Download - BRIEFING ON EAC REQUIREMENT, OBE, COMPLEX … · BRIEFING ON EAC REQUIREMENT, OBE, COMPLEX ENGINEERING, CAPSTONE PROJECT/ INTEGRATED DESIGN PROJECT & CDIO SUPPORTS CDIO: Framework

BRIEFING ON EAC REQUIREMENT, OBE, COMPLEX

ENGINEERING, CAPSTONE PROJECT/ INTEGRATED

DESIGN PROJECT & CDIO SUPPORTS

CDIO: Framework for Re-Thinking Engineering Education

-CDIO in Capstone Project-

ACADEMIC SEMINAR, 21 SEPTEMBER 2016

(Series 1/Sep16-Jan 17)

Presented by:

Assoc. Prof. Dr Nor Hayati Saad

Deputy Dean for Academics

Faculty of Mechanical Engineering, Universiti Teknologi MARA

Explain the Rationale for Design

Implement experiences / Design Project

OBJECTIVE

2

Design Thinking, Design Project, EAC

Requirement, Project Component, CDIO Element

EAC Requirement, OBE, Complex Engineering,

Design Project; Determine how CDIO can Strengthen

OBE Implementation & Design Component

Explain The Pillar of CDIO- The Standard &

Syllabus – Capstone/ Integrated Design Project

Project Intent, Gallery Walk, Prototyping,

Assessment

EAC Manual 2012

3

Reference: EAC Manual 2012, Engineering Accreditation Council 2012, BEM, page 16

“Design Projects

Design projects shall include complex engineering

problems and design systems, components or processes

integrating core areas and meeting specified needs with

appropriate consideration for public health and safety,

cultural, societal, and environmental considerations”

ENGINEERING PROGRAMME ACCREDITATION MANUAL

CRITERION 1 – ACADEMIC CURRICULUM [EAC MANUAL 2012: GUIDELINES FOR EVALUATION PANEL]

“The course content and core materials etc. shall cover each

component specified in Appendix B to an appropriate breadth

and depth, and shall be adequate and relevant to the

Programme Outcomes. ….” [3rd paragraph]

Reference: EAC Manual 2012, Engineering Accreditation Council 2012, BEM, Guidelines for Evaluation

Panel, page GL-16

4

APPENDIX B - ENGINEERING CONTENT FOR SELECTED

ENGINEERING DISCIPLINES AND INNOVATIVE

PROGRAMMES (DISCIPLINE: MECHANICAL)

(a) Engineering Sciences, Principles, and Applications

“An accredited programme is expected to cover the broad areas of the

respective disciplines at an appropriate level. The following are examples

of underpinning courses that may be introduced for the respective

disciplines”:

• Materials,

• Statics and Dynamics

• Fluid Mechanics

• Thermodynamics and Heat Transfer

• Mechanical Design

• Instrumentation and Control

• Vibrations

• Solid Mechanics

• Manufacturing/ Production

• Electrical Power and Machines

• Electronics and Microprocessors

• Computer Aided Engineering

Reference: EAC Manual 2012, Engineering Accreditation Council 2012, BEM, Appendix B, page B-1 – B-2




(b) Mathematics, Statistics and Computing

“These courses should be studied to a level necessary to underpin the

engineering courses of the programme and with a bias towards application.

The use of numerical methods of solution is encouraged, with an appreciation of

the power and limitations of the computer for modelling engineering situations.

Wherever practicable, it is preferred that mathematics, statistics and computing are

taught in the context of their application to engineering problems and it follows that

some mathematical techniques may be learnt within other subjects of the course.

In addition to the use of computers as tools for calculation, analysis and data

processing, the programme should introduce their application in such area as

given in the following…”:

• Computer Aided Design and Manufacture

• Economics Analysis for Decision Making

• Databases and Information Systems

• Operational Research

• On-line Control of Operations and Processes





(c) Engineering Applications

“Emphasis on engineering applications in degree programmes aims to ensure

that all engineering graduates have a sound understanding of up-to-date

industrial practice, in particular:

Mechanical Engineering: • To appreciate the characteristic behaviour of materials in a variety of user

environments

• To appreciate the range of manufacturing methods currently available and the skills

which they require in people for their use

• To appreciate the cost aspects of material selection, manufacturing methods,

operation and maintenance in their interaction with design and product marketing

• To understand the whole process of industrial decision-making in design,

manufacturing and use and how it is influenced not only by technical ideas but also

by the practical constraints of financial and human resources as well as the business

and social environment of engineering”


Reference: Wan Hamidon 2016, EAC Workshop – IHL Training, 1-3 Aug 9

10 Note: IEA – International Engineering Alliance



OBJECTIVE

11









Assessment

OUTLINE

1. Review of: OBE/ EAC/ CDIO Framework – Capstone Project

2. Correlation: EAC – CDIO; OBE - CDIO

3. How CDIO help to strengthen EAC/ OBE – Capstone Project

4. MQA: Aim of Programme (Diploma – Bachelor)

5. Correlation: MQA (LO) – CDIO

6. How CDIO help to strengthen MQA requirement

7. Conclusion

12

Strengthening OBE Implementation/ MQA Requirement Correlation to CDIO

FAC

DEPT

* PEO – PROGRAMME EDUCATIONAL OBJECTIVES, * PO – PROGRAMME OUTCOMES, * CO – COURSE OUTCOMES

PEO

PO

CO

ASSESSM

ENT D

IREC

T & IN

DIR

ECT

UiTM VISION / MISSION World Class Bumiputera Human Capital

Professional & Versatile Graduates ENTREPRENUERSHIP , COMMUNICATION,

LEADERSHIP INNOVATIVENESS / CREATIVENESS

Malaysia (High Income Economy)

Overall UiTM’s Learning Outcomes

FAC FAC FAC FAC

ELEM

ENTS

OF

SOFT

SKIL

LS

LO

UJKA_BHEA 2010

OBE: OUTCOME- BASED EDUCATION FRAMEWORK Example

Reference: Ramesh Singh 2016, EAC Workshop – IHL

Training, 1-3 Aug

Revision

14


Training, 1-3 Aug 15

Reference: Wan Hamidon 2016, EAC Workshop – IHL


Directly related to

POs

20

Reference: Noor K Nordin 2016, EAC Workshop – IHL Training, Academic

Curriculum, 1-3 Aug

Do HOTS [C5 & C6] are CPS/ CEA ??

Should we assess the CPS & CEA in

Final Examination or can we have it

in Design project??

21

Reference: Noor K Nordin 2016, EAC Workshop – IHL Training, Academic Curriculum, 1-3 Aug 22

Reference: Noor K Nordin 2016, EAC Workshop – IHL

Training, Academic Curriculum, 1-3 Aug 23


Training, Academic Curriculum, 1-3 Aug

C

D

I

O

Total

CPS/ CEA

How??

24

DISCUSSION

25

Take 5 minute to list differences

between and IDP/Capstone, FYP

and other courses and discuss

among your colleague

DISCUSSION

26

Take 5 minutes to discuss HOW

IDP/Capstone can be used to

address Complex Engineering

Activities.


Curriculum, 1-3 Aug 27

Ref: Graduate Attributes

and Professional

Competencies,

Version 3: 21 June 2013 28

Ref: Graduate Attributes

and Professional

Competencies,


Ref: Graduate Attributes and Professional Competencies,



Curriculum, 1-3 Aug 31

EAC: ENGINEERING ACCREDITATION COUNCIL

Qualifying Requirements

32

8 Components of Qualifying Requirement (Manual 2012)

1. Min 120 crs (80 credits – core engineering courses)/ 4yrs

2. FYP min 6 crs

3. Industrial Training min 8 weeks

4. Full time academic staff min 8

5. Staff: stud (1:20) or better

6. Examiner Report (2 in 5 years)

7. PEO

8. PO WA - WP - WK


Training, Academic Curriculum, 1-3 Aug 33

EAC: ENGINEERING ACCREDITATION COUNCIL

Accreditation Criteria

34

Criterion 1: Academic

Curriculum

Criterion 2: Students

Criterion 3: Academic &

Support Staff

Criterion 4: Facilities

Criterion 5: Quality

Management System

1. Reflect the philosophy

2. Balanced: technical-non technical

3. Broad areas (breadth / depth)

4. Variety Teaching Learning & Assessment mode

5. *Credit hour/ Lab work/ Industrial training/ Engineering practice/FYP/ Design Project

6. Condition for passing course

1. Students Performance: PO/CO/ PEO

2. Good understanding of Mathematics & Physics

3. Student intake requirement/ credit transfer/ credit exemptions

4. Teaching-learning environment

5. Counselling services: Academic, career, financial, & health

1. The full time equivalent to part time staff max 40%

2. Qualification: > Master or 1st degree with industrial experience/ professional qualification

3. Competent- OBE/ education/ background/ engineering & teaching experience/ good communication/ enthusiasm/ scholarship/ professional societies

4. Sufficient technical staff (max 2 labs)

1. Quality Environment 2. Adequate TL

facilities: learning support facilities, study areas, library, computing & information technology sys., Lab, workshop

3. Sufficient experimental facilities: experience in understanding & operating engineering equipment; modern engineering practice

4. Maintained for safety, health & environment

5. Facilities to support student’s life

1. QMS: controlling, managing, directing, organizing, supervising

2. Institutional support, operating environment, financial resources: V, M, strategic plans, constructive leadership, adequate policy & mechanism to attract, appoint, retain & reward staff

3. Programme quality mgt & planning

4. External Assessment & Advisory system

5. Quality assurance

34

HOW CDIO MAY HELP TO STRENGTHEN:

EAC/ OBE

CORRELATION OF :

EAC-CDIO

OBE-CDIO (PO)

35

CDIO SYLLBUS SUB-SECTION

EAC, ACCREDITATION CRITERIA

i ii iii iv v

1.1 Knowledge of Underlying Sciences

1.2 Core Engineering Fundamental Knowledge

1.3 Advanced Engineering Fundamental Knowledge

2.1 Engineering Reasoning and Problem Solving

2.2 Experimentation and Knowledge Discovery

2.3 System Thinking

2.4 Personal Skills and Attitudes

2.5 Professional Skills and Attitudes

3.1 Teamwork

3.2 Communications

4.1 External and Societal Context

4.2 Enterprise and Business Context

4.3 Conceiving and Engineering Systems

4.4 Designing

4.5 Implementing

4.6 Operating

Strong

correlation

Good

correlation

36

NOTE:

i- Academic

Curriculum

ii- Students

Iii- Academic &

Support Staff

Iv- Facilities

V- Quality Mgt

System

PROGRAMME OUTCOME (FKM, EM220)

37

PO1 Able to apply knowledge of mathematics, science, engineering fundamentals and an engineering specialization

to the solution of complex engineering problems;

PO2 Able to identify, formulate, research literature and analyze complex engineering problems reaching substantiated

conclusions using first principles of mathematics, natural sciences and engineering sciences;

PO3 Able to design solutions for complex engineering problems and design systems, components or processes that

meet specified needs with appropriate consideration for public health and safety, cultural, societal, and

environmental considerations

PO4 Able to conduct investigation into complex problems using research based knowledge and research methods

including design of experiments, analysis and interpretation of data, and synthesis of information to provide

valid conclusions;

PO5 Able to create, select and apply appropriate techniques, resources, and modern engineering and IT tools,

including prediction and modeling, to complex engineering activities, with an understanding of the limitations;

PO6 Able to apply reasoning informed by contextual knowledge to assess societal, health, safety, legal and cultural

issues and the consequent responsibilities relevant to professional engineering practice;

PO7 Able to understand the impact of professional engineering solutions in societal and environmental contexts and

demonstrate knowledge of and need for sustainable development;

PO8 Able to apply ethical principles and commit to professional ethics and responsibilities and norms of engineering

practice;

PO9 Able to communicate effectively on complex engineering activities with the engineering community and with

society at large, such as being able to comprehend and write effective reports and design documentation, make

effective presentations, and give and receive clear instructions;

PO10 Able to Function effectively as an individual, and as a member or leader in diverse teams and in multi-disciplinary

settings;

PO11 Able to recognize the need for, and have the preparation and ability to engage in independent and life-long

learning in the broadest context of technological change

PO12

Able to demonstrate knowledge and understanding of engineering and management principles and apply these

to one’s own work (including as an entrepreneur), as a member and leader in a team, to manage projects and in

multidisciplinary environments.

CDIO SYLLBUS SUB-SECTION

OBE: PROGRAMME OUTCOME(PO)

1 2 3 4 5 6 7 8 9

10

11

12

1.1 Knowledge of Underlying Sciences

1.2 Core Engineering Fundamental Knowledge

1.3 Advanced Engineering Fundamental Knowledge

2.1 Engineering Reasoning and Problem Solving

2.2 Experimentation and Knowledge Discovery

2.3 System Thinking

2.4 Personal Skills and Attitudes

2.5 Professional Skills and Attitudes

3.1 Teamwork

3.2 Communications

4.1 External and Societal Context

4.2 Enterprise and Business Context

4.3 Conceiving and Engineering Systems

4.4 Designing

4.5 Implementing

4.6 Operating

Strong

correlation

Good

correlation

38

NOTE:


EAC/ OBE

HOW CDIO HELP TO STRENGTHEN/

COMPLEMENT EAC/ OBE

39

HOW CDIO MAY HELP TO STRENGTHEN: EAC/ OBE

HOW CDIO HELP TO STRENGTHEN/ COMPLEMENT EAC/ OBE

EAC/ OBE ATTRIBUTE CDIO- COMPLEMENTARY FRAMEWORK

1. Framework PEO + PO + CO (Skill set: Cognitive + psychomotor + Affective)

framework consists of 12 standards, referred

to responsibilities of an engineer;

It helps to systematically strengthen the skill

set which include disciplinary knowledge +

personal skills + interpersonal skills set

2. Approach Graduate Outcomes after being trained with certain objective set

Adopt the principle of product, process and

system lifecycle development & Deployment:

Conceiving, Designing, Implementing, and

Operating (as the context for engineering

education)

It helps to directly embed the skill set

required by current business environment

3. Outcome the desired objective is first identified before the curriculum is created to support the intended outcome

the learning outcome or learning objectives

which is the detail of what students should

know and be able to do (open – ended) at the

conclusion of their engineering programs are

codified

40

HOW CDIO MAY HELP TO STRENGTHEN: EAC/ OBE

HOW CDIO HELP TO STRENGTHEN/ COMPLEMENT EAC/ OBE

EAC/ OBE ATTRIBUTE CDIO- COMPLEMENTARY FRAMEWORK

4. Assessment students is required to

demonstrate what they

have learned the

required skills and

syllabus content in

practice

The CDIO directly and clearly help to assess

student learning in personal, interpersonal

and product, process and system building

skills, as well as in disciplinary knowledge

CDIO provides an approach of:

Introduce-Teach-Utilize-Assess; it helps to

strengthen the implementation & assessment

skills set.

It provides variety teaching-learning-assess

mode to support the EAC requirement

5. Curriculum Structure Balanced technical &

non-technical course &

breadth & depth of

courses

CDIO helps to explicitly define curriculum structure :

Integrated curriculum is a documented plan that

integrates CDIO skills with technical disciplinary

content and that exploits appropriate disciplinary

linkages

It provides more meaningful program

41

HOW CDIO HELP TO STRENGTHEN/ COMPLEMENT EAC/ OBE EAC/ OBE ATTRIBUTE CDIO- COMPLEMENTARY FRAMEWORK

6. Design Project

It helps to provide a systematic package of

design build experiences from year 1 to year4

7. Teaching-Learning

Approach

Variety teaching

learning assesment

mode

It provides project based on design-build

experiences & TL approaches through active

learning

With integrated learning experiences, faculty can be

more effective in helping students apply disciplinary

knowledge to engineering practice and better prepare

them to meet the demands of the engineering

profession.

8. Skill sets

University + MQA

The CDIO directly helps to tap 4 group of skills:

Personal, Interpersonal, CDIO, Core Discipline

knowledge

9. Staff Competency The CDIO provide ways how staff should be

competent

42

HOW CDIO HELP TO STRENGTHEN/ COMPLEMENT EAC/ OBE EAC/ OBE ATTRIBUTE CDIO- COMPLEMENTARY FRAMEWORK

10. Industrial Exposure

It provides Integrated curriculum together

with design-build experience which considers

real industrial project (to be connected with

industry)

11. Complexity level of

curriculum

CDIO helps to emphasize the complexity by defining

the scope size of project, when it is applied, duration

of project, and where it is applied either earlier

semester or at the end of academic study

12. Facilities CDIO complements the requirement of facilities in

EAC; where it is important for hands-on learning, self

learning & societal learning

43

CONCLUSION

44

The CDIO approach provides a reference model for engineering

education where professional practice and innovation is focused.

The CDIO approach is codified in the CDIO Syllabus and standards.

CDIO elements can be used as an integrated set or piecewise, are

subjected to adaptation to local context.

The CDIO is an open endeavor-you are welcome to participate and

contribute – 129 universities worldwide are now members of the

CDIO initiative [2015].

To learn more, visit www.cdio.org or read Rethinking Engineering

Education: The CDIO Approach by Crawler,Malmqvist, Ostlund, &

Brodeur, 2007.

The CDIO helps to strengthen the EAC/OBE/ MQA

SUMMARY

http://www.cdio.org/



OBJECTIVE

45









Assessment

OUTLINE

1. Objective of Session

2. CDIO Learning Environment vs Business Environment

3. Business Environment: Product/ Process/ System cycle

4. Conceive; Design; Implement; Operate (business

environment)

5. What is CDIO & 12 CDIO Standard

6. Underlying need to Goals

7. The CDIO Syllabus

8. Standard 1-12

9. Summary of Engineering Education

46

The Pillar of CDIO-The Standard & Syllabus

Customer needs

Technology

Regulation

Concept.

development

Technical

Business plan

CONCEIVE

Plans

Drawings

Algorithm

DESIGN

IMPLEMENT

Manufacturing

Coding

Testing

Validation

PRODUCT

/SYSTEM

lifecycle OPERATE

(deliver intended

value)

Maintaining

Evolving

Technical/

Disciplinary

knowledge

Interpersonal

skills

47

WHAT IS CDIO?

LEARNING ENVIRONMENT versus BUSINESS

Personal

skills

STAKEHOLDERS??

EUROPE N. AMERICA REST OF WORLD

ORIGINAL

COLLABORATORS

Chalmers KTH Linköping MIT

Conceive – Design – Implement – Operate

worldwide implementation

Note:- KTH: Royal Institute of Technology 48

With 97 collaborating educational institutions worldwide, the

CDIO initiative is expanding constantly. Reported on 30 May 2013

• MIT and other leading American, European, Canadian, British, African, Asian, and New Zealand schools have formed a collaborative, the CDIO Initiative, to develop and implement this model worldwide dedicated to improving the education of engineering students.

•

49

https://www.facebook.com/uitmcdio/ 50

CDIO Collaborators - 2013

North America Region

Arizona State University

California State University, Northridge

Daniel Webster College

Duke University

École Polytechnique de Montréal

Embry-Riddle Aeronautical University

LASPAU: Academic and Professional

Programs for the Americas (affiliated with

Harvard University)

Massachusetts Institute of Technology

Pennsylvania State University

Queen's University (Canada)

United States Naval Academy

University of Calgary

University of Colorado

University of Manitoba

University of Michigan

51

Southeast Asia Region

Singapore Polytechnic

Nanyang Polytechnic

School of Engineering at Taylor's University College

Vietnam National University - Ho Chi Minh City

East Asia Region

Beijing Jiaotong University

Chengdu University of Information Technology

College of Light Industry, Hebei United University

Kanazawa Institute of Technology

Kanazawa Technical College

Shantou University

Tsinghua University

Qingqong College, Hebei United University

Middle East Region

AFEKA Tel Aviv Academic College of Engineering

SCE Shamoon College of Engineering

Southern Europe Region

Instituto Superior de Engenharia do

Porto

Polytecnico di Milano

Telecom Bretagne

Universitat Politècnica de Catalunya

(Telecom BCN)

Latin America Region

Pontificia Universidad Javeriana

UNITEC Laureate International

Universities

Universidad Católica de la Santísima

Concepción

Universidad de Chile

Universidad de Santiago de Chile

Africa Region

University of Pretoria

Nordic Region

Aalborg University Denmark

Chalmers University of Technology

Engineering College of Aarhus

Gdansk University of Technology

Group T - International University College

Leuven

Helsinki Metropolia University of Applied

Sciences

Hochschule Wismar

Hogeschool Gent

Jönköping University

Kemi-Tornio University of Applied Science

KTH Royal Institute of Technology

Lahti University of Applied Sciences

Linköping University

Savonia University of applied Sciences

Seinajoki University of Applied Sciences

RWTH Aachen

Technical University of Denmark

Turku University of Applied Sciences

Umeå University 51

52

Notional Development of

Engineering Education

Engineers need BOTH dimensions, and we need to

develop an education that delivers BOTH

Product,

Process &

System

Building

Skills,

Personal,

Interpersonal

Skills

Disciplinary

Knowledge

Pre-1950s:

Practice

1960s:

Science &

practice

1980s:

Science

2000:

CDIO

52

• In the late 1990s, MIT engaged in a rigorous process to determine the knowledge, skills and attitudes that graduating engineers should possess. They surveyed industry and government leaders, alumni, and educators, and examined industry and accreditors' wish-lists

• The results show that the success of real-world engineering requires more than knowledge of engineering fundamentals; it requires abilities ranging from experience with hands-on design-build projects to skills in communications and teamwork.

53

INDUSTRY EXPECTATIONS – DESIRED ATTRIBUTES OF AN ENGINEER

A good understanding of

design and manufacturing process

A good understanding of

engineering science fundamentals – Mathematics, Physical and Life Sciences and

Information Technology

A multi-disciplinary, systems perspective

A basic understanding of the context in which engineering is practiced – Economics, History,

Environment, Customer and Societal Needs

Good communication skills – written, oral, graphic and listening

A profound understanding

of the importance of teamwork

Personal Skills- high ethical

standards, ability to think both critically and creatively,

independently and cooperatively , flexibility

Curiosity and a desire

to learn for life

54

INDUSTRY EXPECTATIONS – DESIRED ATTRIBUTES OF AN ENGINEER

How is our students

employment status ??

Have we

documented it ??

What skills should we infuse ??

Where the hands on experience

and social learning can take

place ??

Have we done

that ??

OBE ??

55

Example A Cell phone

56

Product Life Cycle: Sales and Profit

Component-based test

framework

Service virtualization

Manual

testing

GUI

Automation

Services &

API

automation

WHAT IS CDIO?

BUSINESS ENVIRONMENT (PRODUCT)

Raw materials

mined &

Processed

CP is

manufactured CP is purchased &

used

Consumer

recycle phone

Reused/

refurbished

Recycling

Recover valuable

material

(gold, plastic,

copper)

Consumer throw

away phone

Incinerator/

Landfill

Cell Phone lifecycle

CONCEIVE

DESIGN IMPLEMENT

OPERATE

CONCEIVE (C) Example: car

• Customer needs

• Technology

• Regulation

• Conceptual

development

• Enterprise strategy

• Business plan

57

DESIGN (D)

• Plans

• Drawings

•Algorithm

58

A car

A bridge

IMPLEMENT (I)

59

• Manufacturing

• Coding

• Testing

• Validation

OPERATE (O)

60

(deliver intended

value)

• Maintaining

• Evolving/

Growing

CONCEIVE – DESIGN – IMPLEMENT – OPERATE ?

The 2nd Penang Bridge

Ramp collapsed, 6 June

2013

The 4th Floor of a building under construction Collapsed (behind

Hilton Hotel, PJ), 15 May 2016

61

DESIGN Current Scenario, Malaysia (Asia Design Sharing Council)

62

New Straits Times 3 , 4 July 2013

Cooperation towards

creating a better world

through design (Korea,

Thailand, Philippines,

Vietnam, Malaysia

A strategic design

agency under MOSTI 12 Trans-Pacific Partnership

Countries? TPP

WHAT IS CDIO?: 12 CDIO STANDARD

2- Learning Outcome

7- Integrated Learning Experience

8- Active Learning

63

CDIO

AS THE

CONTEXT

THE CDIO

SYLLABUS

INTEGRATED

CURRICULUM

INTRO TO

ENGINEERING

DESIGN-

IMPLEMENT

EXPERIENCES

WORKSPACES

LEARNING

FACULTY

COMPETENCE

ASSESSMENT

PROGRAM

EVALUATION

WHY WHAT

HOW

HOW

WELL

1

5 3

4

2

11

12 6

7 8

9 10

9- Skills Competence

10- Teaching Competence

JUSTIFICATION – WHY CDIO

1. The content of CDIO syllabus itself supports the nature of future engineers & requirements as stated

by EAC, BEM.

2. CDIO Framework which emphasizes on Introduction to Engineering course [CDIO, Standard 4] in

sem. 1 is interesting and suit with the needs to support overall students motivation at the beginning

of the program; the course should be taught interactively to give a reason on the entire design of

program/curriculum plan.

3. CDIO shows how to design an Integrated Curriculum [CDIO, Standard 3] to cover the requirement of

knowledge, technical, personal & interpersonal skills without putting burden on the customer/

students.

4. CDIO shares the way to conduct Design Implement Experience [CDIO, Standard 5] where it is directly

supported the requirement of EAC for Complex Problem Solving & Complex Engineering Activities.

Nor Hayati Saad, NHS UiTM CDIO Coordinator/ Head of master trainer , 21 September 2016

64

CDIO is not a new practice for FKM UiTM. The faculty has been implemented

the CDIO elements since the faculty or Engineering School establishment or

development. Only the CDIO term is new; …but it is not really new, just to add

flavours for program rebranding and the continuous needs on current

education reform. Justification:

JUSTIFICATION – WHY CDIO (cont.)

5. CDIO emphasizes on KEY IMPORTANT of LEARNING: Learning Outcome [CDIO, Standard 2], Integrated

Learning Experience/ Experiential Learning [CDIO, Standard 7], & Active Learning [CDIO, Standard 8];

therefore CDIO provides ways for Teaching& Learning to be more interesting, to embed concrete

experience on engineering practices, and to ensure all designed courses more meaningful.

6. CDIO highlights & imparts the importance of workspace for students grooming and also to support

students’ T&L experiences [CDIO, Standard 6].

7. The CDIO Standard & practices also emphasize the Faculty Competence; all staff need to be competent

in order to groom, nurture and facilitate students. Therefore the competency of staff / staff skills

(knowledge, technical, personal and interpersonal skills) [Skills Competence, CDIO Standard 9] and

Teaching Competency [Teaching Competence, CDIO Standard 10] are very important and it is aligned

with EAC requirement.

8. CDIO shares the importance of Assessment and provides guideline in matching with the Cognitive

requirement and ways to write learning outcome statement and prepare rubrics of assessment [CDIO

Standard 11] .

Nor Hayati Saad, NHS UiTM CDIO Coordinator/ Head of master trainer , 21 September 2016

65

Justification:

CDIO Standards

Curriculum

Workspace/Labs

Teaching & Learning Methods

Enhancement of

Faculty Competence

Assessment Methods

Standard 2 CDIO Syllabus Outcomes

Standard 3 Integrated Curriculum

Standard 4 Introduction to Engineering

Standard 5 Design-Build Experiences

Standard 7 Integrated Learning Experiences

Standard 8 Active Learning

Standard 9 Enhancement of Staff CDIO skills

Standard 10 Enhancement of Staff Teaching

Skills

Standard 11 CDIO Skills Assessment

Standard 12 CDIO Program Evaluation

Standard 1 CDIO as the context

Standard 6 CDIO Workspaces

66

12 CDIO STANDARD

• Define the distinguishing features of a

CDIO program

• Serve as guidelines for program reform,

• Create benchmarks and goals that can be

applied worldwide

• Provide a framework for continuous

improvement

CDIO GOALS/ STANDARDS

67

68

UNDERLYING NEED TO GOALS

- a comprehensive statement of detailed

Goals for an Engineering Education

1. Technical 3. Interpersonal 2. Personal

4. CDIO

PROCESS

TEAM PRODUCT SELF

Educate students who

Understand how to conceive-design-

implement-operate

A modern

team-based

engineering

environment

Mature

and thoughtful individuals

Complex value-added engineering

systems

The CDIO Syllabus

“ The Syllabus is just a reference document, and it is not prescriptive. If programs feel that the Syllabus is not

appropriate for their programs, or needs to be expanded, they can modify

it in any way desirable to them.”

Crawley, Malmqvist, Lucas and Brodeur (2011)

The CDIO Syllabus v2.0: an updated statement

of goals for Engineering Education,

69

CDIO SYLLABUS

72

Adoption of the principle that product, process, and system

lifecycle development and deployment –

Conceiving, Designing, Implementing and Operating --

are the context for engineering education

(See Handbook, p. 5)

CDIO AS THE CONTEXT [STANDARD 1]*

•It’s what engineers do!

• Provides the framework for teaching skills

• Allows deeper learning of the fundamentals

• Helps to attract, motivate, and retain students

73

Process Cycle of product

Development

Capstone Project (FKM)

CONCEIVE – DESIGN – IMPLEMENT – OPERATE

(It’s What Engineers do)

CONCEIVE (1)

DESIGN (2)

IMPLEMENT (3)

OPERATE (4)

74

In Enterprise, Business, Societal Context

LEARNING OUTCOMES [STANDARD 2]*

Section1

Technical

Disciplinary

Knowledge

Section 2

Personal

Section 4

Interpersonal

Section 3

Product,

System

Building

• what

students

should know

• be able to do

Cognitive & Affective:

• Engineering

reasoning

• Problem solving

• Experimentation

• Knowledge discovery

• System thinking

•Creative thinking

•Critical thinking

• Professional ethics

• Teamwork

• Leadership

• Communication

• Conceive

• Design

• Implement

•Operate

Disciplinary Courses + skills + Project = Integrated Curriculum

INTEGRATED CURRICULUM [STANDARD 3]*

76

Learning

Experiences

Learning of

Disciplinary

Knowledge

Practical

skills

Soft/ Personal-

Interpersonal

skills

C D

I

PRODUCT

PROCESS

SYSTEM

lifecycle O An integrated

Curriculum: Organized around

disciplines, but

With skills and

project

interwoven

Disciplinary Subject Linkage

• To show the common intellectual bases

of the disciplines

• To demonstrate how disciplines work

together

• To deepen understanding of disciplines

by comparing and contrasting

• To (potentially) increase industry

participation

77

INTRODUCTION TO ENGINEERING [STANDARD 4]

Product/

Process/

System

Interpersonal

skills

Personal skills

Practical skills

78

Leadership

Teamwork

Networking

Communication

Framework for Engineering Practices; ‘Students engage in the practice

of engineering through problem solving and simple design exercises,

individually and in teams’

• To motivate students to study

engineering

• To provide a set of personal

experiences which will allow

early fundamentals to be more

deeply understood

• To provide early exposure to

system building

• To teach some early and

essential skills (e.g.,

teamwork)

79

Disciplines

Importance of

Introduction to Engineering

DESIGN-IMPLEMENT EXPERIENCES [STANDARD 5]*

Creation of Product/ Process/ System

Complexity (Low):

Building a model airplane from a kit

Complexity (High)

Gokart

80

Activity I-O

Structure Structured

Solution Known

Team Individual

Duration Days

Activity C-D-I-O

Structure Unstructured

Solution Unknown

Team Large team

Duration months

CDIO Consideration

Basic Advanced

Squence in

the program

Scope Small/ Few days Large/ Few weeks or

month

Complexity •e.g. I-O

•Structured

•Known solution

•Individual

• C-D-I-O

•Unstructured

•Unknown

•Large team

Earlier in the

program

At the end of

the program

INTRODUCTION

TO ENGINEERING CAPSTONE PROJECT/

FYP

81

ENGINEERING WORKSPACES [STANDARD 6]

Emphasize on Hands-On Learning (Personal & Sosial learning)

82

Classroom, Lecture hall, Seminar room, CDIO Wokspace & Laboratories

INTEGRATED LEARNING EXPERIENCES [STANDARD 7]*

Pedagogical approaches & Professional Engineering Issues

Disciplinary

Knowledge

Product/

Process/

System

building skills

Personal

&

Interpersonal

skills ILE

Personal Skills: Initiative & Willingness

to Take Risks

Determination

Flexibility

Creative Thinking

Critical Thinking

Awareness of One’s

Personal Knowledge,

Skills & Attitudes

Curiosity

Lifelong Learning

Time and Resource mgt

83

Example : Industrial partner, alumni, key stake holders

ACTIVE LEARNING [STANDARD 8] Teaching learning based on active experiential learning method:

thinking & problem solving activities

Blended Learning

Debate-Lecture &

Competition

Lab. Demonstration &

hands-on

Group Discussion

84

Concept question

Active experiential learning: students take on roles that

simulate professional engineering practice, e.g. design-

implement projects, simulations, & case studies.

ENHANCEMENT OF FACULTY SKILLS COMPETENCE

[STANDARD 9]*

Actions that Enhance Faculty Competence

Partnership with

industry in Research &

Education Project

Industrial Attachment Engineering Practices

85

Staff need to

be competent

in all skills

Rapid pace of

Technological

Innovation:

Continous

updating

engineering

skills

Provide

relevant

examples

to

Students!

As role

models of

contemporary

engineers

ENHANCEMENT OF FACULTY

TEACHING COMPETENCE [STANDARD 10]

Hiring on effective teaching methods

Support for faculty participation in university and

external faculty development programs

Forums for sharing ideas & best practices

86

Training/ Conference

Integrated Learning Experiences + Active Experiential

Learning Method + Assessing Student learning

IMECHE Student Chapter, Malaysia, 2012 Academic Visit, Hannover 2012 MoU with Dassault Aviation 2012

Emphasis in performance reviews

LEARNING ASSESSMENT [STANDARD 11]*

Measure of the extent to which each student achieves

-personal and interpersonal skills,

-product, process, and system building skills,

-disciplinary knowledge

87

Written and oral tests

Recorded observations of student performance

Rating scales (Rubric)

Student reflections

Journals/ portfolios

Peer and self-assessment

Introduce -Teach - Utilize - Assess

PROGRAM EVALUATION [STANDARD 12]

Evidence of overall Program

88

Course evaluations

Instructor reflections

Entry and exit interviews (student feedback)

Reports of external reviewers (external examiner)

Follow-up studies with graduates/ Alumni

Follow-up studies with employers/ industry

other key stakeholders: visiting professor

•Instructor

•Students

•Program Administrator

•Alumni

•other key stakeholders

Feedback

•Decision-

Program

• Continous

•Improvement

SUMMARY OF THE MAIN GOALS OF

ENGINEERING EDUCATION with CDIO

89

To educate students who are able to:

Master a deeper working knowledge of the

technical fundamentals

Lead in the creation and operation of new

products, processes, and systems

Understand the importance and Strategic

impact of research and technological

development on society



OBJECTIVE

90









Assessment

INNOVATION & DESIGN

THINKING

91

If I had 20 days to

solve a problem,

I would spend 19

days to define it.

92

This is the type of work

done at universities and

some R&D labs. There

isn’t a clearly defined

outcome. The point is to

discover more about how

things work

This is the type of

innovation that Apple

excels at, where there is

a clearly defined problem

and a reasonably good

understanding of how to

solve it

In this case, the

problem is well

defined, but the

path to the solution

is unclear, usually

because those

involved in the

domain have hit a

wall.

These tend to be new

approaches to old

products and services.

93

Design Thinking for

Innovation

94

Audit / Benchmark

Trends, understand

customers

Arts, sciences,

culture, meditation,

sleep on it Co-creative, multi-disciplinary,

visual, brainstorming, future

scenarios'

95

I have a

challenge

How do I

approach it?

1 DISCOVERY

I learned

something

How do I

interpret it?

2 INTERPRETATION

3 IDEATION

I see an

opportunity

What do I

create?

I have an idea

How do build

it?

I tried

something

What do I

evolve it?

4 EXPERIMENT

5 EVOLUTION

Five phases of design process

The design process is what puts Design thinking into action

It’s a structured approach to generating and developing ideas 96

Why do companies have so much trouble

managing creativity and innovation?

Because traditional business does not link the two

design thinking

Managers do not know “what to do” with

designers

97

COMBINE OUTSIDE-IN & INSIDE-OUT

Identify

Business

Develop

Technology Create

Concepts

Build

Business

Develop

Technology

Create

Concepts

Fit them to

Users

Understand

Users

98

USE EMPATHY FOR STAKE HOLDERS

DESIRABILITY What is it, people

desire?

FEASIBILITY What can be done in terms of

capabilities and technology?

VIABILITY What can be

financially viable?

99

EMBRACE DIVERSITY & MULTI-DICIPLINARY

100

INDUSTRY

DESIGN

GRAPHIC

DESIGN

HUMAN

SCIENCES

INTERACTION

DESIGN

WEB

DESIGN

MECHANICAL

ENGINEERING

PRODCTION

ENGINEERING

SOFTWARE

ENGINEERING

HARDWARE

ENGINEERING

PHYSICAL

SCIENCES

COMPUTER

SCIENCES

Physical Design

Digital Design

Hu

ma

n &

Su

bje

cti

ve

Tech

nic

al &

Ob

jectiv

e

101

THINK HOLISTIC: META-COGNITIVE

102

GENERATE MANY, MANY, MANY IDEAS …

103

FIND AND ITERATE ALTERNATIVE SOLUTIONS

Solution

104

What is Design Thinking?


105

SOME BOOK EXAMPLES ………

106

….. is human-centered

Focus on people / customers and their

needs and not on a specific technology or

other conditions.

Methods therefore used are observations,

interviews, brainstorming, prototyping…

Innovating at the intersection of business,

technology and people leads to radical, new

experience innovation.

The user is the one to decide if a product or

a service should exist or be established.


107

BUSSINESS

(viability)

PEOPLE

(desirability) TECHNOLOGY

(feasibility)

PROCESS

INNOVATION

FUNCTIONAL

INNOVATION

EMOTIONAL INNOVATION

- Brands

- Marketing

- Relationship

EXPERIENCE

INNOVATION

DESIGN

THINKING


….. is human-centered

108

During anytime of the projects, Design

Thinking teams work with the iterative

approach :

Redefining the problem, need

finding, ideation, building of

prototypes, testing with the user.

The iterative approach enables a higher

expertise in the field of human needs

and supports variety of results.

……… is an iterative learning process


109

… consist of diverging & converging phases Design Thinking enables team members to think diverse.

The results of diverse thinking build the base for the

converging finalization.

Design Thinking is a structured method with clearly

defined milestone over a project timeline.

Projects are usually built upon a certain goal defined in the

beginning.

Design Thinking projects on the other hand, have a lot of

ambiguity to it as the outcome is open until the very final

phase.


110

PROBLEM SOLUTION PROBLEM SOLUTION

ABDUCTIVE

THINKING

UNDERSTAND

Innovation through

new ways of

thinking


…… consist of diverging & converging phases

111

……. is prototyping

Tangibility, experiencing and testing of results are

essential basics of design thinking.

Prototypes allows end-users to participate early in the

innovation process.

Surface feel allows earliest understanding of complex

challenges.


112

MAKE YOUR

IDEAS

TANGIBLE

FEEDBACK

……. is prototyping


113

C

HOW

To make it

HOW

To make it

D I O

I O

Why Design Thinking in CDIO?

114

CONCEIVE DESIGN IMPLEMENT OPERATE

What is our Design

Thinking Framework for

UiTM?


115

Sense &

Sensibility Empathy Ideation Prototype

define develop

refine our point of view

generate new idea


SP’s Design Thinking Framework

116



OBJECTIVE

117









Assessment

What is Project Intent?

118

The STEEP Analysis

used in marketing

a method to analyse

the macro-economy of

the firm (to determine

which factors can

influence its success)

Project Intent

120

The impact of the external environment on the Company

Revealing the trends of the external environment on the

world

Revealing environmental trends that may have an impact

on the company

Analysing these trends

Pointing out new

opportunities

Take special measure

to take advantage of

the opportunities

Analysing the

future trends Analysing the

effects ST

EE

P A

na

lys

is

Project Intent

121

From 1 minute idea

122

The project intent

PROBLEM The problem we are trying to solve

CUSTOMERS For whom?

RATIONALE Why does it matter?

PRIOR EFFORTS How often solution attempts have failed?

NEW VALUE What make our solution different from others

OPPORTUNITY What are the greatest opportunity?

REFERENCES Any reference or analogies?

Project Intent

123

Empathy

Empathy

124

IT IS ABOUT

LOOKING

AT PEOPLE

AND SEEING THINGS FROM

THEIR/ CUSTOMER

VIEWPOINTS, NOT YOURS

Empathy

125

Empathy

Empathy is

Seeing with the eyes of another,

Listening with the ears of another,

and feeling with the heart of another.

126

Empathy

WE NEED EMPATHY TO :

Collaborate Successfully

Solve Problems

Drive Change

Align Interests

Make Good Decisions

Lead Effectively

127

Empathy

Low Empathy High Empathy

High Scale

Low Scale

Most

organisations

that have

reached

The Ideal,

when

possible

Most Social

Enterprises

at an early

stage

128

THOUGHTS & BELIEFS

FEELINGS & EMOTIONS

QUOTES AND

DEFINING WORDS

ACTIONS &

BEHAVIOURS

Empathy

“Graduate with Head (knowledge), Hand (Hands-on) and

Heart (Good Attitude)” – Session With VC 20 June 2016

Empathy

We believe empathic

discovery & observation

is the key to successful

innovation

130

Discover Unmet Needs of User

Observation and interview tools

Develop 20 Question

Empathy – Select 1 Design Project

131

INTERVIEW

An interview is an

official meeting in

which one or more

persons question,

consult, or evaluates

another person to get

information

Empathy

132

Interviewing people offers only a short

period of time in which you can learn

about candidates and determine if they

are right for a position in your company.

Even a second interview does not afford

you much time. Interviews are brief

encounters, and therefore, they should

be taken advantage of so that you make

the best use of your time

Empathy

133

Empathy

Interviewing people 134

Activity – Let’s try out an interview

( 1:30 pm

3 interview at least half an hour each.

Activity – Let’s try out an interview

Interview Interview Interview

135

What do you observe about interview A, B and C

INTERVIEW ACTIVITY

What is clustering technique?: Affinity Diagram

– Can you help to cluster: 1 min Idea?

….is the

process of

organising

objects into

groups whose

members are

similar in

some way.

136

It Might Look Like This

….. pre-clustering

Empathy

137

… post clustering

Empathy

138

Innovation is the central issue in economic

prosperity

Design thinking play an important role in

innovation

Design thinking involves empathy, embrace

and observation and interrelated with

people, business and technology.

Summary

139

Conceiving and Design Products & Systems

140

CONCEIVE

DESIGN

IDEATION

EMPATHY

OPERATE IMPLEMENT

STEEP

DEFINE

NEED/PROBLEM

SOLUTION BRAINSTORMING

CONCEPT

PROTOTYPE

Conceive and Design

PERSONA QFD

HOUSE OF QUALITY

141

“A prototype is an early sample

or model built to test a concept or

process or to act as a thing to be

replicated or learned from.” –

Landay, 2013

What is prototype

142

Prototyping is the iterative development of artifacts –

digital, physical, or experiential – intendes to elicit

qualitative or quantitative feedback (Geehr, 2008)

Prototyping

143

They serve a variety of purposes which include:

Evaluation and feedback (within and outside of

team)

can test out ideas for yourself

can see/interact with prototype vs document

Team members can communicate effectively

It encourages reflection: very important aspect

of design

Prototypes answer questions, and support

designers in

choosing between alternatives

Why Prototype ?

144

• Technical issues: working details of a business rule

e.g. stepwise working of how the rule is applied

• Screen layouts and information display: placement of different widgets, types of widgets, etc

e.g. should edit fields come after/before control buttons

• Work flow, task design: the sequence of steps required to achieve the task

e.g. flow from one screen to another, changes on the screen

• Difficult, controversial, critical areas: provide alternative solutions to be assessed

e.g. business critical reports with specific alignment of fields

What to prototype

145

Low Fidelity Prototyping

High Fidelity Prototyping

Throw-away Prototyping

Evolutionary Prototyping

Types of prototyping

146

Low-fidelity prototyping is generally limited function, limited interaction prototyping effort.

They are constructed to depict concepts, design alternatives and screen layouts. They are intended to demonstrate general look and feel of the interface.

They are created to educate , communicate and inform, but not to train, test or serve as a basis for which to code.

Low fidelity prototyping is used early in the design cycle to show general conceptual approaches without much investment in development.


147

Uses a medium which is unlike the final medium, e.g.

paper, cardboard

Is quick, cheap and easily changed

Examples:

sketches of screens, task sequences, etc

‘Post-it’ notes

Storyboards


148

Sketching

• Sketching is important to low-fidelity

prototyping

• Don’t be inhibited about drawing

ability. Practice simple symbols

• Can use post-its, photo-copied

widgets, etc.

149

Sketching

150

Often used with scenarios, bringing more detail, and a chance to role play

It is a series of sketches showing how a user might progress through a task using the device, like a comic book

Used early in design

Goals are to effectively communicate with users or stakeholders

Storyboards

151

Storyboards/Tutorials/Manuals

Manuals - storyboards set within textual explanations- people often read manuals of competing products to check: interface/functionality/match to task

Storyboard prototye

152

The second sketch depicts

an app that would allow

users to interact with native

speakers of other

languages in scenarios that

are likely to arise in a

genuine experience abroad.

The first sketch depicts

an app for tangible

world exploration, which

we found to be the most

practical and the easiest

to visualize.

The third of these

sketches depicts a

"time-traveling"

interface that would

allow users to swipe

through different time

periods as they

observed a given

virtual location

Through the sketch, we saw that this could be genuinely meaningful to people, because of the commonness of the desire

to learn a second language; this idea also left room for numerous creative ideas

154

Stor

yboa

rd p

roto

type

Reasoning for Alex's Sketches

Our group chose to prototype through sketching because sketching allowed us to visualize

the gestures we wanted to associate with different functions of our Kinect application with

out investing much time or effort. The sketches gave us a general idea of what the gestures

would like and allowed us to evaluate their intuitiveness.

155

Stor

yboa

rd p

roto

type

156

Stor

yboa

rd p

roto

type

157

Stor

yboa

rd p

roto

type

158

it made us focus on a specific user to help us narrow our

user base while helping us to visualize a more concrete

situation where our application would be used. This made

us focus on the details of our design more and better

understand the need that we were trying to satisfy.

160

Using Stationary

Stationary Index cards (3 X 5 inches)

Large, heavy, white paper (A3 or 11x17)

5x8 in./A5/A6 index cards

Tape, stick glue, correction tape

Pens & markers (many colors & sizes)

Post-its

Overhead transparencies

Scissors, cutters…

Each card represents one screen

Often used in website development

161

High Fidelity Prototyping

Prototype looks more like the final system than a low-fidelity version.

Danger that users think they have a full system…….see compromises

Hi-fi prototypes

Characterised by a high-tech representation of the design concepts

Resulting in partial to complete functionality.

Advantage:

Enables users to truly interact with the system.

162

Problems with Hi-fi prototypes

Take time to build higher cost

Testers and reviewers comment on fit and finish

issues

Reluctance to change the design

Users may think they have a full system

A single bug can lead to a complete halt in

evaluation

163

Throw-away Prototyping

Throw Away Prototype is developed from the initial

requirements but is not used for the final project.

Written specifications of the requirements

Some developers believe that this type is a waste of

time because you don’t use it.

Regardless if prototype is discarded or kept for

production, you must use a easy to use language.

164

Evolutionary Prototyping

Evolutionary prototyping is consider the most

fundamental form of prototyping.

Evolutionary prototyping main concept is to build a

robust prototype and constantly improve it.

Objective to deliver a working system to the end user.

According to Steve McConnell, "evolutionary delivery is a

lifecycle model that straddles the ground between

evolutionary prototyping and staged delivery."

165


EAC/ OBE

ASSESSMENT METHODS

166

CORRESPONDANCE BETWEEN THE

ASSESSMENT INSTRUMENTS AND BLOOM’S

TAXONOMIC LEVEL – COGNITIVE DOMAINS

168

CORRESPONDANCE BETWEEN THE

ASSESSMENT INSTRUMENTS AND BLOOM’S

TAXONOMIC LEVEL – COGNITIVE DOMAINS

169

THE USE OF RUBRICS – STEPS

FOR DESIGNING A RUBRIC

1

2

3

170

EXAMPLE – THE MIND MAP RUBRICS

171

EXPERIENTIAL LEARNING CYCLE

172

THANK YOU

173

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Acknowledgement Many thanks to those who (from the institutions/ bodies) directly/ indirectly contribute materials for the slide presentation, sponsor/ support the CDIO program and academic program/curriculum/ achievement and development: 1. Singapore Polytechnics (2012-2014)

2. Temasek Foundation, Singapore (2012-2014)

3. Wordwide CDIO initiatives (2012-present)

4. All UITM CDIO Master Trainers (2012 – present)

5. The CDIO Patron, the Vice Chancellor of UiTM (2012 – present)

6. All CDIO sponsors, Deputy Vice Chancellor for Academics and Internationalization

UiTM, Engineering Deans UiTM (Faculty of Mechanical Engineering, Civil Engineering, Electrical Engineering and Chemical Engineering) (2012 – present)

7. Engineering Accreditation Council (All the Director and Deputy Directors) (2012 – present)

8. All FKM staff UiTM

174

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