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Journal articles on the topic 'Cdio'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Gray, Peter J. "CDIO Standards and Quality Assurance." International Journal of Quality Assurance in Engineering and Technology Education 2, no. 2 (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

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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 (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 t

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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 (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 Enginee

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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 (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 � i

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Decheng Zhang and Jinxin Chen. "Research on the Deep Integration of CDIO and Maker Education to Promote the Cultivation of Innovative Talents in Emerging Engineering Disciplines." Journal of Learning and Development Studies 4, no. 3 (2024): 66–75. http://dx.doi.org/10.32996/jlds.2024.4.3.9.

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"First-class practical projects" constitute one of the four fundamental elements of the Undergraduate Education Teaching Reform Pilot Work Plan (Plan 101), aiming to cultivate future "revolutionary" and "disruptive" talents in emerging engineering disciplines. Both CDIO engineering education and maker education are committed to nurturing students' innovative and practical abilities, serving as robust pillars for the cultivation of talents in emerging engineering fields. Based on a review of relevant literature on CDIO engineering education and maker education from both domestic and internation

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Giac, Cao Cu, Dang Thi Thuan An, Le Thi Thu Hiep, Ly Huy Hoang, and Nguyen Mau Duc. "Organizing activities for students of chemistry pedagogy to research according to the CDIO approach in Vietnam." Journal of Education and e-Learning Research 11, no. 2 (2024): 253–62. http://dx.doi.org/10.20448/jeelr.v11i2.5451.

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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 professiona

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R G Souppez, J.-B., and T. W. Awotwe. "THE CONCEIVE DESIGN IMPLEMENT OPERATE (CDIO) INITIATIVE - AN ENGINEERING PEDAGOGY APPLIED TO THE EDUCATION OF MARITIME ENGINEERS." International Journal of Maritime Engineering 164, A4 (2023): 405–13. http://dx.doi.org/10.5750/ijme.v164ia4.1187.

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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

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D, Anitha, Jeyamala C, and Thiruvengadam S J. "Impact Analysis of Conceive-Design- Implement-Operate (CDIO) Educational Framework – a Longitudinal Study." Journal of Engineering Education Transformations 38, IS2 (2025): 540–47. https://doi.org/10.16920/jeet/2025/v38is2/25079.

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The Conceive-Design-Implement-Operate (CDIO) educational framework is an innovative approach to engineering education that emphasizes the development of practical skills through an integrated curriculum. This longitudinal study examines the impact of the CDIO framework on student outcomes over an extended period of 5 years. The research tracks the progress of students from their initial exposure to the CDIO methodology through to their professional careers, assessing the framework's effectiveness in enhancing technical competence, creativity, and teamwork abilities. Responses for a survey ques

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Liu, Luosha. "Optimizing Kenmi Manipulation Courses of High School Sports Based on CDIO Model under the Background of Cloud Computing." Scientific Programming 2021 (November 19, 2021): 1–5. http://dx.doi.org/10.1155/2021/9031150.

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Cloud computing is an increase, use, and delivery model of Internet-based services. It usually involves the provision of dynamic transactions and often virtualized resources through the Internet and provides the most reliable and secure data storage center. Therefore, cloud computing technology has features of cost saving and scalability. In view of this, the design and research of an autonomous learning platform based on the CDIO concept can make full use of cloud computing technology. The CDIO teaching model is a combination of theory and practice, closely linking the cultivation of knowledg

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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

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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 (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

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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 and Technology Research 3, no. 9 (2018): 29–33. http://dx.doi.org/10.24018/ejeng.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

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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 (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 t

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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 (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 withou

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Yang, Yufan. "Research on the Academic Growth and Engineering Ability Cultivation of Students in Private Universities Based on the Concept of “CDIO-F”." World Journal of Education and Humanities 6, no. 6 (2024): p10. http://dx.doi.org/10.22158/wjeh.v6n6p10.

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The CDIO concept is an advanced engineering education concept. Private universities are an important component of higher education in China, and academic growth and engineering ability are key indicators for cultivating engineering college students. However, in private universities, the academic growth and engineering ability cultivation of engineering students cannot fully meet the needs of society. Therefore, the cultivation of students’ academic growth and engineering ability has become an urgent issue to be solved. On the basis of the CDIO concept, the paper adds a feedback link and propos

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Yang, Yufan. "Research on the Academic Growth and Engineering Ability Cultivation of Students in Private Universities Based on the Concept of “CDIO-F”." World Journal of Education and Humanities 5, no. 3 (2023): p117. http://dx.doi.org/10.22158/wjeh.v5n3p117.

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The CDIO concept is an advanced engineering education concept. Private universities are an important component of higher education in China, and academic growth and engineering ability are key indicators for cultivating engineering college students. However, in private universities, the academic growth and engineering ability cultivation of engineering students cannot fully meet the needs of society. Therefore, the cultivation of students’ academic growth and engineering ability has become an urgent issue to be solved. On the basis of the CDIO concept, the paper adds a feedback link and propos

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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

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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 develop

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Terano, Harold Jan, Francia Tomenio, and Keith Marlon Tabal. "Compliance of Engineering Programs to CDIO Standards." Journal of Education, Management and Development Studies 2, no. 4 (2022): 40–52. http://dx.doi.org/10.52631/jemds.v2i4.159.

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CDIO (Conceive, Design, Implement and Operate) emphasizes new approaches in engineering education, and provides students better learning experiences which will prepare them into the real-world of engineering works. This CDIO approach has been adopted by several universities around the world. In the Philippines, this approach has been introduced to several universities and colleges more specifically to engineering programs. Engineering programs at Camarines Sur Polytechnic has been in its third-year since its introduction of CDIO in 2017. This study was developed to evaluate the current state o

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Chiew, Fei Ha, Nurjuhanah Juhari, and Che Maznah Mat Isa. "A CDIO FRAMEWORK FOR A DIPLOMA IN CIVIL ENGINEERING PROGRAM IN MALAYSIA." International Journal of Modern Education 7, no. 24 (2025): 777–89. https://doi.org/10.35631/ijmoe.724056.

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The CDIO framework for Diploma in Civil Engineering at Universiti Teknologi MARA is designed by integrating the "Design-Implement Experiences” approach to create a dynamic, hands-on learning environment. The purpose of this paper is to examine the implementation and effectiveness of the "Design-Implement Experiences" approach within the CDIO framework in the Civil Engineering Design Project. A qualitative method by analyzing documents related to the CDIO framework for the diploma program focusing on the capstone project is conducted. The CDIO framework allows students to develop their knowledg

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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 (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 Bac

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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 (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

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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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Fadillah, Fadillah, Riri Zelmiyanti, Danar Irianto, and Sugeng Riadi. "CDIO Framework: A Solution of The Project-Based Learning Problem in Accounting Study Program." JOURNAL OF APPLIED MANAGERIAL ACCOUNTING 8, no. 1 (2024): 146–55. http://dx.doi.org/10.30871/jama.v8i1.7379.

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This study assesses the readiness of the accounting Study Program at Batam State Polytechnic in implementing CDIO as a PBL-based MBKM support. Although PBL has been integrated in education there, constraints such as inefficient schedules are still common. Qualitative descriptive method is used by conducting interviews with related parties. The results showed that the initial implementation of CDIO involves the division of the project in one semester supported by relevant subjects. By implementing CDIO, it is expected to reduce constraints during PBL, improve time efficiency, and course managem

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DUTKA, G., and G. LUTSENKO. "IMPLEMENTATION OF THE CDIO APPROACH TO ENGINEERING EDUCATION IN THE SYSTEM OF TRAINING FUTURE ECONOMISTS AND MANAGERS." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 21 (March 9, 2018): 70–74. http://dx.doi.org/10.33989/2075-146x.2018.21.206050.

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Conceptual frameworks and principles of CDIO approach in the context of modernization of engineering education are considered. The correspondence between CDIO approaches to the description of learning outcomes and competency-based approach is analyzed. The direction of the implementation of CDIO approach for other specialties is specified. The possibilities of design of interdisciplinary educational programmes are considered. Approaches of the using of CDIO in economics and management education are considered.By studying the research of foreign authors, we have found several attempts to adapt

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Tsogtbaatar, Bayarmaa, and Khulan Ojgoosh. "The Design and Implementation of a Results-Based Curriculum in Higher Education in Mongolia." International Journal of Higher Education 14, no. 2 (2025): 66. https://doi.org/10.5430/ijhe.v14n2p66.

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Mongolia aims to develop a system for training highly skilled professionals and specialists to meet the demands of both domestic and international labor markets by implementing results-based education standards and methodologies. To address challenges in engineering education, the adoption of CDIO (Conceive-Design-Implement-Operate) standards is necessary for curriculum improvement and content reform. This study examines the globally recognized CDIO framework as an advanced and effective approach in modern engineering education, analyzing its fundamental principles and the challenges faced by

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Bui, Hung Van, Hien Ngoc Nguyen, Dung Tien Nguyen, and Phuong Viet Nguyen. "Management of primary teacher training programs using the CDIO approach: Theoretical frameworks and practical implementations." Multidisciplinary Reviews 8, no. 12 (2025): 2025423. https://doi.org/10.31893/multirev.2025423.

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The increasing emphasis on high-quality education necessitates the development of effective teacher training programs, particularly at the primary level. This study explores the application of the CDIO (Conceive-Design-Implement-Operate) approach in managing primary teacher training programs. Originally devised for engineering education, the CDIO framework has demonstrated potential in fostering practical skills and professional readiness among future educators. This research aims to bridge the gap between theoretical pedagogical training and practical classroom application by investigating th

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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 (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 countrie

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Thi Thanh Giang, NGUYEN. "Teaching “Organization method of shaping activities for preschool children” according to the CDIO approach." Vinh University Journal of Science 52, no. 2B (2023): 27–33. http://dx.doi.org/10.56824/vujs.2023b003.

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In the context of Vietnamese education constantly innovating and receiving the advantages of the world's modern education, CDIO approach in teaching plays an important role, contributing to providing knowledge, skills, and developing qualities and capacities to meet the output standards of the preschool education training program for learners, meeting social requirements. In this article, the approach of CDIO applied in teaching “Method of organizing shaping activities for preschool children” has been studied, including the following contents: (1) An overview of the subject “Method of organizi

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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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Tran, Tien Ba, and Thu Hung Phan. "Development of CDIO-Based Programs from the Teacher Training Perspective." International Journal of Learning, Teaching and Educational Research 21, no. 5 (2022): 204–19. http://dx.doi.org/10.26803/ijlter.21.5.11.

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To meet the requirements of the Fourth Industrial Revolution (4IR) Vietnam’s K-12 education has shifted from a content-based to a competency-based approach. Teacher education institutions are, therefore, required to make comprehensive curriculum reforms to align with the K-12 education innovation. This paper is concerned with the adoption of the CDIO (conceive-design-implement-operate) initiative for teacher training programs at Vinh University in Central Vietnam. It gives an account of the large-scale changes that involve significant shifts in the culture of management, teaching, learning and

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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 comprehe

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Assiya, Mashekenova, Vakhguelt Anatoli, and Denissova Oxana. "IMPLEMENTATION OF CDIO AT THE EAST-KAZKAHSTAN TECHNICAL UNIVERSITY." International Journal of Multidisciplinary Research Transactions 5, no. 4 (2023): 151–53. https://doi.org/10.5281/zenodo.7783056.

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The international initiative CDIO (Conceive-Design-Implement-Operate) is the main principle of an innovative educational environment for training a new generation of engineers. The development of the CDIO concept began in the late 1990s in the United States as a response to employers' dissatisfaction with the fact that university engineering education was too far removed from practice. Officially, the CDIO community came into existence in 2000 through a collaboration between the Massachusetts Institute of Technology, Chalmers University of Technology, Linköping University, and the Roy

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Yang, Zhaohui, and Haixia Zhou. "Exploring and Construction On Practicality Instruction System in Engineering Education Based On CDIO Concept." World Journal of Educational Research 11, no. 4 (2024): p172. http://dx.doi.org/10.22158/wjer.v11n4p172.

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Choosing a faculty of the college as an attempt, the author analyzed the CDIO concept and its necessity in practicality instruction system, discussed the construction of practicality instruction system in engineering education under the direct of CDIO concept.

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Yang, Zhaohui, and Haixia Zhou. "Exploring and Construction On Practicality Instruction System in Engineering Education Based On CDIO Concept." World Journal of Educational Research 10, no. 5 (2023): p269. http://dx.doi.org/10.22158/wjer.v10n5p269.

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Choosing a faculty of the college as an attempt, the author analyzed the CDIO concept and its necessity in practicality instruction system, discussed the construction of practicality instruction system in engineering education under the direct of CDIO concept.

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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 (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 S

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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 r

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M, Aishwarya, Sri Roophika N S, Julius Fusic S, and Ramesh H. "Effect of project-based learning method for improving students problem-solving ability in the experiment of power electronics course." Journal of Engineering Education Transformations 37, IS2 (2024): 105–12. http://dx.doi.org/10.16920/jeet/2024/v37is2/24029.

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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 fo

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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

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Wang, Yanhong, Qingpeng Liu, Lingyan Dai, et al. "Application of CDIO Mode in the Teaching of Biopharmaceutical Engineering." Scholars Journal of Engineering and Technology 10, no. 8 (2022): 206–9. http://dx.doi.org/10.36347/sjet.2022.v10i08.002.

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Due to the accelerated development of social science and technology, the development of modern science and technology is in urgent need of a large number of innovative scientific and technological talents, and the CDIO teaching mode based on the combination of practice and theory is receiving more and more attention in undergraduate teaching. CDIO teaching mode is a new education mode that has achieved remarkable results in the current higher engineering education. It always aims to train a new generation of international modern engineers. This paper introduces the proposal, background and app

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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 redu

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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 s

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Tang, Genli, Qiuyan Liu, and Huajun Ding. "Research on the Teaching Mode of Master of Engineering Management based on CDIO." Scientific Journal of Technology 7, no. 4 (2025): 93–97. https://doi.org/10.54691/9bj1cj43.

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Based on the concept of CDIO Engineering Education, this paper systematically discusses the problems existing in the current master's course teaching of engineering management specialty, and constructs the master's course teaching mode of Engineering Management Specialty Based on the concept of CDIO by analyzing the core characteristics of CDIO mode and the requirements of MEM course teaching, aiming to realize the organic unity of knowledge transfer and practical innovation, effectively improve the teaching effect of the master's course of engineering management specialty, and effectively res

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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 (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 d

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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 (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 con

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Ramírez de Dampierre, Marta, Maria Cruz Gaya-López, and Pedro J. Lara-Bercial. "Evaluation of the Implementation of Project-Based-Learning in Engineering Programs: A Review of the Literature." Education Sciences 14, no. 10 (2024): 1107. http://dx.doi.org/10.3390/educsci14101107.

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Project-Based Learning (PBL), as an experiential methodology, improves learning outcomes and competencies (technical and non-technical) in engineering students. The Conceive–Design–Implement–Operate (CDIO) approach, adopted globally in engineering education, is based on PBL but expands the curriculum framework. Developed by MIT and the Royal Institute of Technology (KTH) in Sweden, CDIO focuses on the entire life cycle of engineering projects to train engineers so that they are capable of applying knowledge in real-life situations. Integrating CDIO and PBL into engineering curricula requires c

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