Transcript LIPS model at LiU

USING THE CDIO SYLLABUS IN
FORMULATION OF PROGRAM GOALS –
EXPERIENCES AND COMPARISONS
Svante Gunnarsson, Helena Herbertsson, Annalena Kindgren, Ingela Wiklund
Linköping University
Louise Willumsen, Martin E. Vigild
Technical University of Denmark
Main messages
 The CDIO Syllabus and related tools are very useful and valuable in
formulation of program goals.
 Local adaptation of the CDIO Syllabus can be needed.
 The development process is closely related to the internal
organization of the university.
 Support from management, faculty members, and students is
essential.
 The development processes within Linköping University (LiU) and
Technical University of Denmark (DTU) show many similarities, but
also interesting differences.
The CDIO Syllabus
The CDIO Syllabus is the foundation for the formulation of
program goals and learning outcomes:
1. Technical knowledge and reasoning
2. Personal and professional skills and attributes
3. Interpersonal skills: Teamwork and communication
4. Conceiving, designing, implementing and operating
systems in the enterprise and societal context
LiU-adaptation of the CDIO Syllabus
 Stronger emphasis in Section 4.1 on sustainable
development.
 Extension of the scope in Section 4 of ”the enterprise
context”.
 Alternative version of Section 4 for programs in natural
sciences.
DTU-adaptation of the CDIO Syllabus
 Simplified, compared to the original document. The most
detailed level of the skills were left out.
 Considers only Sections 2 – 4 (first round implementation)
 Adapted to six B Eng programs
 civil, architectural, IT, electrical, chemical and
mechanical engineering.
Additional tools
Motivation:
 Tools to describe the structure and level of proficiency.
Approaches:
 LiU: ITU-matrices
 DTU: Skill progression matrices
ITU-matrix
 ITU-matrices can be formed for courses as well as for
programs
 A way to describe which parts of the CDIO Syllabus that
are covered in a course
 An approach to characterize the progression between
courses
ITU-matrix (cont)
 I – Introduce. New topics are presented in the course. Not
examined.
 T – Teach. Topics subject to specified learning outcomes.
Basis for examination.
 U – Utilize. Knowledge and skills from previous courses.
Indirectly part of the examination.
Course level ITU-matrix
Utilize
Teach
Introduce
TSRT19, Automatic Control I
TECHNICAL KNOWLEDGE AND REASONING
1
1.1 KNOWLEDGE OF UNDERLYING SCIENCES
1.2 CORE ENGINEERING FUNDAMENTAL KNOWLEDGE
1.3 ADVANCED ENGINEERING FUNDAMENTAL KNOWLEDGE
PERSONAL AND PROFESSIONAL SKILLS AND ATTRIBUTES
2
2.1 ENGINEERING REASONING AND PROBLEM SOLVING
2.2 EXPERIMENTATION AND KNOWLEDGE DISCOVERY
2.3 SYSTEM THINKING
2.4 PERSONAL SKILLS AND ATTITUDES
2.5 PROFESSIONAL SKILLS AND ATTITUDES
INTERPERSONAL SKILLS: TEAMWORK AND COMMUNICATION
3
TEAMWORK
3.1
3.2 COMMUNICATION
3.3 COMMUNICATION IN FOREIGN LANGUAGES
4
4.1
4.2
4.3
4.4
4.5
4.6
I T U
X X
Comments
X calculus, algebra, physics
analysis and design of control systems
modeling of systems and signals
X X
X X experimentation using laboratory processes
general thinking throughout the course
X X
X individual work during problem solving
X
X laboratory exercises in groups of 2
X written report
X introduces English control vocabulary
CONCEIVING, DESIGNING, IMPLEMENTING AND OPERATING SYSTEMS IN THE
ENTERPRISE AND SOCIETAL CONTEXT
EXTERNAL AND SOCIETAL CONTEXT
X
the role of control in systems, products
and processes
X X
X X
X
fundamental limitations in control systems
design of control systems
implementation on laboratory processes
ENTERPRISE AND BUSINESS CONTEXT
CONCEIVING AND ENGINEERING SYSTEMS
DESIGNING
IMPLEMENTING
OPERATING
Applied therm. and fluid dynamics
Digital signal processing
Control theory
Real time and concurrent progr.
Project - Applied mathematics
Automatic control project course
Flight dynamics
Multi body dynamics and robotics
Computational fluid dynamics
Vehicle dynamics and control
Aerodynamics
Diagnosis and supervision
Digital control
U
TU
U
TU
U
IT
T
T
T
T
T
T
T
IT
T
U
U
I
I
TU TU U
U U
TU TU U
U U
U T T
TU TU U IT
TU
U TU TU TU TU TU
U
TU
U
I
U
T
U U
T
TU
T
IT
U
U
U
TU
I
I
I
I
I
U
I
4.6
4.5
IT
IT
TU TU TU
I
T
U
4.4
U
4.3
U
U
U
I
4.2
U
U
4.1
2.5
2.4
2.3
2.2
2.1
1.3
T
T
TU TU
U TU
3.3
Automotive control systems
TU
U
TU
TU
U
TU
TU
T
U
T
IT T
T T
T
I
TU
TU TU
T
IT
T
3.2
Modeling and simulation
U
U
U
U
U
U
U
TU
U
ITU
U
ITU
U
ITU
U
U
3.1
Analytical mechanics
1.2
Mechatronics
1.1
Program level ITU-matrix
IT
I
I
TU TU TU
I
IT
T
T
IT
T
T
IT
I
Skill progression matrix
Main idea: Describe the
progression using Bloom´s
taxonomy
Bloom
level
0
1
2
3
4
5
Know
Understand
Apply
Analyse
Synthesise
Color
Skill progression matrix – part I
DTU Syllabus
2.1
2.2
2.3
Calculus and algebra 1
1
Structural elements and
their function (1)
2
2
Urban Planning and Design
2
2
2.4
2.5
2
CAD, sketching and 3D-modelling
Theory and Practice of
Architectural Engineering
2
2
2
CDIO project
3
Calculus and algebra 2
2
CAD, sketching and 3D-modelling
2
Theory and Practice of
Architectural Engineering
House Building and Building Design
CDIO project
3.2
3.3
4.1
4.2
4.3
1
1
1
1
1/2
1
1
1
1/2
1
1
1
Material science
Structural elements and
their function (2)
3.1
2
2
2
2
1
4.4
4.5
1
1/2
1
1/2
1
2
2
1
1
2
3
2
3
3
2
2/3
3
2
2
3
2
2
2
2
3
2
2
3
2
2
2/3
2
2
1
1
2
1
2
2
1
4.6
Skill progression matrix – part II
Physics
3
Structural design and models (1)
4
3
Urban context & large structures
4
3
2
4
3
3/4
Planning and Visualization
3
2
3
3
1
4
Basic building design
4
3
3
Geometry
4
4
4
CDIO project
4
Systematical planning with CAD-system
and Visualization
4
for
3
3
Architectural engineering backgr.
Background
engineering
3
architectural
4
3
3
2
4
3
3
3
3/4
2
3
4
3
4
3
4
4
4
4
4
4
4
Structural Design and Models (2)
4
A concert hall
4
3
Basic
building
design:
indoor
environment, services and energy
4
3
3
4
CDIO project
4
3
3
4
4
4
4
2
4
4
2
4
1
4
1
4
Observations and comparison
 Alternative approaches for describing progression –
Bloom levels vs. ITU
 A way to characterize complexity of engineering tasks
would be useful
 Inclusion or exclusion of Section 1 of the CDIO Syllabus
in the work
 Different approaches for 3 years B Eng programs and 5
years M Sc programs
Conclusions
 The CDIO Syllabus and related tools are very useful when
formulating program goals and learning outcomes.
 The documents and tools enable a systematic way to
connect program and course goals.
 Future activities involves ways to include the various
types of assessments.
 Large scale use and maintenance require a well
developed organization.