Design and development of CDIO Workspaces Lessons learned

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Design and development of CDIO Workspaces
Lessons learned Draft paper accepted for
presentation at ASEE-05 Pete Young Johan
Malmqvist Stefan Hallström Jakob
Kuttenkeuler Larry Birckelbaw Geoffrey
Cunningham Bahram Atabeyli Tomas
Svensson September 12, 2009
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Background

• Design-build-test (DBT) learning experiences play
  a key role in engineering education in order to
• stimulate student interest in engineering
• train system development and implementation
  skills
• Integrate different engineering disciplines
• train non-technical skills in an engineering
  context
• DBT learning experiences also require
• more careful planning of courses and curricula
• different faculty competence
• dedicated learning environments
• However, scientific publications on the topic
  tend to focus on a particular learning
  environment. There is a lack of investigations
  that systematically analyze how to design and
  operate the learning environments that support
  design-build-test experiences.
• The paper aims to develop a set of requirements
  and guidelines that support faculty to design and
  operate such learning environments

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Outline

• Motivation
• Aims methodology
• What is a CDIO workspace?
• Survey findings
• Requirements
• Guidelines
• Open issues
• Conclusions future work
• References

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Objectives

• Describe the concept of CDIO student workspaces
  and its implementations at MIT, Chalmers, KTH,
  Linköping University, and Queens University
  Belfast
• Identify objectives, requirements, benefits,
  limitations, critical issues and challenges
  related to design, implementation and operation
  of CDIO student workspaces
• Summarize and generalize experiences from the
  design, implementation and operation of CDIO
  student workspaces
• State guidelines for the design, implementation
  and operation of CDIO student workspaces

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Requirements

• A CDIO program must allocate workspaces which
• are designed to target student learning of CDIO
  skills, thus provide the necessary resources for
  design-build-test activities
• support and encourage hands-on learning of
• product and system building,
• disciplinary knowledge
• knowledge discovery and,
• specifically support the four phases Conception,
  Design, Implementation and Operation in the
  curriculum
• facilitate group activities, communication and
  the development of social interaction
• grant access to adequate training for users
• comply with local health and safety regulations
• are sustainable over time (activities and
  economy)

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Concept for CDIO Workspace
CDIO workspaces are multi-modal learning
environments that support CDIO for a scope of
simple to complex problems, and individual as
well as group-based projects. They create the
infrastructure to visibly signal, and support,
the CDIO active and hands-on learning strategies
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Methodology

• Initial creation of a preliminary set of
  workspace discriminators
• Workshops with representatives from six
  universities
• Formulation of definition
• Identification of benefits, limitations,
  challenges, enabling conditions
• Refined identification of 49 discriminators
  classified in seven categories
• Survey of eight workspaces (more to follow) with
  respect to the identified discriminators.
  Categories
• Workspace basic facts Functions equipment
• Learning objectives Workspace usage
• Staffing operations Experiences gained
• Guidelines
• Statement of requirements and guidelines for
  workspace design and operation that help address
  identified challenges

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Surveyed workspaces

• MIT
• Robert Seamans Laboratory, MIT
• Design studio, MIT
• Arthur C. Gelb Laboratory, MIT
• KTH
• Poolen
• Liu
• Muxen
• QUB
• Innovation Lab
• USNA
• Senior Aircraft Design/Build/Fly Workspaces
• Chalmers
• Prototyping Laboratory
• Studiehallen
• Engineering Science Lab

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Survey variables
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Excerpt from benchmarking
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Excerpt from benchmarking
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Benefits
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Benefits, cont

• MIT Aero-Astro graduating students (Brodeur) feel
  that the redesigned workspaces have increased
  their
• ability to learn disciplinary material
• positive feelings towards their classmates and
  their chosen profession
• Improved (informal) student-teacher contact
• Double use as study space

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Discussion

• Safety
• 24/7 access
• Design for flexibility
• Dont over-design from start, let spaces evolve
• Scheduling
• Faculty competence
• Original (detailed) usage mode definitions may
  need to be modified
• Develop and incorporate continuous improvements
  in workshop planning, procedures, and processes
• Share knowledge between consortium partners
• Assessment of student learning in CDIO workspaces

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Guidelines (excerpt)
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Conclusions

• Dedicated design-build-test workspaces are a key
  support for a CDIO-based education
• Supporting community-building is almost as
  frequent a usage mode as supporting
  design-build-test
• Safety, flexibility and 24/7 access are seen as
  key characteristics
• Support for informal teacher-student contact
• Perceived limitations typically concern available
  floor area
• Costs can vary significantly depending on goals
  and students - from 100 kUSD to 10 MUSD
• Dont over-design from start, let space evolve