes to the systematic training of specialists of different professions for coordinated teamwork in the development of high-tech products, as well as in the provision of comprehensive STEM services. Optional CDIO Standards are analyzed, which can be used selectively in STEM higher education. Adaptation of the CDIO-FCDI-FFCD triad to undergraduate, graduate and postgraduate studies in the field of science, technology, engineering and mathematics is considered as a mean for improving the system of three-cycle STEM higher education.

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Hu, Hai Yan, and Hui Yan. "Research and Implementation of Synchronization Technology Prioritization Scheme of CDIO Teaching System Data Base Based on Android." Applied Mechanics and Materials 263-266 (December 2012): 1669–72. http://dx.doi.org/10.4028/www.scientific.net/amm.263-266.1669.

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In order to realize the aim of engineering educational reform in a better way and transplant and expand teaching system under the model of CDIO to Android mobile platform, this paper mainly researched how to better protect the synchronization between client side and server during the process of using CDIO teaching system in the Android mobile platform. The key problem in the research is to apply Hash algorithm to data base update of CDIO teaching system in the Android platform, which decreases network flow, increases network use ratio and optimizes the system’s performance when compared to the traditional data synchronization algorithm.

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Hu, Hai Yan, and Hui Yan. "Study on Application of Database Synchronization Technology in the CDIO Teaching System Based on Android." Advanced Materials Research 989-994 (July 2014): 5419–22. http://dx.doi.org/10.4028/www.scientific.net/amr.989-994.5419.

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As a breakthrough in teaching methods, the teaching system for CDIO talents training is extended to the Android mobile phone platform for engineering talents training better. This paper focuses on constructing the teaching system for CDIO talents training on the Android mobile platform, Hash digest algorithm is applied to the synchronization management of Android platform-based CDIO teaching system databases, significantly reduces the data traffic on the wireless network, and greatly enhances the data interaction between the embedded devices and servers. This application also dramatically reduces the number of write operations on the memory stack and improves the performance of the I/O read-write efficiency of the memory stack.

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Xu, Jian Hua, and Hao Lei Yang. "An Innovative Practice Study on TOPCARES-CDIO Based Talent Nurturing Framework for E-Commerce Courses." Applied Mechanics and Materials 380-384 (August 2013): 2506–9. http://dx.doi.org/10.4028/www.scientific.net/amm.380-384.2506.

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The innovative CDIO educational framework provides students with an education stressing engineering fundamentals set in the context of Conceiving - Designing Implementing - Operating real-world systems and products. The acronym of TOPCARES refers to 8 first-level ability indices which comply with those in CDIO. A total of four ability indices levels was refined in TOPCARES-CDIO structure to guide this study, which discussed the feasibility an innovative talent nurturing framework for e-commerce courses. The result suggests the application-oriented integrated educational system to satisfy the social requirements for versatile and practical talents, and can be used as a reference model for relevant educational institutions.

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Yu, Xue Dou. "Discussion and Reference of CDIO Theory in the Laboratory Planning and Management." Key Engineering Materials 439-440 (June 2010): 144–48. http://dx.doi.org/10.4028/www.scientific.net/kem.439-440.144.

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In the paper we adopted CDIO as the guiding ideology, analyzed the shortcomings in laboratory and equipment management and the relevant causes, and then proposed an effective solution which combined with laboratory and equipment management-related standards in CDIO and current actual situation of experiment teaching and the protruding problems in laboratory management.

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Zhong, Hua-Xu, Po-Sheng Chiu, and Chin-Feng Lai. "Effects of the Use of CDIO Engineering Design in a Flipped Programming Course on Flow Experience, Cognitive Load." Sustainability 13, no. 3 (January 28, 2021): 1381. http://dx.doi.org/10.3390/su13031381.

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The flipped teaching method has become increasingly mature and critical. Previous flow experience studies have concentrated on game-based learning, and cognitive load studies have concentrated on different types of teaching materials (e.g., video). Due to the characteristic differences between problem-based learning and the Conceive, Design, Implement, Operate (CDIO) engineering design, the authors were interested in applying the CDIO engineering design to the flipped programming course. This study was proposed to measure students’ cognitive load and flow experience by using CDIO engineering design in the flipped programming course, which used a one-group pretest–post-test nonequivalent-groups design method for 16 weeks. This study recruited 40 college students (males = 14, females = 26) who were first-year freshmen attending a university as its subjects. The results indicate that the students showed no significant improvement between cognitive load and gender difference in cognitive load and flow experience, but that they significantly improved some dimensions of flow experience. This study provides implications and evidence related to applying the CDIO engineering design in flipped programming courses.

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Pham, Huong Thi, Giang Chau Thi Nguyen, My Thanh Nguyen, Quynh Anh Thi Nguyen, and Linh Hai Che. "The Implementation of the CDIO Approach in Teacher Training Programs: The Vietnamese Case." Journal of Educational and Social Research 11, no. 5 (September 5, 2021): 99. http://dx.doi.org/10.36941/jesr-2021-0109.

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The CDIO (Conceive-Design-Implement-Operate) approach was originally developed for engineering education programs. However, this approach has also been adopted to support non-engineering programs. This paper aims to discuss the implementation of the CDIO approach in teacher training programs in a university in Vietnam. Five tests focusing on assessing students’ competence of lesson plan preparation, lesson planning, teaching organization, student learning assessment, and teaching portfolio management were developed and administered to the experimental group of 40 last-year students and the control group of 40 last-year students. When the data were collected and analyzed with the assistance of the SPSS statistics, the p-value was .000 (p=.000 p < .05), which means that the experimental group and control group had statistically meaningful difference. The results of this study show that students enrolling in programs that implemented the CDIO approach performed better than those who enrolled in programs without the support of the CDIO approach. Received: 6 July 2021 / Accepted: 2 August 2021 / Published: 5 September 2021

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Gaidi, Khalid El. "Reforming Engineering Education." Industry and Higher Education 17, no. 6 (December 2003): 431–34. http://dx.doi.org/10.5367/000000003322776343.

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The CDIO initiative began as a joint endeavour involving four engineering schools in Sweden and the USA. The number of schools joining the project is increasing constantly. CDIO focuses on four activities – curriculum development, teaching and learning, workshops, and assessment projects – with a view to improving engineering education programmes by redesign and through the introduction of real engineering skills as well as hands-on experiences.

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Chuchalin, A. I. "Evaluation of the Engineering Curriculum Elements for Compliance." Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 7 (July 29, 2020): 9–21. http://dx.doi.org/10.31992/10.31992/0869-3617-2020-29-7-9-21.

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Rubrics have been developed to evaluate the level of compliance of curriculum elements with the recommendations of the CDIO-FCDI-FFCD Standards in the process of modernizing engineering programs for undergraduate, graduate and postgraduate studies. As an example, the author presents the results of the evaluation of engineering undergraduate program courses for compliance with the recommendations of the CDIO Standards in the form of total and differentiated ratings of the modules of the humanities and social sciences, natural sciences and mathematics, basic engineering and specialized professional courses. Based on the ratings, the initial (before modernization) and planned (after modernization) levels of compliance of the program modules with the recommendations of each of the 12 CDIO Standards are determined. Using the rubrics enables to involve all the instructors in the process of engineering program modernization.

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毕, 丽红, 立华朴, and 淑敏张. "基于 CDIO 的高等职业教育改革的探索与实践." 教育科学发展 2, no. 11 (November 30, 2020): 238–40. http://dx.doi.org/10.36012/sde.v2i11.2402.

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CDIO 工程教育是一种新型模式的国际工程教育合作项目，是由美国麻省理工学院等发起并推出。与 CDIO 模式对比，中国现行的高等职业教育模式，还存在着理论占比高，实训、实践占比少的现状，对学生理论能力培养多而对团队协作能力培养不足、知识学习能力培养多而开拓创新能力培养少等问题，与高等职业人才的培养目标存在差距。在当前高等职业教育的改革探索中，借鉴 CDIO 人才培养模式，论文提出了 CEC-CDIO 的高等职业教育模式，对中国高等职业教育的改革与发展有着重要的启发意义。

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TOPORKOVA, Olga V. "DESIGNING PROGRAMS FOR TRAINING ENGINEERS ON THE BASIS OF THE CDIO APPROACH." PRIMO ASPECTU, no. 2(46) (June 10, 2021): 68–74. http://dx.doi.org/10.35211/2500-2635-2021-2-46-68-74.

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The article is dedicated to the topical problem of finding and evaluating new approaches to the design of engineering programs. It presents the analysis of the requirements for the design of those programs presented in 12 CDIO standards. CDIO is an effective approach to the modernization of such programs and it has already proven its efficiency both in our country and abroad. The use of the life cycle of the engineering process as a context of engineering education being the fundamental principle of this approach contributes to the preparation of graduates who are able to apply the obtained theoretical knowledge in their practical engineering activities and manage the process of creating and operating engineering objects, processes, and systems. The analysis of the requirements of the CDIO standards showed that the features of the CDIO educational program that contribute to its effectiveness include an integrated curriculum; integration of the planned learning outcomes into the disciplines of the program; compulsory introductory course and projects of a design and implementation nature; availability of a workspace for students to gain practical experience in engineering at all stages; the use of active learning methods; special training of teachers; assessment used to support, diagnose and improve the quality of learning; compulsory internal or external audit of the educational program.

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Al-Obaidi, Abdulkareem Sh Mahdi. "CDIO Initiative: A Guarantee for Successful Accreditation of Engineering Programmes." Indonesian Journal of Science and Technology 6, no. 1 (January 19, 2021): 81–92. http://dx.doi.org/10.17509/ijost.v6i1.31521.

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The accreditation bodies and engineering councils set a number of qualifying requirements and accreditation criteria to ensure the quality of engineering graduates and programmes. One of these requirements is the engineering curriculum. Some institutions using the traditional engineering curriculum often face difficulties and burden to meet the accreditation minimum academic requirements as their curriculum lacks the innovation and the integration of graduate attributes such as personal, interpersonal, teamwork, entrepreneurship, development of life skills and emotional wellbeing, among many. This eventually leads to deferred or even declined accreditation. To overcome these difficulties, the CDIO initiative is an ideal tool for successful accreditation. The CDIO standards, syllabus, engineering curriculum, and learning outcomes are not only meeting what accreditation bodies require, but they offer innovative curriculum more on high-level cognitive skills set in the context of the product-system lifecycle; Conceiving-Designing-Operating-Implementing metaphases. This paper shares a successful engineering education experience of the School of Engineering/Taylor’s University and how the CDIO initiative contributed not only to a successful accreditation but also to have a new innovative engineering curriculum. The adopted new curriculum is innovative, hands-on and project-based in order to achieve integrated learning where acquiring discipline-specific knowledge and CDIO skills take place simultaneously

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Duong, Khanh Ngoc Van, Nhiem Ba Nguyen, Phuc Minh Nhan, C. Thanh Vo, and Nam Hoang Tram. "APPLYING PROJECT-BASED LEARNING METHOD TO MEET LEARNING OUTCOMES OF CDIO-BASED TRAINING PROGRAMS." Scientific Journal of Tra Vinh University 1, no. 2 (August 5, 2019): 148–57. http://dx.doi.org/10.35382/18594816.1.2.2019.166.

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In the integration and development period, training students, which probably meets the urgent requirements of the companies, businesses in professional and soft skills, is becoming a challenge for all universities as well as for the teachers. To accomplish these requirements, CDIO-based training program not only requires students in criteria about knowledge, skills, and behaviors but also be an expert in the technical design process: conceive, design, implement and operate the systems in the entrepreneurial, social and environmental background. Therefore, how can students be skilled in both soft skills and specialist knowledge, but still meet the CDIO requirements? Based on these things, the authors propose solution to integrate soft skills into teaching specialized knowledge through project-basedbusiness method which helps students satisfy specialized knowledge and soft skills directly related to future careers, and meet CDIO requirements.

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Hu, Guo Xiong, and Li Huang. "The Research and Practice of Embedded Teaching Reform Based on CDIO." Applied Mechanics and Materials 411-414 (September 2013): 2838–41. http://dx.doi.org/10.4028/www.scientific.net/amm.411-414.2838.

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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.

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Bragós Bardia, Ramon. "Las competencias del profesorado en el entorno CDIO." REDU. Revista de Docencia Universitaria 10, no. 2 (August 2, 2012): 57. http://dx.doi.org/10.4995/redu.2012.6097.

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La iniciativa CDIO (Concebir-Diseñar-Implementar-Operar) es un entorno cooperativo nacido en el MIT y las universidades suecas de Chalmers, Linkoping y KTH en el que actualmente participan más de 80 instituciones de más de 25 países. Define un marco educativo innovador para la formación en ingeniería. En el marco CDIO se promueve el aprendizaje de las bases fundamentales y los contenidos disciplinares avanzados de la ingeniería, en un entorno con referencias claras al ejercicio profesional de la ingen iería como contexto adecuado para su aprendizaje. El conjunto de competencias definido por la iniciativa CDIO (el CDIO Syllabus) se distingue de otros listados de competencias por su amplitud, grado de concreción y por el hecho de incluir no sólo competencias genéricas, personales e interpersonales, que pueden corresponder a cualquier disciplina, sino también las que se han identificado como propias de la ingeniería, y que corresponden a las habilidades necesarias para desarrollar productos y sistemas complejos en un entorno cooperativo. CDIO define también 12 estándares que facilitan el diseño de planes de estudio que incorporen dichas competencias. Por lo que respecta a las competencias del profesorado, objeto de este artículo, dos de los estándares hablan específicamente de la necesidad de formar al profesorado para la adquisición de dichas competencias y de la capacidad para transmitirlas (estándar 9) y también de la adopción de metodologías activas que permitan una integración efectiva de los contenidos y las competencias (estándar 10). Mientras que las competencias genéricas personales e interpersonales están adecuadamente cubiertas por los programas de formación del profesorado, las más específicas de la ingeniería precisan de una mayor interacción con la industria e incluso de mecanismos que proporcionen experiencias profesionales reales al profesorado.

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Wenwen, Xiao, and Gu Yunfei. "Practical Abilities Improved by CDIO Teaching Mode Taking the Course of Integrated English as an Example." English Language Teaching 11, no. 10 (September 21, 2018): 109. http://dx.doi.org/10.5539/elt.v11n10p109.

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The CDIO teaching mode is one kind of the engineering education concept, and now it is gradually adopted in English language teaching. Integrated English is one of the basic courses for English major students, and adopting the CDIO teaching mode in this course can improve different abilities of English major students, such as the professional knowledge of English, ability to find and solve the problems, self-learning ability, related employment ability, critical thinking ability, teamwork spirit and innovation ability.

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Guo, Qing, Ding Gui Luo, and Yun Long. "Development of the Practice Teaching Project in Machine Design Based on CDIO Engineering Education Model." Advanced Materials Research 591-593 (November 2012): 2314–19. http://dx.doi.org/10.4028/www.scientific.net/amr.591-593.2314.

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This paper describes the basic concepts of engineering education model-CDIO. Then referring to the CDIO teaching philosophy, take the practice teaching reform about machine design as an example, coordinated development of student-centered knowledge, capability and diathesis serves as the guiding ideology. This combines knowledge impartment and capability cultivation together. Development of the machine design practice teaching project based on CDIO engineering education model are put forward, while requirements involved in the practice project are expounded as well as works in each stage. Additionally, the practice project broke the traditional instruction model with roles of students and teachers changed significantly. Precisely, students are demanded to design and accomplish tasks in the project independently to turn the traditional passive education mode to a self-innovation, excogitation and implementation mode. Thus, engineering and technical personnel, who are needed by modern corporations and possess professional skills, social awareness, and entrepreneur sensitivity, are cultivated for Chinese future development.

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Jambari, Hanifah, Nurul Amalin Razali, Nur Hazirah Seth@Noh, Nurul Aini Mohd Ahyan, Mohamad Rasidi Pairan, Jamilah Ahmad, and Sharifah Osman. "Impacts of Conceive-Design-Implement-Operate Knowledge and Skills for Innovative Capstone Project." International Journal of Online and Biomedical Engineering (iJOE) 15, no. 10 (June 27, 2019): 146. http://dx.doi.org/10.3991/ijoe.v15i10.10874.

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Nowadays, the competitions among countries to recruit engineering students as workers do not focus on talents, but also on the reserve of it. The advancement of education in engineering field plays a big part in enhancing comprehensive domestic strength because the scientific revolution will contribute to important modifications of the industrial landscape. Therefore, Conceive-Design-Implement-Operate (CDIO) understanding and techniques are required for enhancing this field of education particularly for innovation of capstone project. Thus, this study was identified student knowledge and skills consist of teamwork, problem-solving, and communication skills of the CDIO in capstone project involved two faculties which are Faculty of Biosciences & Medical Engineering (FBME) and Faculty of Electrical Engineering (FKE) at Universiti Teknologi Malaysia (UTM). Our respondents consist of 28 and 30 of third-year students from FBME and FKE respectively. Besides, this study also was identified the importance of the CDIO approach in the innovative capstone project. The method that used was a quantitative survey by using 5 Likert scale questionnaires. The average mean for all research questions indicated that the majority of respondents agreed that the CDIO knowledge and skills in the capstone project are important in engineering education. Hence, the engineering students must possess not only the skills such as teamwork, problem-solving, and communication but also needs more knowledge that helps them to employability and adapt to real-world engineering problems.

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Xie, Nan. "Exploration and Practice in MCU Course Teaching Based on CDIO Mode." Applied Mechanics and Materials 263-266 (December 2012): 1638–41. http://dx.doi.org/10.4028/www.scientific.net/amm.263-266.1638.

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As the MCU course is combination with theory and practice, and pays attention to cultivate students' practical ability. This paper has introduced the present situation and characteristic of the course. Going with the novel CDIO teaching mode, the practical solution of CDIO mode in the MCU course teaching was designed and applied. By practicing the teaching mean, students can complete the course study in the process of learning during doing and doing during learning. In additional, students can reach the course training purpose and can improve higher innovation and independent thinking abilities.

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Liu, Chao Ying, and Hai Yuan Qi. "Training Path of Creative Personnel in Architectural Design under the Concept of A + T ·CDIO." Applied Mechanics and Materials 357-360 (August 2013): 172–75. http://dx.doi.org/10.4028/www.scientific.net/amm.357-360.172.

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In the context of building an innovative country, cultivating a large number of design talents full of innovation becomes a significant strategy in China .As the first batch of the CDIO pilot colleges approved by Ministry of Education, Ningbo College of Technology innovates the teaching mode, curriculum system, training plan, as well as specific teaching content and teaching method characterized with A + T CDIO in its exploration of the cultivation of architecture talents, in order to explore a new path to cultivate innovative and creative talents for architectural design.

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Yang, Cai. "Research on Java Programming Course Based on CDIO and Iterative Engineering Teaching Pattern." Recent Advances in Computer Science and Communications 13, no. 3 (August 12, 2020): 519–30. http://dx.doi.org/10.2174/2213275912666190819103333.

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Background: In universities, the course of Java programming is widely offered.It contains many contents and is practical. Therefore, learning Java programming is considered to be a difficult and challenging task for beginners. That is to say, students must learn a lot of programming skills in order to effectively master the course. However, it is often reported that the result of teaching Java programming is poor, mainly reflected in the stereotyped teaching methods, lack of project development experience and so on. In order to investigate and solve these problems, many educational experts have conducted in-depth research about it. CDIO (Conceiving-Designing-Implementing-Operating) engineering education model is the latest achievement of engineering education reform in recent years. It is a life cycle from product development to product operation as the carrier, which enables students to learn engineering in an active, practical and comprehensive way. For the problems in Java programming course, the concept of CDIO engineering is introduced to solve them. Methods: Firstly, the research status of Java programming course and the application of CDIO model were analysed. Secondly, the current situation of learning was analysed by means of questionnaire survey. At the same time, the main problems existing in the current teaching project were listed. Following this, the questionnaire method was used to analyse the current learning situation of Java programming course. The ideas of CDIO engineering education and iteration mode were applied to Java programming course. From various perspectives, this paper makes a detailed analysis of the development methods and strategies of the new teaching mode. Finally, the teaching model was applied to the existing teaching process. The teaching effect of the model was verified by data statistics. Results: The experimental results show that the new teaching mode encouraged students to master programming knowledge as well as problem-solving strategies. Students' interest in learning has been increased and their comprehensive ability has also been improved. Compared with traditional teaching methods, teachers tend to adopt CDIO teaching methods. The data statistics of teaching effect include six aspects: learning initiative, learning interest, knowledge-related ability, communication ability and practical ability, practical skills and final examination scores. The final exam results also showed that students with the new method performed better than those being taught with the older teaching method. Conclusion: A new teaching model based on graded iteration and CDIO Engineering education mode is proposed for the problems existing in the teaching process of Java programming course. This paper creatively combines CDIO engineering ideas with Java programming course, and introduces the idea of hierarchical iteration. According to this idea, the knowledge structure of the course is put forward, and the teaching method of CDIO is adopted to attract students to study Java programming. The basic characteristics of the teaching mode are that the project is taken as the main line, the teacher as the leading role, and the students as the main body, so as to cultivate the students' comprehensive engineering ability. By strengthening the classroom teaching and practice teaching, the new model improves the Java teaching process, and enhances the teaching effect. The teaching practice proves that the new teaching model can mobilize the enthusiasm of students and improve the students' practical ability. It is worthy of popularizing.

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Petrova, Yu Yu, and E. V. Sevast'yanova. "PROJECT-ORIENTED TRAINING IN PROFESSIONAL LEARNING OF BACHELORS IN CHEMISTRY." Bulletin of Nizhnevartovsk State University, no. 4 (December 15, 2019): 89–94. http://dx.doi.org/10.36906/2311-4444/19-4/13.

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The authors have shown the experience of using the methodology of project-oriented training for the implementation of the international CDIO initiative standards in the disciplines of 1-2 courses of the bachelor's program in Chemistry. The research activities of students in the SurGU «Local Farm» project aimed at creating a system of chemical monitoring of the state and quality of plants grown in protected (closed) soil are considered in detail. It was shown that as a result of project activity in the disciplines «Introduction to project activity» (1-2 semesters) and «Project activity» (3-4 semesters), along with general professional competences, personal and interpersonal competences were formed and developed (communication skills, flexibility, ability to teamwork), and also the level of personal motivation for engineering professions was increased. A comparative analysis showed that the requirements for the learning outcomes to graduates of educational programs in the field of engineering and technology (CDIO Syllabus) are in good agreement with the competencies outlined in the new standards FGOS (3++). This demonstrates the applicability of CDIO standards to the implementation of Bachelor’s programs in Chemistry.

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李, 化., 玲玲高, and 书伟王. "CDIO模式下Oracle Club应用型人才培养模式探讨." 教学方法创新与实践 2, no. 8 (December 29, 2019): 322. http://dx.doi.org/10.26549/jxffcxysj.v2i8.2957.

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甲骨文俱乐部（Oracle Club）是建立在 Oracle 产品与技术基础上的自主性研究组织，CDIO 是以产品研发到产品运行的生命周期为载体，让学生以积极主动的方式学习，在学习过程中通过练习与实践，获得工程实践知识。本文结合本校 Oracle Club培养模式及运作机制，引入 CDIO 工程教育理念，重构课程体系，以产业、企业工程项目为载体，按照 CDIO 工程教育模式和评价体系培养人才，取得较为显著的成果和积极的评价，对应用型人才培养有很强的参考意义。

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Svensson, Tomas, and Svante Gunnarsson. "A Design-Build-Test Course in Electronics Based on the CDIO Framework for Engineering Education." International Journal of Electrical Engineering & Education 49, no. 4 (October 2012): 349–64. http://dx.doi.org/10.7227/ijeee.49.4.1.

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A Design-Build-Test (DBT) course in electronics is presented. The course is designed based on the CDIO (Conceive-Design-Implement-Operate) framework for engineering education. It is part of the curriculum of two engineering programs at Linköping University, Sweden, where it has been given successfully for a number of years. The cornerstones of the course consist of carefully designed learning outcomes based on the CDIO Syllabus, a structured project management model such that the project tasks are carried out according to professional and industry-like routines, with well-designed organisation of the staff supporting the course, and challenging project tasks.

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Wang, Yin Hua, Wan Ling Wu, Yu Qiang Wang, and Chang Xu. "Integrated Teaching Reform of Hydraulic Structure Major Using CDIO." Applied Mechanics and Materials 44-47 (December 2010): 567–70. http://dx.doi.org/10.4028/www.scientific.net/amm.44-47.567.

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Practice teaching is an important educational task for hydropower construction engineering major in vocational and technical colleges. Guided by Conceive Design Implement Operate (CDIO), students could get hands-on experience from practical projects under experiential learning environments, and then develop engineering capacity and project literacy. Due to the introduction of CDIO, the original unrelated and dispersed curriculums became comprehensive and continuous engineering design trainings in the form of projects. Students were divided into groups. The ability of thinking and problems solving for practical engineering could be easily cultured by a collection of comprehensive group trainings, such as program discussions, designs, and drawings.

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Wu, Qing Feng, Zhong Min Xiao, Hou Yao Zhu, and Yun Long. "Exploration on Experiment Teaching Reform Based on CDIO Engineering Theory." Advanced Materials Research 591-593 (November 2012): 2328–32. http://dx.doi.org/10.4028/www.scientific.net/amr.591-593.2328.

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Experimental teaching is an important part of higher education. It has an effect that cannot be replaced on training innovative talents. The experimental teaching reform must be carried out to really realize the cultivation of innovative talents. This paper introduces the basic concepts of CDIO, and analyzes the deficiency of the traditional experimental teaching based on CDIO engineering theory. Teaching method, teaching patterns and so on is carried on the beneficial discussion and in practice. Some reform measures are put forward. Good teaching effect is obtained. The students' learning enthusiasm and innovation practice ability is greatly enhanced.

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Guan, Z., S. Millard, and Z. Yang. "CDIO and the Liverpool Constructionarium." Proceedings of the Institution of Civil Engineers - Management, Procurement and Law 161, no. 2 (May 2008): 77–83. http://dx.doi.org/10.1680/mpal.2008.161.2.77.

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Nguyen, Quoc Khac, and Thanh Ngoc Dan Nguyen. "REALITY OF ASSESSING GROUP WORK SKILLS IN CDIO-BASED TRAINING PROGRAMS." Scientific Journal of Tra Vinh University 1, no. 2 (August 6, 2019): 112–16. http://dx.doi.org/10.35382/18594816.1.2.2019.182.

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Courses in the undergraduate Information Technology CDIO-based training program are usually designed to integrate at least one kind of soft skills. In fact, teamwork is one of the skills that has been most applied by lecturers. However, lecturers often find it very difficult to assess learners fairly, objectively and comprehensively when applying this method while they are well aware of the fact that assessment is a particularly important stage and has a strong impact on both learners’ learning results and the quality of a training program. The paper presents the facts and recommends solutions to assessing learners through their teamwork skills in curriculum based on CDIO approach.

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Hu, Yi Dan, Ai She Li, Fan Jiang, and Yi Jun Wang. "Teaching Reform Research of Mechanical Drawing Based on the Theory of CDIO." Advanced Materials Research 591-593 (November 2012): 2345–49. http://dx.doi.org/10.4028/www.scientific.net/amr.591-593.2345.

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In order to improve the traditional teaching model of mechanical drawing, based on the theory of CDIO, we reformed the teaching model by using case teaching pattern and teaching based on the project. We actively carried out the teaching of the CDIO model, created a favorable environment for the cultivation of innovative talents, encouraged students' innovative spirit, and innovative ability. It would meet the needs of society for engineering talents knowledge structure and ability requirements, explore the new mechanical drawing course teaching.It was very important to cultivate the students' consciousness of engineering, awareness of quality, awareness of team and sense of responsibility. Therefore, better teaching results were obtained in our practice.

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Terano, Harold Jan Redonda. "Development of Integrated Curricula for the Master of Engineering Programs using the CDIO Framework." International Journal of Engineering Pedagogy (iJEP) 9, no. 3 (June 11, 2019): 44. http://dx.doi.org/10.3991/ijep.v9i3.10112.

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This research presents the revision of the current curriculum of the Master of Engineering program at Camarines Sur Polytechnic Colleges in the Philippines through series of consultations and FGDs with the faculty and students of the graduate pro-gram and industry practitioners, and the development of integrated curricula using CDIO framework. Standards 1, 2, 3, 4 and 5 and syllabus v2.0 of the CDIO frame-work were used in the development of the integrated curricula. Graduate attributes were developed, and the result of the industry needs survey served as one of the bases in the integration of various skill sets in the integrated curricula for the master of engineering programs.

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Journal articles on the topic 'Cdio'

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