Implementation
Implementation
Assessment
Design-Implement Experiences
Learning
Integrated curriculum
Context and syllabus
Handbook: Materials to Supplement Slides
A 90-minute workshop facilitated by Peter Goodhew (University of Liverpool and UKCME)
TASK 1
In Sweden, the Higher Education Ordinance states that to be eligible to get a position as a lecturer, a training program on teaching and learning in higher education is required, normally 10 weeks
We will show that using innovative collaborative technologies (such as wikis, instant messaging or peer-assessment) in a physics project can motivate our “millennial” generation students.
Title Advanced Workshop for pedagogical professionals on supporting CDIO development Leaders The members of the CDIO Teaching, Learning, and Assessment Theme group have extensive experience in deve
ISEP is an Engineering Higher Education School, in Oporto, Portugal.
ISEP is a polytechnic engineering school located in Porto, Portugal.
For a period of more than ten years a very successful Host Company Program has been running at the School of Engineering at Jönköping University (JTH), Sweden.
Teaching tertiary mathematics to engineers is a worldwide issue.
The Bologna Declaration principles adoption in Portugal led to a complete overall of university degrees, so a new LEI-ISEP (baccalaureate degree in Informatics Engineering) was proposed which broad
All undergraduates in Aerospace Engineering Sciences (AES) are required to take a two semester capstone projects course sequence.
In EVTEK University of Applied Sciences project and work based learning is part of the curricula in many degree programs and R&D related work.
The CDIO initiative is based on pedagogical principles that fundamentally break old established structures and traditions in universities and colleges.
Recent progresses on curriculum undergraduation reformulation in Portugal, due to Bologna Agreement, lead to the development of a new Optimization and Innovation baccalaureate.
Engineering drawing, or engineering sketching, as it is known in our course, functions as a tool for creativity, design, and analysis rather than strictly for technical representation.
A common problem among educators is how to recreate the real world of business in a classroom situation.
Although highly educated in technical areas, engineering students are often neglected in terms of developing effective communication skills.
This paper, Part 1 of 2, introduces an analogy between the New Product Design process and a pack/game of cards.
Defining customer needs; considering technology, enterprise strategy, and regulations; developing concepts, techniques and business plans.
Creating the design; the plans, drawings, and algorithms that describe what will be implemented.
The transformation of the design into the product, including manufacturing, coding, testing and validation.
Using the implemented product to deliver the intended value, including maintaining, evolving and retiring the system.