IMPLEMENTING CDIO IN A

1
IMPLEMENTING CDIO IN A NEW DEGREE PROGRAMME ON
PRODUCT DESIGN DEVELOPMENT

SCHOOL OF MECHANICAL MANUFACTURING
ENGINEERING QUEENS UNIVERSITY BELFAST
2
REASONS FOR INTRODUCING THE PRODUCT DESIGN DEGREE
3
1. LOCAL ECONOMY IS UNDERPERFORMING IN TERMS
OF INNOVATION AND DESIGN
4
EXAMPLE OF INNOVATION LEAGUE TABLE
PATENTS LODGED per MILLION PEOPLE (EU - 2003)
UK REGIONS
EUROPE
5
2004 A LEVEL RESULTS (University Entrance
Qualification)
6
EARLY SPECIALIZATION IN LOCAL EDUCATION
7
2. FUTURE GROWTH IN THE DEVELOPED WORLD WILL
BE DRIVEN BY INNOVATION-LED COMPANIES
8
TYPICAL INNOVATION-LED COMPANY
DEVELOPED COUNTRY
9
EXAMPLES OF INNOVATION-LED COMPANIES
R D BUDGET MORE THAN FINLANDS UNIVERSITIES
EMPLOY 25,000 PEOPLE IN FINLAND
10
EXAMPLES OF INNOVATION-LED COMPANIES
INTRODUCED iMAC IN 1998
768 MILLION PROFIT IN 2000
OUTSOURCE ALL MANUFACTURING
11
EXAMPLES OF INNOVATION-LED COMPANIES
50 OF UK MARKET BY 2000
MOVED MANUFACTURING TO MALAYSIA
EMPLOY 1,500 PEOPLE IN UK
12
THERE WILL AN INCREASING DEMAND FOR GRADUATES WHO
CAN DESIGN, DEVELOP AND MARKET INNOVATIVE
PRODUCTS.
13
IMPLEMENTING CDIO IN THE PRODUCT DESIGN DEGREE
14
CDIO STANDARDS (relating to Programme Course
Design) 1. CDIO IS THE CONTEXT 2. CDIO
SYLLABUS 3. INTEGRATED CURRICULUM 4. INTRODUCTION
TO ENGINEERING 5. DESIGN-BUILD EXPERIENCES 7.
INTEGRATED LEARNING EXPERIENCES 8. ACTIVE /
EXPERIENTIAL LEARNING
15
CDIO IS THE CONTEXT FOR DEGREE PROGRAMME
(IN THIS CASE IT PROVIDES THE OVERALL STRUCTURE)
16
CDIO STANDARDS (relating to Programme Course
Design) 2. CDIO SYLLABUS 3. INTEGRATED
CURRICULUM 4. INTRODUCTION TO ENGINEERING 5.
DESIGN-BUILD EXPERIENCES 8. ACTIVE / EXPERIENTIAL
LEARNING
17
ADDITIONAL CONTENT 4. INTRODUCTION TO
ENGINEERING 5. DESIGN-BUILD EXPERIENCES
REQUIREMENTS ARE RELATIVELY CLEAR
REMAINING STANDARDS 2. CDIO SYLLABUS 3.
INTEGRATED CURRICULUM 8. ACTIVE / EXPERIENTIAL
LEARNING
NEED FURTHER THOUGHT
18
8. ACTIVE / EXPERIENTIAL LEARNING

• ACTIVE LEARNING COVERS A VARIETY OF METHODS FOR
  INVOLVING STUDENTS
• IN THE LEARNING PROCESS.

• EXPERIENTIAL LEARNING HAS A SPECIFIC MEANING IN
  THE STANDARD.
• HOWEVER, IT ALSO HAS A MORE GENERAL MEANING
  WHICH IS GROUNDED IN
• THEORIES OR MODELS OF HOW PEOPLE LEARN.

• THE MORE GENERAL INTERPETATION AND ITS
  ASSOCIATED LITERATURE
• WAS FELT TO BE WORTH EXPLORING.

• THE SIMPLEST AND BEST KNOWN EXPERIENTIAL
  LEARNING MODEL IS
• KOLBS LEARNING CYCLE.

• VARIOUS AUTHORS HAVE ARGUED THAT THIS MODEL IS
  PARTICULARLY
• APPROPRIATE FOR EDUCATING ENGINEERS.

19
KOLBS LEARNING CYCLE
20
CONVERSION TO A TEACHING MODEL
(for teaching a topic in a course)
21

• MORE EFFECTIVE LEARNING.

• EMPHASIS ON ARTICULATING AND SOLVING PROBLEMS
  (APPROPRIATE FOR
• ENGINEERS), RATHER THAN ANALYSIS (MORE
  APPROPRIATE FOR SCIENTISTS).

• FURTHER CONCRETE EXPERIENCES ADDED TO THE
  CURRICULUM.

• MORE OPPORTUNITIES FOR DEVELOPING SKILLS.

22
SIMPLIFIED DIAGRAM OF KOLBIAN STRING
23
EMBEDDING KOLBIAN STRINGS IN A COURSE
EXAMPLES (from Literature)
WHAT IS A CONCRETE EXPERIENCE?
DISSECTION CASE STUDIES WORK PLACEMENTS INDUSTRIAL
VISITS LABORATORY EXPERIMENTS INTERACTIVE
MULTIMEDIA

• TANGIBLE PHYSICAL EXPERIENCE

• GRASPING THROUGH THE SENSES RATHER
• THAN INDIRECTLY IN SYMBOLIC FORM

• ACTIVITY THAT PROMOTES REFLECTION

24
CONCRETE EXPERIENCES FOR A DYNAMICS COURSE?
1. VIDEO CLIPS
25
2. ANIMATED GIFS
26
3. INTERACTIVE SIMULATION
27
3. INTERACTIVE SIMULATION
28
4. LEGO MINDSTORMS
29
SHARING CONCRETE EXPERIENCES BETWEEN COURSES
30
CREATING A COMMON CORE OF EXPERIENCES
31
IMPLEMENTATION IN STAGE 1 OF PRODUCT DESIGN DEGREE
32
SUMMARY OF THE ARGUMENT

• CDIO ADVOCATES EXPERIENTIAL LEARNING.

• INTERPRETING THIS MORE BROADLY MEANS ADOPTING A
  LEARNING MODEL.

• KOLBS LEARNING CYCLE IS WELL ESTABLISHED AND
  APPROPRIATE.

• IT IMPLIES THAT CONCRETE EXPERIENCES AND
  OPPORTUNITIES FOR
• REFLECTION SHOULD COME BEFORE THE INTRODUCTION
  OF THEORY.

• THIS CAN BE ACHIEVED BY EMBEDDING KOLBIAN
  STRINGS IN A COURSE TO
• COVER APPROPRIATE TOPICS.

• IT SHOULD ALSO BE POSSIBLE TO CREATE A COMMON
  CORE OF CONCRETE
• EXPERIENCES AND APPLICATION OPPORTUNITIES.

• THIS COMMON CORE CAN PROVIDE A RICH ENVIRONMENT
  FOR SKILLS
• DEVELOPMENT (CDIO STANDARD 2).

• THE COMMON CORE CAN ALSO SERVE TO INTEGRATE THE
  CURRICULUM
• AROUND REAL WORLD PROBLEMS (CDIO STANDARD 3).

33
CONCLUSIONS

• WE HAVE ATTEMPTED TO IMPLEMENT CDIO BY ADOPTING
  THE STANDARDS
• RELATING TO CURRICULUM AND COURSE DESIGN.

• THE DEGREE PROGRAMME LENDS ITSELF TO COVERING
  CD THEN IO
• FOLLOWED BY THE ENTERPRISE, BUSINESS
  SOCIETAL CONTEXT, AND
• FINISHING WITH AN INTEGRATED LEARNING
  EXPERIENCE.

• THE IMPLICATIONS OF MORE FULLY ADOPTING
  EXPERIENTIAL LEARNING
• HAVE BEEN FOLLOWED THROUGH, PRODUCING THE
  CONCEPT OF A COMMON
• CORE OF CONCRETE EXPERIENCES AND APPLICATION
  OPPORTUNITIES.

• CONSEQUENTIAL ADVANTAGES ARE THAT THE
  CURRICULUM IS INTEGRATED
• AND A RICHER ENVIRONMENT IS CREATED FOR
  DEVELOPING CDIO SKILLS.

• HENCE PROGRESS HAS BEEN MADE WITH THE
  IMPLEMENTATION OF ALL CDIO
• STANDARDS, INCLUDING THE DIFFICULT STANDARDS
  (2,3 AND 8)

34
(No Transcript)
35
INTEGRATED LEARNING EXPERIENCES AT STAGES 3 4
OF THE MECHANICAL DEGREE PROGRAMMES
SCHOOL OF MECHANICAL MANUFACTURING
ENGINEERING QUEENS UNIVERSITY BELFAST
36
DEGREE PROGRAMMES
BEng in Mechanical Engineering (3 years) BEng in
Manufacturing Engineering (3 years) MEng in
Mechanical Manufacturing Engineering (4 years)
37
PROJECTS AT STAGES 3 4
MARKETING PROJECT (Team-based)
LINKED ENGINEERING MARKETING
PROJECTS (Team-based)
FORMULA STUDENT (Team-based)
38
MEng STAGE 4 PROJECTS
LINKED ENGINEERING MARKETING PROJECTS
(Team-based)
39
MEng STAGE 4 PROJECTS (EXAMPLES)
EQUIPMENT TABLE FOR STRETCHER
40
MEng STAGE 4 PROJECTS (EXAMPLES)
41
MEng STAGE 4 PROJECTS (EXAMPLES)
ANTI ROLL BACK DEVICE FOR WHEELCHAIR
42
MEng STAGE 4 PROJECTS (EXAMPLES)
NASAL FORCEPS FOR SURGICAL USE
MORE LATER FROM TONY McNALLY
FATHER
43
PROJECTS AT STAGES 3 4
FORMULA STUDENT (Management Team)
44
QUB FORMULA RACING
OVER TO GEOFF CUNNINGHAM