One of five Knowledge and Innovation Communities (KICs), was launched in Europe in 2014 and has focus on exploration, extraction, mineral processing, metallurgy, recycling and material substitution
One of five Knowledge and Innovation Communities (KICs), was launched in Europe in 2014 and has focus on exploration, extraction, mineral processing, metallurgy, recycling and material substitution
Luleå University of Technology (LTU) joined the CDIO initiative in 2015.
Laurea, Haaga-Helia, and Metropolia Universities of Applied Sciences organized their first joint Professional Summer School (PSS) with a title “Digital Wellbeing Co-creation and Start-up Summer Sch
In 2015, Nature ran a special issue on interdisciplinary research1, highlighting the importance of collaboration across disciplinary boundaries.
In the process of building and developing training programs based on CDIO model, the managers are not only concerned about the building of the knowledge chain but also about the integration of skil
A culturally diverse student population at Master’s level is a reality at many universities today, as it is at Chalmers University of Technology in Sweden.
This paper shares the experience of implementation of STEM-based learning in the educational process of CDIO-based undergraduate programs.
Students generally think they have too little feedback.
Underground Mining is characterized by a high grade of complexity and singularity due to specific deposit conditions and complex interactions with the environment.
Groover defines automation as the technology by which a process or procedure is accomplished without human assistance (Groover 2008).
ABSTRACT There is a pressing need to formulate and implement engineering solutions that guarantee both environmental and social sustainability in a world facing severe challenges identified in the
Providing higher education in the field of Mining Engineering means having the responsibility to provide competences for the next generations of decision makers in the field of raw material supply.
In Engineering Education, it is important that students gain competences relevant for the requirements of the working life.
Engineering education with a close connection to future profession is important and popular in many parts of the world.
European universities organized numerous international Intensive Projects (IP) during Erasmus Lifelong Learning Program 2007-2013.
This study introduced different kinds of “hands-on” projects for freshman students in College of Information and Electrical Engineering and College of Construction and Development at Feng Chia Univ
This paper describes the creation of a mathematical model that represents the mapping of an undergraduate engineering degree program to the CDIO syllabus.
Computational thinking has been defined as using the concepts of computer science to solve problems and understand humans.
This paper presents a pedagogical framework for designing a flipped classroom using an evidence-based approach supported by the use of info-communication technology tools.
This paper shows how a pedagogical framework for designing a flipped classroom using an evidence-based approach supported by the use of info-communication technology tools in being applied to a cor
This paper shares the results of a study undertaken by the Diploma in Chemical Engineering (DCHE) to evaluate the effectiveness of flipped classroom implemented in a Year 3 core module entitled Pla
Feedback on one’s performances is central to any learning experience and can certainly be considered as a cornerstone of CDIO-based engineering education.
This paper summarises the research carried out on the active learning technique “Process Oriented Guided Inquiry Learning” (POGIL) in communication engineering course.
At the University of Twente, students in their third year of the bachelor programme in Mechanical Engineering participate in the course 'Introduction to Technological Research'.
The CDIO framework encourages us to work with prototyping during the conceive and design phases integrated into engineering education.
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.