Innovative engineering project from engineering design to implementation-base on CDIO model

Innovative engineering project from engineering design to implementation-base on CDIO model

C. Liang, S. Shin, V. Wang, C. Teng, Y. Lee (2019).  Innovative engineering project from engineering design to implementation-base on CDIO model. 15.

In the past, the higher education in Taiwan aimed to create elites in the field of engineering. However, the conventional subjects and curriculum taught were mainly focusing on the introduction and understanding of theories. So students who only accept professional theories, the technology developed is not necessarily the needs of the industry, hence affecting the competitiveness of the country. The importance of “Creative Education” was mentioned in many research papers around the world when discussing how to enhance national competitiveness. Feng Chia University is devoted to promote “The Project of Innovative Engineering”. By borrowing the experience of innovative education from Purdue University and combining it with the CDIO model, Feng Chia University created a systematic process for the project of innovative engineering. This allows students to discover and define problems, analyze and simulate actual situations, conceive and invent products, and in the end, achieve product evaluation and innovation development.

This paper introduces the procedure of how Feng Chia University integrated the CDIO framework into innovative education, and how, they through curriculum development, encourages students to engage in active learning and gather learning experiences rather than passive note-taking. The results of the current two semesters have shown that by transforming industrial design into a project of innovative engineering really does enhance students’ motivation for active learning. The learning goal and process created based on Bloom’s taxonomy is set to start with “creativity”. Under this guideline, students are willing to learn the contents related to “analysis”, “assessment” and “application” more actively, leading to an outcome of the enhanced ability to “memorize” and “comprehend”. Moreover, by using the CDIO framework to create the project of innovative engineering, it allows teachers to overcome the time limitations which existed in the system before, and at the same time enhances the depth of learning for the students significantly. 

Authors (New): 
Chen Jui Liang
Shaw Jyh Shin
Vey Wang
Chun Wen Teng
Yao Chuan Lee
Pages: 
15
Affiliations: 
Feng Chia University, Taiwan
National Taiwan University of Sport, Taiwan
Keywords: 
practical skills development
Project-Based Learning
Self-determination theory
Bloom’s taxonomy
CDIO Standard 1
CDIO Standard 2
CDIO Standard 3
CDIO standard 4
CDIO Standard 7
CDIO Standard 8
Year: 
2019
Reference: 
Anderson, L. W. and Krathwohl, D. R., et al (2013), A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives, Pearson Education Limited, United Kingdom. : 
Deci, E. L. and Ryan, R. M. (2015), Self-determination theory, International Encyclopedia of the Social & Behavioral Sciences, 2nd edition, Volume 21, 486-491.: 
Educational statistics 2017, Retrieved from http://stats.moe.gov.tw/files/ebook/International_Comparison/2017/i2017_EXCEL.htm: 
Emaliana, I. (2017), Teacher-centered or Student-centered Learning Approach to Promote Learning, Jurnal Sosial Humaniora 10, 59-70.: 
Garrett, T. (2008), Student-Centered and Teacher-Centered Classroom Management: A Case Study of Three Elementary Teachers, Journal of Classroom Interaction, 43.1, 34-47. : 
NACE Job Outlook 2019 (2018), Retrieved from https://www.odu.edu/content/dam/odu/offices/cmc/docs/nace/2019-nace-job-outlook-survey.pdf: 
Wilson L. W., Anderson and Krathwohl – Bloom’s Taxonomy Revised, Retrieved from https://thesecondprinciple.com/teaching-essentials/beyond-bloom-cognitive-taxonomy-revised/: 
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