This paper shares how the Course Management Team of the Diploma in Chemical Engineering of Singapore Polytechnic uses workplace learning based on the 70:20:10 Model of Learning and Development to develop CDIO competency of its teaching team to deliver its new spiral curriculum course structure. With the spiral curriculum, we hoped to enhance student learning and retention of core chemical engineering knowledge as well as the development of self-directed learning. The DCHE course structure was henceforth redesigned to feature a sequence of 4 “cross-cutting” practical modules of increasing difficulty that use CDIO-designed learning tasks to equip students with laboratory and process skills required in the chemical process industries; and delivered using “block teaching” approach. A “crosscutting” module, in the context of the DCHE spiral curriculum, is one in which the module content straddles other modules not only within the same semester of study but also across semesters. “Block teaching” refers to teaching in a more “compact” manner, in which a 45- or 60-hour module is completed within lesser weeks instead of over a full semester (15-weeks). The combined impact of “block teaching” and “cross-cutting” modules is that more lecturers are now required to be well-versed in teaching more modules in a more intensive manner. Such condition necessitates the training of lecturers in time for delivering the new spiral curriculum. The solution is to use the 70:20:10 Model to introduce workplace learning to develop lecturers’ competency in using the CDIO approach to deliver the new spiral curriculum. An example is provided where the authors are tasked with developing a new “cross-cutting” module work in collaboration with Academic Mentor experienced in CDIO to prepare the materials, and conduct workshops for other lecturers in the teaching team.
