Working paper

ASSESSMENT FOR ACADEMIC LEARNING DURING THE COVID-19 PANDEMIC

admin — Thu, 17 Feb 2022 15:38:05 +0000

ASSESSMENT FOR ACADEMIC LEARNING DURING THE COVID-19 PANDEMIC admin Thu, 02/17/2022 - 15:38

Reference Text

Proceedings of the 17th International CDIO Conference, hosted on-line, Chulalongkorn University & Rajamangala University of Technology Thanyaburi, Bangkok, Thailand, June 21-23 2021

Year

2021

Authors

Sanidda Tiewtoy, Natha Kuptasthien

Affiliations

Rajamangala University of Technology, Thailand

Pages

Abstract

The COVID-19 pandemic has caused the closure of university campuses around the world including RMUTT, Thailand. The on-site classroom sessions are replaced by full online learnings. One of the most challenging issues the teaching staff encountered is how to deal with the usual midterm and final examinations which normally take place on campus. This paper presents the results of the experiment focusing on an Assessment for Academic Learning with assessment activities which are designed and practiced with the aim to promote the students’ learning. The experimental subjects are a Hydrology Engineering course at the agricultural engineering department and a Production Planning and Control course at the industrial engineering department. The objectives of the experiment are to implement self-, peer- and rubric assessment tools, observe perception changes on ourselves and our students, and provide feedback to assist students in improving their learnings. The methodology includes the implementation of a constructive alignment and a four-step teaching-learning-assessment process. An online survey was conducted to collect students’ comments on the online teaching-learning-assessment activities. The results show positive changes in our students, fully engaging with the given task. The assessment tools involved more active participation from the students. The self-, peer-, and rubric assessment helps the student review their learnings, ask for clarification, prepare themselves for next classes, and improve quality of their individual and group assignments. The crucial points for successful online learning and assessment reflected from the students are self-management and time management, as well as a quick feedback from the teachers.

Keywords

assessment for learning, Peer feedback, self-assessment, CDIO Standard 8, CDIO Standard 11

Document

01.pdf.pdf (385.53 KB)

USING THE SUSTAINABLE DEVELOPMENT GOALS (SDGs) IN AUTOMATIC CONTROL COURSES

admin — Thu, 17 Feb 2022 15:34:41 +0000

USING THE SUSTAINABLE DEVELOPMENT GOALS (SDGs) IN AUTOMATIC CONTROL COURSES admin Thu, 02/17/2022 - 15:34

Reference Text

Proceedings of the 17th International CDIO Conference, hosted on-line, Chulalongkorn University & Rajamangala University of Technology Thanyaburi, Bangkok, Thailand, June 21-23 2021

Year

2021

Authors

Svante Gunnarsson, Inger Erlander Klein

Affiliations

Linköping University, Linköping, Sweden

Pages

Abstract

An example of how sustainability aspects can be treated in a basic course in automatic control is presented. This is done by connecting the subject to some of the Sustainable Development Goals (SDGs) and giving examples of how automatic control can contribute to the fulfillment of these goals. The examples are inspired and illustrated using videos and images taken from the internet, showing various examples of applications where feedback control plays a crucial role. On several occasions during the course a part of the lecture time is used to show a video, describe how the control subject comes in, and how the use of feedback control via the application can contribute to the fulfillment of the SDG.

Keywords

Sustainability, SDGs, automatic control, CDIO Standard 1, CDIO Standard 2

Document

02.pdf.pdf (449.75 KB)

APPLYING THE CDIO FRAMEWORK WHEN DEVELOPING THE ECIU UNIVERSITY

admin — Thu, 17 Feb 2022 15:31:05 +0000

APPLYING THE CDIO FRAMEWORK WHEN DEVELOPING THE ECIU UNIVERSITY admin Thu, 02/17/2022 - 15:31

Reference Text

Proceedings of the 17th International CDIO Conference, hosted on-line, Chulalongkorn University & Rajamangala University of Technology Thanyaburi, Bangkok, Thailand, June 21-23 2021

Year

2021

Authors

Svante Gunnarsson, Maria Swartz

Affiliations

Linköping University, Linköping, Sweden

Pages

Abstract

The use of the CDIO framework in the development of the ECIU University is presented. The paper discusses the relatively moderate adaptations and modifications of the CDIO Syllabus and Standards that are necessary to make the documents applicable also in this context. Since challenge-based learning (CBL) is central learning format in the ECIU University, special attention is given to the connections between CBL method, the conceive-design-implement-operate sequence and project-based learning, which is central in the CDIO framework. The paper presents both general aspects and examples of the applications and activities within ECIU University and Linköping University (LiU). The main messages of the paper are that the development of the ECIU University will benefit from applying the CDIO framework since it offers references for what an education should give, in terms of knowledge and skills, and how an education program should be designed. In addition, the components of the CDIO framework require a moderate amount of adaptation to be directly applicable. Examples of the ongoing implementation activities at LiU.

Keywords

Challenge-based learning, Project-Based Learning, ECIU University, CDIO Standard 1, CDIO Standard 2, CDIO Standard 3, CDIO standard 4, CDIO Standard 5, CDIO Standard 6, CDIO Standard 7, CDIO Standard 8, CDIO Standard 9, CDIO Standard 10, CDIO Standard 11, CDIO Standard 12

Document

03.pdf.pdf (176.87 KB)

EFFECTS OF MIGRATING LARGE-SCALED PROJECT GROUPS TO ONLINE DEVELOPMENT TEAMS

admin — Thu, 17 Feb 2022 15:27:01 +0000

EFFECTS OF MIGRATING LARGE-SCALED PROJECT GROUPS TO ONLINE DEVELOPMENT TEAMS admin Thu, 02/17/2022 - 15:27

Reference Text

Proceedings of the 17th International CDIO Conference, hosted on-line, Chulalongkorn University & Rajamangala University of Technology Thanyaburi, Bangkok, Thailand, June 21-23 2021

Year

2021

Authors

Daniel Einarson, Marijana Teljega

Affiliations

Kristianstad University, Sweden

Pages

Abstract

This contribution presents challenges in a project-based course with large project groups, that have arisen through the Covid-19 pandemic. Traditionally, the course has been dependent on a larger number of physical meetings to coordinate the work, and to solve the task technically. However, the pandemic requires that work must be redirected to forms where students work online, physically distributed as much as possible. It is furthermore interesting to see the course in the core context of its main theme, that is, software engineering. Here, the pandemic actually has consequences on software engineering subjects, such as, choice of development methods. The course teachers (authors of this contribution) have especially observed this adjustment, and documentation is kept on how the students meet these new challenges through online discussions, and questionnaires.

Keywords

project-based education, Teaching on distance, Software development styles, the Covid-19, CDIO Standard 5, CDIO Standard 6, CDIO Standard 7, CDIO Standard 8

Document

04.pdf.pdf (369.68 KB)

ON-SITE AND ONLINE COMBINATION FOR STUDENT EXCHANGE PROGRAM

admin — Thu, 17 Feb 2022 14:59:18 +0000

ON-SITE AND ONLINE COMBINATION FOR STUDENT EXCHANGE PROGRAM admin Thu, 02/17/2022 - 14:59

Reference Text

Proceedings of the 17th International CDIO Conference, hosted on-line, Chulalongkorn University & Rajamangala University of Technology Thanyaburi, Bangkok, Thailand, June 21-23 2021

Year

2021

Authors

Natha Kuptasthien, Sanidda Tiewtoy, Dong Joo Song, Dong Jin Kang

Affiliations

Rajamangala University of Technology, Thailand, Yeungnam University, South Korea

Pages

Abstract

Yeungnam University (YU), South Korea, and Rajamangala University of Technology Thanyaburi (RMUTT), Thailand, have collaborated internationally for a short-term exchange program for students under the project titled Global Capstone Design Project (GCDP) since 2018. Its objectives are to provide students with an actual product design-build-test hands-on experience, to enhance design capability for an Internet-of-Things (IoT) device, to interact with students and faculty from different universities and countries, to develop a global mind-set and effective communication skill, and to improve a global competence through international teamwork. The program consists of 3 phases: (1) a 3-day on-site program 1 for project scoping and planning held at RMUTT, (2) a 6-month online collaboration with coaching supports from both institutions and (3) a 5-day on-site program 2 for project finalizing and presentation held at YU. Ten teams of Thai and Korean students are formed and worked together for 8 months on implementing Design Thinking and creating an IoT product. The team’s projects are assessed and awarded at the end of the exchange program. GCDP in 2018-2019 year has finished successfully as planned. However, for 2019-2020, the last phase of the GCDP, which was planned to be held on-site at YU, was changed due to the forbidding of travel to Korea. The activities were re-designed to provide opportunities for the student to finalize and present their projects using an online meeting platform. At the end of program 1 and program 2, student feedback surveys were conducted using an online questionnaire. The results show that the students experienced product design, production, and testing based on their disciplines. They have strengthened their capabilities through the actual product design using design thinking. In addition to improving personal and interpersonal skills when solving engineering problems, they have developed international sense, effective communication skills, and international teamwork skills.

Keywords

International Collaboration, design thinking, design-build-test experience, CDIO Standard 5, CDIO Standard 8

Document

05.pdf.pdf (682.38 KB)

PROJECT-BASED LEARNING IMPLEMENTATION. COLLABORATION BETWEEN UNIVERSITY AND INDUSTRY

admin — Thu, 17 Feb 2022 14:55:12 +0000

PROJECT-BASED LEARNING IMPLEMENTATION. COLLABORATION BETWEEN UNIVERSITY AND INDUSTRY admin Thu, 02/17/2022 - 14:55

Reference Text

Proceedings of the 17th International CDIO Conference, hosted on-line, Chulalongkorn University & Rajamangala University of Technology Thanyaburi, Bangkok, Thailand, June 21-23 2021

Year

2021

Authors

Carmen Jaca, Marta Ormazabal, Mikel Arizmendi, Carmen Blanco

Affiliations

University of Navarra, Spain

Pages

Abstract

This paper presents two experiences of collaboration between university and industry through the implementation of the Project-based Learning (PBL) model in the University of Navarra. One of them has been developed by third year students of the Industrial Management Engineering Degree, and the participation is voluntary. The other one is carried out by students of the Master of Industrial Engineering, and it is mandatory. In both cases, the students visit a company, and it is the enterprise that poses them a challenge to solve or a project to be developed. After working in groups for several weeks, students present their project to the company managers. The main objective of this paper is to examine the benefits of developing PBL in a company context. It also aims to analyze the development of students' skills, motivation and commitment in comparison with other similar activities where the problem to be solved is defined by the teachers. It pretends as well to know the opinion of the enterprises regarding the university-industry collaboration and the work done by the students. The students value this experience, in both cases, positively, as it allows them to work on a real case, in which they test their knowledge and capabilities. The companies also appreciate this experience, as it is valuable for them. Apart from all the advantages that active learning methods entail for students, developing it in the context of university-industry collaboration leads to many other benefits. We have verified that when the project consists of solving a real problem proposed by a company, the engagement and motivation of students increases. Moreover, this experience provides a rich learning environment, closer to what their professional life will be.

Keywords

Project-Based Learning, university-industry collaboration, CDIO Standard 2, CDIO Standard 3, CDIO Standard 7, CDIO Standard 8, CDIO Standard 9

Document

06.pdf.pdf (238.56 KB)

THE IMPLEMENTING OF CDIO CONCEPT IN THE NKRAFA

admin — Thu, 17 Feb 2022 14:51:01 +0000

THE IMPLEMENTING OF CDIO CONCEPT IN THE NKRAFA admin Thu, 02/17/2022 - 14:51

Reference Text

Proceedings of the 17th International CDIO Conference, hosted on-line, Chulalongkorn University & Rajamangala University of Technology Thanyaburi, Bangkok, Thailand, June 21-23 2021

Year

2021

Authors

Thapanat Buaphiban, Kiatkulchai Jitt-Aer

Affiliations

Navaminda Kasatriyadhiraj Royal Air Force Academy

Pages

Abstract

The objective of this paper is to illustrate whether implementing the CDIO concept in the Navaminda Kasatriyadhiraj Royal Air Force Academy (NKRAFA) can result in better air cadet performance. Traditionally, the air cadets learn UAVs through several activities including in-class learning, practical training, and also joining such UAV competitions as NKRAFA UAS Contest. However, they could find solutions only for simple missions. The CDIO notion, therefore, was employed in the academy via curricular planning using problem-based learning. The concept has been implemented in the institute since 2015 through the tasks imitated from the actual UAV missions operated by the Royal Thai Air Force. After implementing the CDIO concept, the air cadets can better develop their strategies, as well as form their teams for joining competitions both domestically and internationally. Consequently, utilizing the CDIO concept can result in better air cadet performance regarding UAVs' mission planning. Implementing the CDIO principle can also establish the foundation of the student-learning method that could be more developed in other fields in the future.

Keywords

Air Force, Unmanned Aerial Vehicle, Military Doctrine, Behavioral Change, CDIO Standard 1, CDIO Standard 2, CDIO Standard 3, CDIO Standard 5, CDIO Standard 6

Document

07.pdf.pdf (454.88 KB)

A CDIO COMPETENCY FRAMEWORK FOR VINH UNIVERSITY'S TEACHING FACULTY

admin — Thu, 17 Feb 2022 14:47:58 +0000

A CDIO COMPETENCY FRAMEWORK FOR VINH UNIVERSITY'S TEACHING FACULTY admin Thu, 02/17/2022 - 14:47

Reference Text

Proceedings of the 17th International CDIO Conference, hosted on-line, Chulalongkorn University & Rajamangala University of Technology Thanyaburi, Bangkok, Thailand, June 21-23 2021

Year

2021

Authors

Trần Thị Ngọc Yến, Trần Bá Tiến, Nguyễn Xuân Bình

Affiliations

Vinh University, Vietnam

Pages

Abstract

Among factors that a university can control, teaching faculty plays the most crucial role (Hammond, Berry & Thoreson, 2010). This may explain why professional teachers at higher education institutes are generally required to possess essential competencies for the benefits of students. While many educators have agreed on the distinctive nature of higher education as compared to K12 levels, there seems to be no consensus on what competencies are the most fundamental. This paper in the first place argues for the necessity to formulate a lecturer competency framework for the teaching faculty at Vinh University, which has recently launched its newly designed CDIO curricula. The university has undergone a significant transformation since it joined the CDIO Initiative in 2005, thus being determined to reset its policy on requisite attributes for the lecturers. The paper also discusses the elements of competency, advantages of lecturer competency frameworks, and principles of formulating lecturer competency frameworks. In addition to that, reviews of teacher competency frameworks currently used by schools and universities around the world are provided. Finally, the paper describes the components included in the proposed framework together with explanations for the inclusion of those competencies.

Keywords

faculty competence, teaching competence, CDIO competencies, CDIO competency framework, CDIO Standard 9, CDIO Standard 10

Document

09.pdf.pdf (283.63 KB)

THE WIN-WIN OF SYNCHRONIZING LAST SEMESTER’S COMPUTER ENGINEERING COURSES

admin — Thu, 17 Feb 2022 14:39:25 +0000

THE WIN-WIN OF SYNCHRONIZING LAST SEMESTER’S COMPUTER ENGINEERING COURSES admin Thu, 02/17/2022 - 14:39

Reference Text

Proceedings of the 17th International CDIO Conference, hosted on-line, Chulalongkorn University & Rajamangala University of Technology Thanyaburi, Bangkok, Thailand, June 21-23 2021

Year

2021

Authors

Kamilla Klonowska, Fredrik Frisk, Daniel Einarson

Affiliations

Kristianstad University, Sweden

Pages

Abstract

This contribution addresses how two parallel courses during the last semester have been synchronized, where one is a course for Degree project. This is to give students a greater chance to complete the courses on time, and at the same time create a greater understanding of complicated problems. Observations have previously been made where students found it hard to take in, and finish the last semester's courses, at the same time as they complete their studies through their Degree project. Extensive revisions have been made to the parallel courses, where both basic course structures and contents have been taken into account. Clear improvements have been seen, both through course results, and based on students' comments.

Keywords

project-based education, Degree project/Thesis work, Computer Science and Engineering studies, IoT projects, Embedded Systems, CDIO Standard 2, CDIO Standard 3, CDIO Standard 5, CDIO Standard 7, CDIO Standard 8

Document

10.pdf.pdf (394.88 KB)

SUSTAINABLE DEVELOPMENT IN CHEMICAL ENGINEERING CURRICULUM: REVIEW AND MOVING AHEAD

admin — Wed, 16 Feb 2022 15:01:46 +0000

SUSTAINABLE DEVELOPMENT IN CHEMICAL ENGINEERING CURRICULUM: REVIEW AND MOVING AHEAD admin Wed, 02/16/2022 - 15:01

Reference Text

Proceedings of the 17th International CDIO Conference, hosted on-line, Chulalongkorn University & Rajamangala University of Technology Thanyaburi, Bangkok, Thailand, June 21-23 2021

Year

2021

Authors

Sin-Moh CHEAH

Affiliations

Singapore Polytechnic, Singapore

Pages

Abstract

The Diploma in Chemical Engineering (DCHE) introduced the teaching of chemical product design into its 3-year curriculum in 2009, which prepared the foundation for the subsequent integration of sustainable development into the curriculum. This paper presents a critical review of the changes in education for sustainable development (ESD) for the last 10 years, including the advent of Industry 4.0 and how it can impact ESD. The paper first outlines the general two-prong approach in DCHE, aimed at simultaneously satisfying the needs of the chemical processing industries for competent graduates, while at time same time made dual-use of available curriculum hours to enable students to use knowledge in chemical engineering to contribute to sustainable development using the CDIO Framework, with chemical products that meets the needs of the less-privileged at the bottom of the pyramid.

The paper summarizes literature reviews of recent developments in ESD, why previous efforts did not lead to the desired results, as well as new challenges and opportunities afforded by Industry 4.0 technologies. The paper also discusses current view on sustainable development using a systems perspective; whereby sustainability is viewed as a dynamic system whose equilibrium is always disrupted. The framing on how ESD can be delivered also shifted towards a more transformative approach, by focusing on more on empowering the students, to prepare them in shaping their own views on the wicked nature of sustainability issues by taking into considerations the different and often-conflicting perspectives of various stakeholder, etc. An emerging approach in transformative learning is based on the theme of sustainability as a discourse. The paper then shares the findings from a recent survey of DCHE students on their learning experiences in chemical product design which had remain unchanged since the topic was introduced into the DCHE curriculum. The result showed that we had much to update in our approach to ESD in light of recent changes. The paper then presents an updated thinking on how DCHE can revised its coverage of sustainable development to move forward. The emphasis on teaching sustainable development is now directed towards preparing the learner, by equipping them with the knowledge, skills and attitudes that they need to negotiate and navigate the ever-changing sustainability landscape on their own. While retaining the same two-prong approach, the learning experiences will now be enhanced using the CDIO Framework to include competencies in using Industry 4.0 technologies in chemical processing as well as developing graduates with sustainable mindset who are able to contribute to sustainability well beyond their study in DCHE.

Keywords

Sustainable development, Chemical Engineering, CDIO Standard 1, CDIO Standard 2, CDIO Standard 3, CDIO Standard 5, CDIO Standard 7, CDIO Standard 9, CDIO Standard 10, CDIO Standard 11, CDIO Standard 12

Document

11.pdf.pdf (338.21 KB)