June 12, 2005
June 12, 2005
June 15, 2005
10.400.1 - 10.400.14
Design and Development of CDIO Student Workspaces – Lessons Learned
Peter W. Young Johan Malmqvist Massachusetts Institute of Technology Chalmers University of Technology Cambridge, MA, USA Göteborg, Sweden
Stefan Hallström Jakob Kuttenkeuler Royal Institute of Technology (KTH) Royal Institute of Technology (KTH) Stockholm, Sweden Stockholm, Sweden
Tomas Svensson Geoffrey Cunningham Linköping University Queen’s University Belfast Linköping, Sweden Belfast, UK
Project courses in which students design, build and test a device on their own are increasingly being used in engineering education. The reasons include that such projects do not only train students skills in design and implementation but can also be exploited in order to increase student motivation, to give an improved understanding of engineering science knowledge and to practice non-technical skills such as teamwork and communication. However, design-build-test (DBT) experiences may also be costly, time-consuming, require new learning environments and different specialized faculty competence (Malmqvist et al.1).
In particular, design-build-test experiences play a critical role in the education strategy developed in the CDIO project (Berggren et al.2; CDIO Initiative Homepage3), an international initiative that aims to develop a new model for engineering education, characterized by using the process of conceiving-designing-implementing-operating, i.e. the product lifecycle, as the educational context. A prominent attribute of the CDIO initiative has been the design and implementation of a new class of student workspaces (design studios, classrooms, study areas, laboratories) that enable student teams to design, build and test in project-based courses. This is in contrast to traditional student labs that are heavily oriented towards demonstrations (Gunnarsson et al.4; Wallin & Östlund5).
The proper set-up of a student workspace that supports design-build-test education experiences requires consideration of a large number of factors – such as ownership, functionality, staff competence, costs, safety, security, sustainability and so on - that differ from those in classical student workspaces. A set of CDIO workspaces also needs to be designed holistically with the entire curriculum in view rather than an individual course or subject.
Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education
Young, P. (2005, June), Design And Development Of Cdio Student Workspaces Lessons Learned Paper presented at 2005 Annual Conference, Portland, Oregon. https://peer.asee.org/14623
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