CDIO CONCEIVE, DESIGN, IMPLEMENT, OPERATE - ELLER - UDDANNELSE PÅ INGENIØROMRÅDET

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1 22. NOVEMBER 2012 CDIO CONCEIVE, DESIGN, IMPLEMENT, OPERATE - ELLER - UDDANNELSE PÅ INGENIØROMRÅDET JENS BENNEDSEN INGENIØRDOCENT, LEDER CDL CDL cdio Dev lab

2 HVORFOR? Personlige og sociale kompetencer produkt, proces og system konstruktionskompetencer Pre-1950s: Praksis 2000: CDIO Pre-1980s: Praksis & science Fag-faglig viden 3

3 AFTAGERNE Passow, Honor J. (2007) WHAT COMPETENCIES SHOULD ENGINEERING PROGRAMS EMPHASIZE? A META-ANALYSIS OF PRACTITIONERS OPINIONS INFORMS CURRICULAR DESIGN.Proceedings of the 3rd International CDIO Conference, MIT, Camb ridge, Massachusetts, USA, June 11-14,

4 3 ELEMENTER CDIO er baseret på 3 ben: En målsætning: at uddanne ingeniører, som: har grundig(ere) og operationel teknisk grundviden kan være førende i udvikling og drift af nye produkter, processer og systemer forstår den strategiske indvirkning af udvikling og forskning på samfundet En vision eller et koncept for undervisning En pædagogisk tilgang, der sikrer opfyldelse af visionen Kvalitetssikringselement metoder og kvalitetssikringsmekanismer for at opfylde målsætningen 5

5 MÅLSÆTNING - to educate students who understand how to Conceive Design Implement Operate complex valueadded engineering systems in a modern team-based engineering environment ASE-dimittender er uddannet til at indtage en værdiskabende og konstruktiv rolle i samfundet 6

6 INDHOLD Personlige og professionelle kompetencer Professionsrettede ingeniør kompetencer Teknisk, naturvidenskabelig kompetencer Sociale kompetencer 7

7 FOKUS 8

8 STANDARDER 9

9 KOMPETENCE MATRIX 10

10 DETALJE 11

11 EN KONKRET K. MATRIX 12

12 SELVEVALUERING Scale Criteria 5 Internal and external groups regularly review and revise program learning outcomes, based on changes in stakeholder needs. 4 Program learning outcomes are aligned with institutional vision and mission, and levels of proficiency are set for each outcome. 3 Program learning outcomes are validated with key program stakeholders, including faculty, students, alumni, and industry representatives. 2 A plan to incorporate explicit statements of program learning outcomes is accepted by program leaders, engineering faculty, and other stakeholders. 1 The need to create or modify program learning outcomes is recognized and such a process has been initiated. 0 There are no explicit program learning outcomes that cover knowledge, personal and interpersonal skills, INTRODUKTION and product, TIL CDIO 22. NOVEMBER 2012 process and system building skills. 13

13 SELVEVALUERING (2) 2: Learning Outcom es 4 Learning outcomes have been in place for the last 4-5 years. It was introduced as a result of change in the official grading scale. The programs and their outcomes are regularly reviewed by stakeholders (Industry, universities accepting students for a master program, teachers, students following the program). The learning outcomes of a particular course are evaluated by the students each semester. They are furthermore discussed in a formal meeting between the director of studies and the teacher one time each semester. 14

14 DIDAKTISK UDVIKLINGSSAMTALE (DUS) Afholdes hvert semester af UA en Baggrund Sidste DUS Evaluering fra sidst Karakterfordeling/deltager statistik Indhold Opfølgning på sidste DUS status på initiativer Evalueringen nye initiativer Gennemgang af kursusbeskrivelsen Evaluering i dette semester Pædagogiske udfordringer 15

15 ARBEJDE PÅ STUDIERNE CDIO dag(e) Kompetence matrix Tværfaglige projekter/semester projekter Undervisningsformer Læringsmål (specielt 2,3 og 4) og eksamensformer 16

16 Conceive Design Implement Operate 17

17 FINDING 1 SYSTEMISK SYN Studieprogram kurser Kompetence matrix 18

18 FINDING 2 GIVER ET SPROG Sylllabus Kompetence matrix Engineering like 19

19 FINDING 3- LEDELSESOPBAKNING Beslutning på ledelsesniveau Studieleder/ uddannelsesansvarlig 20

20 FINDING 4 - EVOLUTION, IKKE REVOLUTION Det giver mere klarhed Kompetence matrix 21

21 FINDING 5 -STØTTE CDIO community Møder, samtaler Værktøjer, templates 22