Secondo CDIO, conoscenze Techniche e capacità di analisi , abilità e caratteristiche Professionali e Personali , capacità Interpersonali (teamwork & comunicazione) costituiscono le fondamenta sulle quali costruire le conoscenze, abilità e caratteristiche ingegneristiche necessarie alle attività di ideazione, progettazione, realizzazione e gestione operativa di prodotti e sistemi, nell'impresa e nel contesto sociale.
L’ambiente di apprendimento Technology-Enhanced deve essere basato su: Integrazione disciplinare (Integrated Course Block); Project-based learning; Learning by thinking-doing-use;
Realizzazione di progetti, per il mondo reale, sperimentando le varie fasi del ciclo di vita di un prodotto/sistema dalla ideazione alla gestione operativa.
L’Industria e la Società richiedono una nuova specie di Ingegnere che abbia conoscenze disciplinari integrate con competenze personali, interpersonali e capacità sperimentate di Conceive/Ideare –Design/Progettare – Implement/Implementare – Operate/Operare (CDIO) prodotti e sistemi ingegneristici a valore-aggiunto, in organizzazioni basate su gruppi di lavoro.
The CDIO™ INITIATIVE is an innovative educational framework for producing the next generation of engineers. The framework provides students with an education stressing engineering fundamentals set in the context of Conceiving - Designing - Implementing - Operating (CDIO) real-world systems and products. Throughout the world, CDIO Initiative collaborators have adopted CDIO as the framework of their curricular planning and outcome-based assessment. CDIO collaborators recognize that an engineering education is acquired over a long period and in a variety of institutions, and that educators in all parts of this spectrum can learn from practice elsewhere. The CDIO network therefore welcomes members in a diverse range of institutions ranging from research-led internationally acclaimed universities to local colleges dedicated to providing students with their initial grounding in engineering. CDIO envisions an education that stresses the fundamentals, set in the context of Conceiving - Designing - Implementing - Operating systems and products, through a curriculum organized around mutually supporting courses but with CDIO activities highly interwoven. CDIO activities are rich with student design-build-test projects, integrate learning of professional skills such as teamwork and communication, feature active and experiential learning, and are constantly improved through quality assurance process with higher aims than accreditation.
The Context of Engineering Education
Conceiving-Designing-Implementing-Operating
Edward F. Crawley, John Cha, Johan Malmqvist, and Doris R. Brodeur
4th International CDIO Conference
16 - 19 June 2008
Minding the gap: Bridging Computing Science and Business Studies with an Inte...Simon Fraser University
For today’s information technology organization, working in teams across functional and even organizational boundaries has become an integral part of every project. When asked about these projects, practitioners regularly report on how grave differences between business professionals and tech- nology teams have negatively affected project performance. The serious gap between how the two sides think, talk and work is systemic already in the training and education of both Business and Computer Science students at the univer- sity level. This paper describes the design of a competitive SFU Innovation Challenge which aims to bridge that gap by tasking interdisciplinary groups to create iPhone application prototypes and related business innovation roadmaps. This document then summarizes the objectives of the SFU Inno- vation Challenge, and reports on the difficulties and posi- tive results that materialized when students combined their technological problem- solving techniques and managerial strategies for effectively confronting real-world problems.
Politecnico di Milano has started an initiative to innovate PoliMi’s teaching activities and techniques.
The Dipartimento di Elettronica, Informazione e Bioingegneria (DEIB) has started to work on this initiative and we are pleased to share with you the result of this, the so called “PEoPLe@DEIB: Politecnico Experiences on Passionate Learning” initiative.
The PEoPLE@DEIB goal is to present several courses, competitions and events that will make focus on some aspects of the engineering world – and not only – in a way of presenting these topics that is different from the one you experienced during your academic career in Politecnico.
These events will be scheduled and proposed in a way that will not impact the normal academic activities, and that is one of the reasons why we included “Passionate” in our slogan, they will be held in the late afternoon, in the evening and during the weekends. Don’t worry, it is extra work – it’s true – but it is only on a voluntary basis; you will decide what to attend to and whether to do it. You will get extra credits for the courses/activities that you decide to attend and these will be listed in your diploma supplement when you graduate.
We do have the perception that a close connection between research and education has to be pursued to properly prepare our students. Research and education is perceived as a dichotomy. It has often been hard to couple them in a productive and virtuous cycle but we do believe that Research can obtain great benefits from Teaching and the other way around and this basic principle is at the basis of all the PEoPLE@DEIB activities. In particular, involving young students in research activities will heavily increase the creative and brainstorming phase of a research group. Students are not yet constrained in a research framework and they are not scared by the idea of trying and failing to see their ideas coming reality through their work. On the contrary, from an educative point of view, giving the students the chance to be involved in real projects will mean giving them the chance to experience real design and development challenges and by guiding them during the design and development we can, in a maieutic way, teach them how to approach real life projects.
In such a context it is necessary to provide the students with an environment where they can work and experiment a motivating experience and this is exactly what we are doing with the PEoPLe@DEIB initiative.
We strongly believe that students are terrific, they are young, but that just means that they need to be properly trained and helped in understanding that failures are part of the learning process. Without trying, you are not going to fail, but without trying you cannot learn new things, you can not achieve greatness!
PEoPLE@DEIB is working towards this objectives, trying to make students more self-confident.
L’Industria e la Società richiedono una nuova specie di Ingegnere che abbia conoscenze disciplinari integrate con competenze personali, interpersonali e capacità sperimentate di Conceive/Ideare –Design/Progettare – Implement/Implementare – Operate/Operare (CDIO) prodotti e sistemi ingegneristici a valore-aggiunto, in organizzazioni basate su gruppi di lavoro.
The CDIO™ INITIATIVE is an innovative educational framework for producing the next generation of engineers. The framework provides students with an education stressing engineering fundamentals set in the context of Conceiving - Designing - Implementing - Operating (CDIO) real-world systems and products. Throughout the world, CDIO Initiative collaborators have adopted CDIO as the framework of their curricular planning and outcome-based assessment. CDIO collaborators recognize that an engineering education is acquired over a long period and in a variety of institutions, and that educators in all parts of this spectrum can learn from practice elsewhere. The CDIO network therefore welcomes members in a diverse range of institutions ranging from research-led internationally acclaimed universities to local colleges dedicated to providing students with their initial grounding in engineering. CDIO envisions an education that stresses the fundamentals, set in the context of Conceiving - Designing - Implementing - Operating systems and products, through a curriculum organized around mutually supporting courses but with CDIO activities highly interwoven. CDIO activities are rich with student design-build-test projects, integrate learning of professional skills such as teamwork and communication, feature active and experiential learning, and are constantly improved through quality assurance process with higher aims than accreditation.
The Context of Engineering Education
Conceiving-Designing-Implementing-Operating
Edward F. Crawley, John Cha, Johan Malmqvist, and Doris R. Brodeur
4th International CDIO Conference
16 - 19 June 2008
Minding the gap: Bridging Computing Science and Business Studies with an Inte...Simon Fraser University
For today’s information technology organization, working in teams across functional and even organizational boundaries has become an integral part of every project. When asked about these projects, practitioners regularly report on how grave differences between business professionals and tech- nology teams have negatively affected project performance. The serious gap between how the two sides think, talk and work is systemic already in the training and education of both Business and Computer Science students at the univer- sity level. This paper describes the design of a competitive SFU Innovation Challenge which aims to bridge that gap by tasking interdisciplinary groups to create iPhone application prototypes and related business innovation roadmaps. This document then summarizes the objectives of the SFU Inno- vation Challenge, and reports on the difficulties and posi- tive results that materialized when students combined their technological problem- solving techniques and managerial strategies for effectively confronting real-world problems.
Politecnico di Milano has started an initiative to innovate PoliMi’s teaching activities and techniques.
The Dipartimento di Elettronica, Informazione e Bioingegneria (DEIB) has started to work on this initiative and we are pleased to share with you the result of this, the so called “PEoPLe@DEIB: Politecnico Experiences on Passionate Learning” initiative.
The PEoPLE@DEIB goal is to present several courses, competitions and events that will make focus on some aspects of the engineering world – and not only – in a way of presenting these topics that is different from the one you experienced during your academic career in Politecnico.
These events will be scheduled and proposed in a way that will not impact the normal academic activities, and that is one of the reasons why we included “Passionate” in our slogan, they will be held in the late afternoon, in the evening and during the weekends. Don’t worry, it is extra work – it’s true – but it is only on a voluntary basis; you will decide what to attend to and whether to do it. You will get extra credits for the courses/activities that you decide to attend and these will be listed in your diploma supplement when you graduate.
We do have the perception that a close connection between research and education has to be pursued to properly prepare our students. Research and education is perceived as a dichotomy. It has often been hard to couple them in a productive and virtuous cycle but we do believe that Research can obtain great benefits from Teaching and the other way around and this basic principle is at the basis of all the PEoPLE@DEIB activities. In particular, involving young students in research activities will heavily increase the creative and brainstorming phase of a research group. Students are not yet constrained in a research framework and they are not scared by the idea of trying and failing to see their ideas coming reality through their work. On the contrary, from an educative point of view, giving the students the chance to be involved in real projects will mean giving them the chance to experience real design and development challenges and by guiding them during the design and development we can, in a maieutic way, teach them how to approach real life projects.
In such a context it is necessary to provide the students with an environment where they can work and experiment a motivating experience and this is exactly what we are doing with the PEoPLe@DEIB initiative.
We strongly believe that students are terrific, they are young, but that just means that they need to be properly trained and helped in understanding that failures are part of the learning process. Without trying, you are not going to fail, but without trying you cannot learn new things, you can not achieve greatness!
PEoPLE@DEIB is working towards this objectives, trying to make students more self-confident.
Caledonian Centre for Creativity - The incubator Centre (2013)Hatem Yazidi
Caledonian Centre for Creativity and Innovation is established mainly as a Centre for encouraging students and staff towards innovation, creativity and entrepreneurship. The centre aims to provide linkage and connectivity between the college, industries and the national innovation hub, initiated by The Research Council (TRC).
The Centre’s main aim is to nurture the spirit of innovation, creativity and entrepreneurship among talented and ambitious students and academic staff. The objective is to provide a springboard for budding engineers and academicians with entrepreneurship awareness and job creation opportunities. The centre is also expected to provide a technology link between the college and commerce and industry in Oman.
Paper presented at EDUCON 2012 (April), talking about an experience of using social network, web2.0, microblogging and virtual worlds in the teaching of programming techniques.
A 21st Century STEM Teacher Preparation Model ITEEA 2012 v0.6acBob Lurker
21st Century Teacher Preparation Model - An orchestrated immersion in Science, Technology, Engineering, Math & General Education in a nontraditional, multisensory learning environment.
Seminario Internacional de Educación 2012: Aprender Haciendo 2012INACAP
Presentación de Philip Bailey, decano de la Facultad de Ciencias y Matemáticas de California Polytechnic State University, en San Luis Obispo, Estados Unidos.
Proceeding of Brunei International Conference on Engineering and Technology 2012Andino Maseleno
Proceeding of Brunei International Conference on Engineering and Technology 2012.
25th-26th January 2012, Rizqun International Hotel, Bandar Seri Begawan, Brunei Darussalam.
The entire learning process at SkillZip is focused on inculcating in its participants the sensitivity to the real world issues and an ability to become leaders in their chosen fields. The programme design seeks to inculcate the right attitude, develop the appropriate skills and impart comprehensive and rigorous training for grooming the participants into effective professionals.
* Elite Professional Programme (EPP)
* Elite Expert Programme (EEP)
* Elite Visionary Programme (EVP)
* Elite EdLead Programme (EEDP)
* Scientific & Technical Writing Programme (STW)
The NID prospectus consists of admission procedures to the National Institute of Design, Ahmedabad. The courses conducted at NID's campuses are explained in details
The official NID prospectus for 2013 can be downloaded here. Details of the gdpd & pgdpd entrance exam, admission procedures, sample question papers, deadlines, etc can be viewed
Faculty of Technology offers a five-year Undergraduate program (UG), Bachelor of Technology (Hons.) Civil-Construction program and two years Post Graduate programs (PG), M.Tech. in Construction Engineering & Management (CEM), M.Tech. in Structural Engineering Design, M.Tech. in Infrastructure Engineering Design and M.Tech. in Geomatics. It also offers two year M.Sc. Geomatics.
Top 10 Universities in Continental Europe according to the Times Higher Education World University Rankings 2015-16.
Europe - the second-smallest continent on Earth - claims many of the world’s best educational institutions. In Times Higher Education World University Rankings (#THEwur) 2015-16 a total of 356 European universities are featured within the world’s Top 800 (44.5%).
Main results of global assessment of universities with regard to Teaching, Research, Knowledge Transfer of the Top 10 Universities in “the Continent” - according to the #THEwur 2015 – are presented.
An overview of results by fields - the most significant for the specialized universities and individual faculties – is included by presenting the Top 5 Universities in Continental Europe by the six broad categories used by #THEwur: Art & Humanities; Clinical, Pre-clinical & Health; Engineering & Technology; Life Sciences; Physical Sciences; Social Sciences.
La presentazione riporta alcuni dati su Italia ed Europa dei tre più accreditati sistemi di valutazione delle università WUR (World University Rankings).
Inizia con ARWU 2013 (Academic Rankings of World Universities, pubblicata in agosto 2013), prosegue con i dati 2013 di QS World University Rankings (settembre 2013) e integrata con le classifiche Times Higher Education World University Rankings (ottobre 2013).
ARWU è più centrata su risultati accademici e di ricerca.
QS e Times tengono conto anche delle opinioni di accademici e datori di lavoro.
L’Italia rimane l’unico paese del G8 (Stati Uniti, Giappone, Germania, Francia, Regno Unito, Italia, Canada, e dal 1998 la Russia) a non avere nemmeno una università tra le prime 100 del mondo.
Caledonian Centre for Creativity - The incubator Centre (2013)Hatem Yazidi
Caledonian Centre for Creativity and Innovation is established mainly as a Centre for encouraging students and staff towards innovation, creativity and entrepreneurship. The centre aims to provide linkage and connectivity between the college, industries and the national innovation hub, initiated by The Research Council (TRC).
The Centre’s main aim is to nurture the spirit of innovation, creativity and entrepreneurship among talented and ambitious students and academic staff. The objective is to provide a springboard for budding engineers and academicians with entrepreneurship awareness and job creation opportunities. The centre is also expected to provide a technology link between the college and commerce and industry in Oman.
Paper presented at EDUCON 2012 (April), talking about an experience of using social network, web2.0, microblogging and virtual worlds in the teaching of programming techniques.
A 21st Century STEM Teacher Preparation Model ITEEA 2012 v0.6acBob Lurker
21st Century Teacher Preparation Model - An orchestrated immersion in Science, Technology, Engineering, Math & General Education in a nontraditional, multisensory learning environment.
Seminario Internacional de Educación 2012: Aprender Haciendo 2012INACAP
Presentación de Philip Bailey, decano de la Facultad de Ciencias y Matemáticas de California Polytechnic State University, en San Luis Obispo, Estados Unidos.
Proceeding of Brunei International Conference on Engineering and Technology 2012Andino Maseleno
Proceeding of Brunei International Conference on Engineering and Technology 2012.
25th-26th January 2012, Rizqun International Hotel, Bandar Seri Begawan, Brunei Darussalam.
The entire learning process at SkillZip is focused on inculcating in its participants the sensitivity to the real world issues and an ability to become leaders in their chosen fields. The programme design seeks to inculcate the right attitude, develop the appropriate skills and impart comprehensive and rigorous training for grooming the participants into effective professionals.
* Elite Professional Programme (EPP)
* Elite Expert Programme (EEP)
* Elite Visionary Programme (EVP)
* Elite EdLead Programme (EEDP)
* Scientific & Technical Writing Programme (STW)
The NID prospectus consists of admission procedures to the National Institute of Design, Ahmedabad. The courses conducted at NID's campuses are explained in details
The official NID prospectus for 2013 can be downloaded here. Details of the gdpd & pgdpd entrance exam, admission procedures, sample question papers, deadlines, etc can be viewed
Faculty of Technology offers a five-year Undergraduate program (UG), Bachelor of Technology (Hons.) Civil-Construction program and two years Post Graduate programs (PG), M.Tech. in Construction Engineering & Management (CEM), M.Tech. in Structural Engineering Design, M.Tech. in Infrastructure Engineering Design and M.Tech. in Geomatics. It also offers two year M.Sc. Geomatics.
Top 10 Universities in Continental Europe according to the Times Higher Education World University Rankings 2015-16.
Europe - the second-smallest continent on Earth - claims many of the world’s best educational institutions. In Times Higher Education World University Rankings (#THEwur) 2015-16 a total of 356 European universities are featured within the world’s Top 800 (44.5%).
Main results of global assessment of universities with regard to Teaching, Research, Knowledge Transfer of the Top 10 Universities in “the Continent” - according to the #THEwur 2015 – are presented.
An overview of results by fields - the most significant for the specialized universities and individual faculties – is included by presenting the Top 5 Universities in Continental Europe by the six broad categories used by #THEwur: Art & Humanities; Clinical, Pre-clinical & Health; Engineering & Technology; Life Sciences; Physical Sciences; Social Sciences.
La presentazione riporta alcuni dati su Italia ed Europa dei tre più accreditati sistemi di valutazione delle università WUR (World University Rankings).
Inizia con ARWU 2013 (Academic Rankings of World Universities, pubblicata in agosto 2013), prosegue con i dati 2013 di QS World University Rankings (settembre 2013) e integrata con le classifiche Times Higher Education World University Rankings (ottobre 2013).
ARWU è più centrata su risultati accademici e di ricerca.
QS e Times tengono conto anche delle opinioni di accademici e datori di lavoro.
L’Italia rimane l’unico paese del G8 (Stati Uniti, Giappone, Germania, Francia, Regno Unito, Italia, Canada, e dal 1998 la Russia) a non avere nemmeno una università tra le prime 100 del mondo.
University rankings 2011: Università ItalianaClay Casati
L’Italia e l’unico paese del G8 (Stati Uniti, Giappone, Germania, Francia, Regno Unito, Italia, Canada, e dal 1998 la Russia) a non avere nemmeno una università tra le prime cento del mondo. Questo secondo le tre più accreditate valutazioni delle università: ARWU (Academic Rankings of World Universities), QS World University Rankings, THE (Times Higher Education) World University Rankings. ARWU è più centrata su risultati accademici e di ricerca. QS e THE tengono conto anche delle opinioni di accademici e datori di lavoro. La presentazione riporta alcuni dati su Italia ed Europa.
Biz Card Evolution - Evoluzione dei biglietti da visitaClay Casati
Evoluzione del biglietto da visita.
Per i maniaci della tecnologia esistono solo i biglietti da visita digitali paperless.
Per i moderati … i biglietti da visita in formato blended
Per i tradizionalisti … biglietti da visita su carta. aggiornati con i nuovi canali di comunicazione.
Le 10 migliori Università dell’Europa Continentale nel 2013, secondo Times Higher Education World University Rankings, sono 3 in Germania, 2 in Olanda e in Svizzera, 1 in Belgio, Francia e Svezia.
Il podio vede prima ETHZ (Swiss Federal Institute of Technology Zurich), al secondo posto Karolinska Institute, al terzo EPFL (Swiss Federal Institute of Technology Lausanne).
Tutte le università europee Top 10 sono impegnate in iniziative MOOC. Alcune ospitano i loro MOOC su piattaforme USA (e.g. Coursera, edX, …), mentre altre stanno sviluppando proprie piattaforme.
Lauree inutili. La ricerca del Georgetown University's Center on Education and the Workforce (CEW) “Hard Times 2013” (May 29, 2013) ha scatenato sul Web una discussione sulle lauree “inutili” ovvero quelle che offrono: meno sbocchi professionali. in particolare nei periodi di crisi economiche; meno opportunità di carriera, stipendi modesti all’inizio e nel tempo.
Presentazione del libro "La storia di Pinu"Clay Casati
Pino Albanese, “Pinu”, pasticcere, pittore, chitarrista e film maker, autodidatta, racconta se stesso senza pudori.
La sua autobiografia diventa la sintesi della sua filosofia per il lavoro e per la vita.
“Egli viveva soltanto per il lavoro e il sapere sempre di più; in particolar modo le novità e le cose belle della vita. La sua materia grigia era assetata e affamata di ogni cosa nuova potesse sentire o vedere”.
Top 10 Universities in Continental Europe 2014Clay Casati
Continental Europe Top 10 Universities, 2014 according to Times Higher Education World University Rankings.
Main Results: global assessment of universities with regard to teaching, research, knowledge transfer.
Results by 6 fields: Engineering & Technology; Life Sciences; Clinical, Pre-clinical & Health; Physical Sciences; Social Sciences; Arts & Humanities.
University rankings 2012 - Università ItalianaClay Casati
La presentazione riporta alcuni dati su Italia ed Europa dei tre più accreditati sistemi WUR (World University Rankings) di valutazione delle università. Inizia con ARWU 2012 (Academic Rankings of World Universities, pubblicata in agosto 2012) che verrà integrata con i dati 2012 di QS World University Rankings e THE (Times Higher Education) World University Rankings.
ARWU è più centrata su risultati accademici e di ricerca.
QS e THE tengono conto anche delle opinioni di accademici e datori di lavoro.
L’Italia rimane l’unico paese del G8 (Stati Uniti, Giappone, Germania, Francia, Regno Unito, Italia, Canada, e dal 1998 la Russia) a non avere nemmeno una università tra le prime 100 del mondo.
Il rally, non competitivo, Alfa Romeo Eurotrophaeum 1990 è stato organizzato per festeggiare gli 80 anni di attività dell’Alfa Romeo (1910-1990). Fondata il 24 giugno 1910 a Milano come A.L.F.A. (Anonima Lombarda Fabbrica Automobili). Nel 1918 cambia nome in “Alfa Romeo”, in seguito all'acquisizione del controllo della società da parte dell’ing. Nicola Romeo. Come tour europeo, di oltre 9mila chilometri, intendeva dare una testimonianza dello stato della Unione Europea attraversando le 12 capitali dell’allora Comunità Economica Europea (EEC oggi EU-12). Le autovetture del tour partirono il 24 giugno 1990 da Atene e arrivarono a Lisbona il 21 luglio 1990 dopo aver attraversato Roma, Parigi, Luxembourg City, Bruxelles, Bonn, Copenhagen, Amsterdam, Dublino, Londra, Madrid. Inoltre Eurotrophaeum si colloca bene nel 1990 - Anno Europeo del Turismo..
“Proprio a causa della crescente presenza e pervasività delle ICT, gli insegnanti, più che porsi la domanda se utilizzarle oppure no, dovrebbero chiedersi quali sono le modalità di utilizzazione più efficaci per conseguire i propri obiettivi didattici”, Domingo Paola.
Generazioni Culturali Z, Y, X, Baby Boomer, Tradizionalisti Clay Casati
Alfa è la prima generazione del secondo millennio (nati dopo il 2010). La Generation We rappresenta la potenza emergente dei Millennials, che independenti — politicamente, socialmente, filosoficamente — intendono implementare un piano di cambiamenti radicali in America e in tutto il mondo.
Per la prima volta, nella storia, coesistono 5 differenti Generazioni Culturali: (1) Generazione Z - Internet Generation, (2) Generazione Y - the Millennials, (3) Generazione X - the Baby Busters, (4) Baby Boomers, (5) Tradizionalisti - Silent Generation.
Ipotesi di modelli esplicativi della nuova offerta di formazione MOOC. Legami tra MOOC e le culture delle scienze naturali, sociali e umanistiche. Evoluzione dei MOOC: le caratteristiche dei MOOC permettono d’ipotizzare alcuni possibili scenari.
L'aumento della complessità è un dato di fatto nella Nuova Normalità che caratterizza il mondo dopo la crisi finanziaria 2007-08 e la recessione globale 2008-12. A differenza dei cicli economici precedenti, ci sono stati significativi cambiamenti strutturali nell'economia a causa di progressi tecnologici, crescente globalizzazione, tendenze demografiche sfavorevoli. I talenti - individui, ad alto potenziale, che possono fare la differenza per quanto riguarda le prestazioni aziendali - diventano una delle principali risorse competitive. Secondo The Global Talent Index Report – The Outlook to 2015 nella guerra per attrarre i talenti vincono USA, nord Europa, Australia, Canada, Svizzera, Germania, mentre l’Italia al 23° posto ha un saldo negativo (per ogni cervello che entra ne esce circa uno e mezzo).
Marco Milan (1984) vive a Losanna (Svizzera) dove é giunto per completare gli studi in ingegneria meccanica incominciati al Politecnico di Torino. Appassionato di sport acquatici e amante della montagna, durante il dottorato di ricerca svolto presso l’École Polytechnique Fédérale de Lausanne (EPFL), é stato presidente dell’associazione velica Voile EPFL. Ha vinto diverse medaglie a campionati europei e mondiali in barca a vela e ha partecipato a competizioni alpinistiche quali la Patrouille de Glaciers.
L’avvincente racconto di un viaggio solitario e selvaggio tra Canada e USA. Gianluigi “Longar” Salvi – esperto di sistemi off-grid, termotecnico, poeta, scrittore, alpinista, freeclimber, runner, viaggiatore selvaggio - Praino classe 1965, cresce a Longarello, borgo di Pra’ (Prata Veituriorum) GE, luogo storico patria dei Veiturii, del basilico e, a detta di molti, dei migliori pescatori liguri. Ama l’avventura e la solitudine.
Donne e Amori del viaggio: www.slideshare.net/Yossisv/longar-donneamori
Lavoro Manuale per autofinanziare il viaggio: http://www.slideshare.net/Yossisv/lavoro-manuale-da-la-mia-meta
I primi 10 capitoli del libro LA MIA META sul viaggio coast-to-coast da Halifax NS, Canada a Seattle WA, USA: www.scribd.com/doc/149860433/LA-MIA-META-web-1-La-via-verso-Ovest
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
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1. Re-ingegnerizzare
Ingegneria
CDIO Skills
Claudio G. Casati
Agosto 2009 (Rev. Ott09)
2. Executive Summary
Secondo CDIO, conoscenze Techniche e capacità di analisi ,
abilità e caratteristiche Professionali e Personali , capacità
Interpersonali (teamwork & comunicazione) costituiscono le
fondamenta sulle quali costruire le conoscenze, abilità e
caratteristiche ingegneristiche necessarie alle attività di
ideazione, progettazione, realizzazione e gestione operativa di
prodotti e sistemi nell'impresa e nel contesto sociale.
L’ambiente di apprendimento Technology-Enhanced deve
essere basato su:
Integrazione disciplinare (Integrated Course Block)
Project-based learning
Learning by thinking-doing-use
Realizzazione di progetti, per il mondo reale, sperimentando
le varie fasi del ciclo di vita di un prodotto/sistema dalla
ideazione alla gestione operativa. 2
3. Citazione
Questa presentazione è un assemblaggio di materiali tratti da:
CDIO “Ready to Engineer” at graduation, ASME 2009
Engineering Education:Challenges and Strategies, Research
Center for Science, Technology & Education Policy, Zhejiang
University,China, 2009
Progetto DIAlumni, Dipartimento di Ingegneria Aerospaziale,
Politecnico di Milano, 2009
CDIO - Integrating engineering competencies in engineering
education, Kristina Edström, KTH, October 21, 2008
Convegno “Le imprese cercano, gli ingegneri ci sono? Domanda e
offerta a confronto nel panorama europeo” Assolombarda e
Politecnico di Milano, 24 gennaio 2008
SP1: System Requirements and Teamwork, Unified Engineering
Spring 2004, Charles P Coleman, MIT
The CDIO Syllabus, A Statement of Goals for Undergraduate
Engineering Education, Edward F. Crawley, Department of
Aeronautics and Astronautics, MIT, 2001
3
4. Contenuti
Metodologia
CDIO Standard
Livelli di Competenze
Integrazione interdisciplinare
CDIO Syllabus
CDIO implementation process
Project-based Learning (PBL)
Appendice
CDIO 12 Standards
CDIO Syllabus
4
5. Capacità richieste a un laureato in
Ingegneria
“ Capacità di ideare/ Conceive – progettare/
Design – implementare/ Implement –
operare/ Operate complessi sistemi
ingegneristici a valore-aggiunto, in moderni
ambienti basati-su-team.
”
Avendo sviluppato, nel corso degli studi, blocchi di
conoscenze, competenze e attitudini - tecniche,
professionali, personali, interpersonali - in un contesto
imprenditoriale e sociale, mediante un apprendimento
by-thinking, by-doing, by-use, in un contesto
imprenditoriale e sociale.
5
6. Learning by use
Learning by doing
Engineering Education:Challenges and Strategies, Research Center for Science,
Technology & Education Policy, Zhejiang University,China 6
7. Necessità
Desired Attributes of an Underlying Need
Engineering Graduate Educate students who:
Understanding of
fundamentals Understand how to
Understanding of conceive - design –
design & manufacturing implement - operate
process Complex value-added
Possess a multi- engineering systems
disciplinary system
perspective In a modern team-
based engineering
Good communication
skills environment
High ethical standards,
etc.
7
8. The Challenge -
Transform The Culture
CURRENT DESIRED
• Engineering Science • Engineering
• R&D Context • Product Context
• Reductionist • Integrative
• Individual • Team
... but still based on a rigorous treatment of
engineering fundamentals
9. Evolution of Engineering Education
• Prior to the 1950s, education was based on practice,
taught by distinguished former practitioners
• 1950s saw the introduction of engineering science,
and hiring of a cadre of young engineering scientists
• 1960s was the golden era of a balance between the
old practitioners and the young engineering scientists
• In the 1980s, the engineering scientists aged — they
replaced the practitioners with younger scientists,
and the trend towards a scientific based education
intensified
• In the 1990s, industry recognized a growing gap
between the skills of graduating students and those
needed for engineering practice
9
10. Development of Engineering Education
Pre-
Personal, 1950s:
Interpersonal Practice
2000s:
and System CDIO
Building 1960s:
Skills Science
& Practice
1980s:
Science
Disciplinary Knowledge
Engineers need both dimensions, and Engineering
Schools need to develop education that delivers both
10
11. Goals of CDIO
• To educate students to master a deeper
working knowledge of the technical
fundamentals
• To educate engineers to lead in the creation
and operation of new products and systems
• To educate future researchers to understand
the importance and strategic value of their
work
11
12. Vision
CDIO envision an education that stresses the
fundamentals, set in the context of Conceiving –
Designing – Implementing – Operating systems and
products:
A curriculum organised around mutually supporting
disciplines, but with CDIO activities highly
interwoven
Rich with student design-build projects
Featuring active and experiential learning
Set in both the classroom and a modern learning
laboratory/workspace
Constantly improved through robust
assessment/evaluation process.
13. Pedagogic Logic
Most engineers are “concrete operational learners” -
Manipulate objects to understand abstractions
Students arrive at university lacking personal
experience - Lack foundation for “formal operational
thought”
Must provide authentic activities to allow mapping of
new knowledge - alternative is rote or “pattern
matching”
Using CDIO as authentic activity achieves two goals --
• Provides activities to learn fundamentals
• Provides education in the creation and operation of
systems
13
14. CDIO Standard 2001
CDIO has adopted 12 Standards as guiding
principles for program reform and evaluation.
The 12 CDIO Standards address
program philosophy,
curriculum development,
design-build experiences and workspaces,
new methods of teaching and learning,
faculty/academic development, and
assessment and evaluation.
14
15. Approccio CDIO – Principali Caratteristiche
Risultati dell’apprendimento - CDIO is based on outcomes, more
than on contents, for producing the next generation of
engineering leaders.
Integrazione disciplinare - CDIO stresses engineering
fundamentals set in the context of Conceiving, Designing,
Implementing & Operating products, processes and systems
Integrazione competenze trasversali personali e interpersonali
Esperienze pratiche e spazi di lavoro
Nuovi metodi di insegnamento e apprendimento
Sistemi di misura dei risultati dell’apprendimento e di valutazione
del percorso formativo
Organized around mutually supporting technical disciplines a CDIO
curriculum is richly interwoven with personal and interpersonal skills,
product, process, and system building skills, student design-implement
experiences, engineering problems requiring fundamental approach.
15
16. CDIO STANDARD
1 CDIO as Context
2 CDIO Syllabus Outcomes
3 Integrated Curriculum
4 Introduction to Engineering
5 Design-Build Experiences
6 CDIO Workspaces
7 Integrated Learning Experiences
8 Active Learning
9 Enhancement of Faculty CDIO Skills
10 Enhancement of Faculty Teaching Skills
11 CDIO Skills Assessment
12 CDIO Program Evaluation
16
17. Learning Outcomes
Towards Learning Outcomes:
learning outcomes, or end qualifications, or
academic competences are the key to future
program development, quality assurance, and
accreditation in higher education in Europe
this is not a trivial but a major reorientation in the
field (product versus process)
If learning outcomes are key it is necessary:
to measure what comes out of the system in terms
of learning outcomes: students’ competences at
the end of bachelor and master (output)
to evaluate and optimize the study program in
terms of its contribution to the development of the
desired learning outcomes (input)
17
18. Program Outcomes for Aeronautics
and Astronautics at MIT
1.0 1. Demonstrate a capacity to use the principles of the
Technical underlying sciences of mathematics, physics,
Skills chemistry, and biology.
2. Apply the principles of core engineering
fundamentals.
3. Demonstrate deep working knowledge of
professional engineering.
2.0 1. Analyze and solve engineering problems.
Personal 2. Conduct inquiry and experimentation in engineering
and problems.
Professional 3. Think holistically and systemically.
4. Master personal skills that contribute to successful
Skills
engineering practice: initiative, flexibility, creativity,
curiosity, and time management.
5. Master professional skills that contribute to
successful engineering practice: professional ethics,
integrity, currency in the field, career planning.
18
19. Program Outcomes for Aeronautics
and Astronautics at MIT
3.0 1. Lead and work in teams.
Inter- 2. Communicate effectively in writing, in electronic
personal form, in graphic media, and in oral presentations.
Skills 3. Communicate effectively in foreign languages.
4.0 1. Appreciate different enterprise cultures and work
CDIO successfully in organizations.
System 2. Conceive engineering systems including setting
requirements, defining functions, modeling, and
Skills
managing projects.
3. Design complex systems.
4. Implement hardware and software processes and
manage implementation procedures.
5. Operate complex systems and processes and
manage operations.
19
20. Competenze/Livelli/Profilo
Competenza = Integrazione di Conoscenze, Capacità &
Attitudini caratterizzate da un Dominio, Metodi e Contesto
Livello di competenza: definito da descrittori.
Profilo: gruppo di competenze di un programma di formazione o
di una persona
20
22. Bloom’s Taxonomy
Old Bloom New Bloom
Knowledge Remember
Comprehension Understand
Application Apply
Analysis Analyze
Synthesis Evaluate
Evaluation Create
22
23. Integrazione
A CDIO curriculum is designed with mutually supporting
disciplinary courses, with an explicit plan to integrate
personal, interpersonal, and product, process, and
system building skills. (CDIO Standard 3 -- Integrated
Curriculum).
23
24. Integrazione (es. 1/3)
SYSTEMATIC INTEGRATION
Introductory Mathematics
Year 1 Physics
course I
Numerical
Mechanics I Mathematics II
Methods
Mechanics II Solid Product
Year 2
Mechanics development
Thermo- Mathematics Fluid Sound and
dynamics III mechanics Vibrations
Signal
Year 3 Control Theory Electrical Eng. Statistics
analysis
Personal &
Oral Written Project
Interpersonal Teamwork
communication communication management
Skills
24
25. Integrazione (es. 2/3)
SYSTEMATIC INTEGRATION
Introductory Mathematics
Year 1 Physics
course I
Mathematics Numerical
Mechanics I
II Methods
Mechanics II Solid Product
Year 2
Mechanics development
Thermo- Mathematics Fluid Sound and
dynamics III mechanics Vibrations
Electrical Signal
Year 3 Control Theory Statistics
Eng. analysis
Personal &
Oral Written Project
Interpersonal Teamwork
communication communication management
Skills
25
26. Integrazione (es. 3/3)
SYSTEMATIC INTEGRATION
Introductory Mathematics
Year 1 Physics
course I
Mathematics Numerical
Mechanics I
II Methods
Mechanics II Solid Product
Year 2
Mechanics development
Thermo- Mathematics Fluid Sound and
dynamics III mechanics Vibrations
Electrical Signal
Year 3 Control Theory Statistics
Eng. analysis
Personal &
Oral Written Project
Interpersonal Teamwork
communication communication management
Skills
26
27. CDIO Syllabus 2001
1. TECHNICAL KNOWLEDGE AND REASONING
2. PERSONAL AND PROFESSIONAL SKILLS & ATTRIBUTES
3. INTERPERSONAL SKILLS: TEAMWORK & COMMUNICATION
4. CONCEIVING, DESIGNING, IMPLEMENTING AND OPERATING
SYSTEMS IN THE ENTERPRISE AND SOCIETAL CONTEXT
4. CONCEIVING, DESIGNING,
IMPLEMENTING & OPERATING
SYSTEMS IN THE ENTERPRISE
AND SOCIETAL CONTEXT
2. PERSONAL & 3. INTERPERSONAL
1. TECHNICAL
PROFESSIONAL SKILLS:
KNOWLEDGE
SKILLS & TEAMWORK &
AND REASONING
ATTRIBUTES COMMUNICATION
27
28. CDIO SYLLABUS – THE SET OF SKILLS
1 TECHNICAL KNOWLEDGE
1.1 Knowledge of underlying sciences
1.2 Core engineering fundamental knowledge
1.3 Advanced engineering fundamental knowledge
2 PERSONAL AND PROFESSIONAL SKILLS
2.1 Engineering Reasoning and Problem Solving
2.2 Experimentation and Knowledge Discovery
2.3 System Thinking
2.4 Personal Skills and Attributes
2.5 Professional Skills and Attitudes
3 INTERPERSONAL SKILLS
3.1 Teamwork and Leadership
3.2 Communication
3.3 Communication in Foreign Languages
4 PRODUCT AND SYSTEM BUILDING KNOWLEDGE AND SKILLS
4.1 External and Societal Context
4.2 Enterprise and Business Context
4.3 Conceiving
4.4 Designing
4.5 Implementing
4.6 Operating 28
29. CDIO Syllabus - Personal and
professional skills & attributes
1. ENGINEERING REASONING AND PROBLEM SOLVING - Capacità di
identificare e formulare correttamente un problema, di modellarlo ed
affrontarlo qualitativamente, di studiare l’effetto delle incertezze, di
definire una soluzione e le relative raccomandazioni per il suo utilizzo
2. EXPERIMENTATION AND KNOWLEDGE DISCOVERY - Formulazione di
ipotesi, ricerca tra bibliografia scritta ed elettronica, analisi di validità
mediante sperimentazione
3. SYSTEM THINKING - Capacità di valutare le soluzioni in modo integrato,
di gestire le situazioni non standard e l’interazione tra sistemi, scegliere
le priorità, eseguire un’analisi di trade-off tra le soluzioni
4. PERSONAL SKILLS AND ATTITUDES - Capacità di iniziativa ed
assunzione dei rischi, perseveranza e flessibilità, capacità di pensare in
modo critico e creativo, curiosità e visione a lungo termine, capacità di
gestire il tempo e le risorse
5. PROFESSIONAL SKILLS AND ATTITUDES - Etica professionale,
integrità e responsabilità, capacità di pianificare la propria carriera,
capacità di mantenersi aggiornati
29
30. CDIO Syllabus - Interpersonal skills:
teamwork & communication
1. TEAMWORK - Capacità di formare gruppi di lavoro efficienti,
di gestirne le operazioni e l’evoluzione, di assumere la
leadership
2. COMMUNICATION – Capacita’ comunicative tra cui strategia e
struttura della comunicazione, comunicazione scritta,
elettronica o multimediale, presentazione orale e
comunicazione inter-personale
3. COMMUNICATION IN FOREIGN LANGUAGES
30
31. CDIO Syllabus - Conceiving, designing,
implementing & operating systems in the
enterprise and societal context
1. EXTERNAL AND SOCIETAL CONTEXT - Ruolo e
responsabilità degli ingegneri, impatto dell’ingegneria nella
societa’, regolamentazione, contesto storico e culturale,
sviluppo di una prospettiva globale
2. ENTERPRISE AND BUSINESS CONTEXT - Capacità di
comprendere diversi culture imprenditoriali, strategia
d’impresa, obiettivi e pianificazione, capacità di lavoro in
strutture organizzate
3. CONCEIVING AND ENGINEERING SYSTEMS - Capacità di
definire gli obiettivi e i requisiti, capacità di definire una
configurazione di prodotto, di modellarla a livello sistemistico
per garantire che gli obiettivi siano rispettati, capacità di
sviluppo e pianificazione di progetti
4. … 31
32. CDIO Syllabus - Conceiving, designing,
implementing & operating systems in the
enterprise and societal context
4. DESIGNING - Capacità progettuali, mediante opportune fasi ed
approcci, utilizzo della conoscenza durante il progetto,
capacità di gestire progetti mono e multidisciplinari, capacità
di gestire progetti aventi multi-obiettivi
5. IMPLEMENTING - Capacità di progettare ed implementare i
diversi processi di un progetto, dal punto di vista hardware e
software, capacità di gestire l’integrazione, la verifica, la
validazione, la certificazione e la gestione
6. OPERATING - Capacità di progettare e ottimizzare attività
operative, addestramento, gestione e sviluppo
32
33. Embedded Competences
Communication in engineering means being able to
► use the technical concepts comfortably,
► discuss a problem at different levels,
► determine what is relevant to the situation,
► argue for or against conceptual ideas and solutions,
► develop ideas through discussion and collaborative
sketching,
► explain the technical matters for different audiences,
► show confidence in expressing yourself within the field ...
Communication skills as contextualized competences are
embedded in, and inseparable from, students’ application of
technical knowledge.
The same kind of reasoning can be made for teamwork, ethics
(etc...) as well.
This is about students becoming engineers! 33
34. Hands-on practice - 20th century
1950_Caulfield Technical
1985_Mechanical School engineering students
Engineering
student Mr Dennis
Stathos working
on ......
1984_Half scale prototype design for
remotely piloted plane and tracking
system, designed by Mr Don Scutt of
Mechanical Engineering (right) and
Dr Ian Kirkwood of Mathematics
34
35. Hands-on practice - CDIO
Early in the CDIO curriculum, students are exposed to the
engineering experience and given opportunities to build things.
35
38. After the course the participant is
expected to be able to …
work in a project setting in a way that effectively utilises the
knowledge and efforts of the group members
explain mechanisms behind progress and difficulties in such
a setting
communicate engineering: orally, in writing and graphically
analyse technical problems from a holistic point of view
handle technical problems which are incompletely stated
and subjects to multiple constraints
develop strategies for systematic choice and use of available
engineering methods and tools
make estimations and appreciate their value and limitations
pursue own ideas and realise them practically
make decisions based on acquired knowledge
assess quality of own work and work by others
They enter as students and leave the course as engineers!
38
39. The new College of Engineering
PBL (Project-based Learning) experiences make up 40% of the
curriculum
By graduation, every student has had a minimum of 10 team project
experiences
The curricular “triangle” include engineering, business, liberal arts
Corporate sponsors support 12-14 projects per year, in which
students engage in a significant engineering project under realistic
constraints for an actual client.
On average, each summer more than 40% of students go
internships and about 30% engage in research
More than 50% of the courses bridge two or more disciplinary areas
such as maths, engineering, science and design
Every student starts and runs a business during their years at
College of Engineering
Source: Franklin W.Olin College of Engineering 39
41. CDIO Implementation Process
1a. Validation with stakeholders
1b. Benchmarking of existing courses
2. Mapping of CDIO competences
to existing and new courses
3. Course development
4. Fine-tune coordination
41
42. New methods of teaching and
learning (Standards 7 and 8)
Standard 7 — Integrated Learning Experiences that lead to the
acquisition of disciplinary knowledge, as well as personal,
interpersonal, and product and system building skills.
Standard 8 — Teaching and learning based on active
experiential learning methods
Active learning methods engage students directly in thinking and
problem solving activities. There is less emphasis on passive
transmission of information, and more on engaging students in
manipulating, applying, analyzing, and evaluating ideas.
Active learning in lecture-based courses can include such
methods as partner and small-group discussions,
demonstrations, debates, concept questions, and feedback from
students about what they are learning.
Active learning is considered experiential when students take
on roles that simulate professional engineering practice, for
example, design-build projects, simulations, and case studies.
42
43. Project-based Learning (PBL or PjBL)
PBL provides complex tasks based on challenging questions or
problems that involve the students' problem solving, decision
making, investigative skills, and reflection.
PBL allows students to work in groups or by themselves and allows
them to come up with ideas and realistic solutions or presentations.
PBL includes teacher facilitation, but not direction.
Students take a problem and apply it to a real life situation with
these projects.
PBL is focused on questions that drive students to encounter the
central concepts and principles of a subject hands-on.
PBL encourages students
to take responsibility for their own learning and
to develop a broad set of generic skills and attributes, along
with relevant content knowledge.
The expectation is that PBL would better prepare students for their
work placements and professional employment.
43
44. PBL Characteristics
Reliance on problems to drive the curriculum - The
problems do not test skills; they assist in the
development of skills. Problems are similar to the ones
encountered in real world.
The problems are ill-structured - There is not meant to
be one solution, and as new information is gathered,
perception of the problem, and thus the solution,
changes.
Students solve the problems - Teachers are the
coaches and facilitators.
Students are only given guidelines for how to
approach problems - There is no one formula for
student approaches to the problem.
Assessment: Authentic, performance based
By: W. J. Stepien and S. A. Gallagher 44
45. PBL – Good Project … Good Question
GOOD PROJECT GOOD QUESTION
Student-centered Big questions
Collaborative open-ended
Good essential question those that require research
Involving experts and the and reflection
community those that are not obvious or
Standards-based easily answered
Opens the door to more those that lead to more
questions questions
Interdisciplinary
Includes a quality product
Creative, engaging, and fun
Thoughtful rubrics, including
reflection
Fonte: Introduction to Project-Based Learning, Sara Armstrong, Ph.D. ISTE 2009 45
47. CDIO 12 Standard (1 di 5)
1. The Context. This is the adoption of the principle that product,
process and system lifecycle development and deployment
(Conceiving, Designing, Implementing and Operating) are the
context for engineering education.
2. Learning Outcomes. The learning outcomes detail what students
should know and be able to do at the conclusion of their
engineeringprogram. Specific, detailed learning outcomes are
codified for personal and interpersonal skills, product, process and
system building skills, and disciplinary knowledge that are
consistent with the university’s program goals and validated by
program stakeholders.
3. Integrated Curriculum. The curriculum is designed with mutually
supporting disciplinary courses that include an explicit plan to
integrate personal and interpersonal skills and product, process
and system building skills. These skills should not be considered
an addition to an already full curriculum but an integral part of it.
4. …
47
48. CDIO 12 Standard (2 di 5)
4. Introduction to Engineering. An introductory course is offered
that provides students with the framework to understand
engineering practice in product, process and system building
and the personal and interpersonal skills they will need.
Students usually select engineering because they want to build
things, and introductory courses can capitalize on this interest.
5. Design Implement Experience. The curriculum includes two
or more design‐implement experiences, including one at a
basic level and one at an advanced level. The objective is to
promote early successes in engineering practice.
6. Engineering Workspaces. Engineering workspaces and
laboratories provide the physical environment to support and
encourage hands‐on learning of product, process, system and
social building skills concurrently with learning disciplinary
knowledge. These workspaces are separate from traditional
classrooms and lecture halls.
7. …
48
49. CDIO 12 Standard (3 di 5)
7. Integrated Learning experience. This provides the pedagogical
environment that fosters learning of disciplinary knowledge
simultaneously (interwoven) with personal, product, process and
social skills. Students learn to recognize engineering faculty as
role models of professional engineers who instruct them in not
only disciplinary knowledge but also the other skills listed above.
8. Active Learning. This is teaching and learning based on active
experiential learning methods that engage students directly in
thinking and problem solving activities. It involves ‘project based
learning’. There is less emphasis on passive transmission of
information in a classical lecture hall and more emphasis on
engaging students in manipulating, applying, analyzing and
evaluating ideas. As Dr. Vest said, “We need to move from the
sage on the stage to the guide on the side”.
9. …
49
50. CDIO 12 Standard (4 di 5)
9. Enhancing of Faculty Skills Competence. Many engineering
professors tend to be experts in the research and knowledge
base of their respective disciplines but have only limited, if
any, experience in the practice of engineering in business and
industrial settings. Therefore the CDIO program provides
support and training for faculty to improve their competence in
personal and interpersonal skills and process, product and
system building skills.
10. Enhancing of Faculty Teaching Competence. The CDIO
program also provides support for faculty to improve their
competence in integrated learning experiences, in using active
experiential learning methods and in assessing student
learning.
11. …
50
51. CDIO 12 Standard (5 di 5)
11. Learning Assessment. This is the measure of the extent to
which each student achieves specified learning outcomes.
12. Program Evaluation. This process evaluates the university
program against these twelve standards and provides
feedback to students, faculty and other stakeholders for the
purpose of continuous improvement. It is a judgment of the
overall value of the program based on evidence of the
program’s progress toward achieving its goals.
51
52. CDIO Syllabus (condensed form 1/7)
1. TECHNICAL KNOWLEDGE AND REASONING
1. KNOWLEDGE OF UNDERLYING SCIENCES
1. Mathematics (including statistics)
2. Physics
3. Chemistry
4. Biology
2. CORE ENGINEERING FUNDAMENTAL KNOWLEDGE
3. ADVANCED ENGINEERING FUNDAMENTAL
KNOWLEDGE
CDIO Syllabus complete:
CDIO Syllabus complete:
http://www.cdio.org/tools/syllabuscomplete.htm
http://www.cdio.org/tools/syllabuscomplete.htm
52
53. CDIO Syllabus (condensed form 2/7)
2. PERSONAL AND PROFESSIONAL SKILLS & ATTRIBUTES
1. ENGINEERING REASONING AND PROBLEM SOLVING
1. Problem Identification and Formulation
2. Modeling
3. Estimation and Qualitative Analysis
4. Analysis With Uncertainty
5. Solution and Recommendation
2. EXPERIMENTATION AND KNOWLEDGE DISCOVERY
1. Hypothesis Formulation
2. Survey of Print and Electronic Literature
3. Experimental Inquiry
4. Hypothesis Test, and Defense
3. SYSTEM THINKING
1. Thinking Holistically
2. Emergence and Interactions in Systems
3. Prioritization and Focus
4. Tradeoffs, Judgment and Balance in Resolution 53
54. CDIO Syllabus (condensed form 3/7)
2. PERSONAL AND PROFESSIONAL SKILLS & ATTRIBUTES
4. PERSONAL SKILLS AND ATTITUDES
1. Initiative and Willingness to Take Risks
2. Perseverance and Flexibility
3. Creative Thinking
4. Critical Thinking
5. Awareness of One’s Personal Knowledge, Skills, and
Attitudes
6. Curiosity and Lifelong Learning
7. Time and Resource Management
5. PROFESSIONAL SKILLS AND ATTITUDES
1. Professional Ethics, Integrity, Responsibility and
Accountability
2. Professional Behavior
3. Proactively Planning for One’s Career
4. Staying Current on World of Engineer
54
55. CDIO Syllabus (condensed form 4/7)
3. INTERPERSONAL SKILLS: TEAMWORK & COMMUNICATION
1. TEAMWORK
1. Forming Effective Teams
2. Team Operation
3. Team Growth and Evolution
4. Leadership
5. Technical Teaming
2. COMMUNICATION
1. Communication Strategy
2. Communication Structure
3. Written Communication
4. Electronic/ Multimedia Communication
5. Graphical Communication
6. Oral Presentation and Interpersonal Communication
3. COMMUNICATION IN FOREIGN LANGUAGES
1. English
2. Languages of Regional Industrial Nations
3. Other Languages 55
56. CDIO Syllabus (condensed form 5/7)
4. CONCEIVING, DESIGNING, IMPLEMENTING & OPERATING
SYSTEMS IN THE ENTERPRISE AND SOCIETAL CONTEXT
1. EXTERNAL AND SOCIETAL CONTEXT
1. Roles and Responsibility of Engineers
2. The Impact of Engineering on Society
3. Society’s Regulation of Engineering
4. The Historical and Cultural Context
5. Contemporary Issues and Values
6. Developing a Global Perspective
2. ENTERPRISE AND BUSINESS CONTEXT
1. Appreciating Different Enterprise Cultures
2. Enterprise Strategy, Goals and Planning
3. Technical Entrepreneurship
4. Working Successfully in Organizations
56
57. CDIO Syllabus (condensed form 6/7)
4. CONCEIVING, DESIGNING, IMPLEMENTING & OPERATING
SYSTEMS IN THE ENTERPRISE AND SOCIETAL CONTEXT
3. CONCEIVING AND ENGINEERING SYSTEMS
1. Setting System Goals and Requirements
2. Defining Function, Concept and Architecture
3. Modeling of System and Ensuring Goals Can Be Met
4. Development Project Management
4. DESIGNING
1. The Design Process
2. The Design Process Phasing and Approaches
3. Utilization of Knowledge in Design
4. Disciplinary Design
5. Multidisciplinary Design
6. Multi-objective Design
57
58. CDIO Syllabus (condensed form 7/7)
4. CONCEIVING, DESIGNING, IMPLEMENTING & OPERATING
SYSTEMS IN THE ENTERPRISE AND SOCIETAL CONTEXT
5. IMPLEMENTING
1. Designing the Implementation Process
2. Hardware Manufacturing Process
3. Software Implementing Process
4. Hardware Software Integration
5. Test, Verification, Validation and Certification
6. Implementation Management
6. OPERATING
1. Designing and Optimizing Operations
2. Training and Operations
3. Supporting the System Lifecycle
4. System Improvement and Evolution
5. Disposal and Life-End Issues
6. Operations Management 58
59. An Invitation
The book:
Crawley et al. (2007) Rethinking Engineering
Education: The CDIO Approach, Springer Verlag.
ISBN 0387382879
The International CDIO Conference Proceedings
The site www.cdio.org
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