INTRODUCTION TO WORKSHOP THEME SESSION

1
INTRODUCTION TO WORKSHOP THEME SESSION Peter
Young Johan Malmqvist CDIO External Review 18
June 2003
2
INTRODUCTION

• Workshops
• A key and fundamental part of the CDIO concept
• Facilities that enable student teams to design,
  build and test new systems
• Why are new kinds of workshop needed?
• Traditional workshops - heavily oriented towards
  phenomena demonstrations
• Dont support conceiving designing nor
  community-building
• Why are design-build-test experiences needed in
  the curriculum?
• To train core engineering skills for the CDIO of
  products and systems
• To strengthen engineering science disciplinary
  learning
• To create cross-disciplinary links
• To increase motivation for engineering
• To provide a platform for training professional
  skills such as teamwork
• Challenges
• Resources
• Curricular integration
• Sustainment

3
WORKSHOP SESSION OUTLINE

• Workshop theme goals
• Overview
• CDIO workshops
• Design-build experiences
• Highlight presentations
• 4 different design-build experiences
• Summary
• Results
• Transferable results
• Impact on students, faculty and industry
• Benefits of the collaboration
• Lessons learned
• Future plans

4
WORKSHOP THEME GOALS
Educational Goals The CDIO Syllabus
Workshops
Curriculum
Assessment
Teaching Learning
Authentic experiences that support disciplinary
and CDIO skills
Models for curriculum structure and design
Models for the design and utilization of
workshop/labs
Tools and processes for program evaluation
Program
Tools and processes for assessing student
learning
Environment rich in active, experiential learning
with enhanced feedback
Curricular materials for introductory courses and
CDIO education
Design-build educational experiences
Student Experience
5
RESPONSE TO COMMENTSFROM YEAR 1 REVIEW

• Year 1 Review Workshop comments
• The team is addressing the correct topics in
  piloting different ways of integrating
  design-build-operate experiences
• They have made very good progress in generating
  a systematic approach to analyzing needs as a
  step in the design process.
• This is a process which most engineering schools
  could use effectively
• They need to give further thought to the
  workshops development through the use of
  continuous improvement initiatives.
• Course evaluation data is used to improve next
  years course
• Data is gathered from a large number of
  design-build courses
• Report is being written on the supportability of
  workshops/labs

6
CONCEPT FOR CDIO WORKSHOP SPACE
Creates infrastructure and space to visibly
signal, and support the CDIO active and hands-on
learning strategies
Concept Forum
Learning Resources
Network
Implement Lab
Design Center
Social
Exhibit
Storage
Operate Center
Personal Communications
7
EDUCATION MODES
Knowledge Discovery
System Building
Reinforcing Disciplinary Knowledge
Community Building
8
CHALMERS PHYSICAL PROTOTYPING LAB

• Opened 5 May 2003
• Will be used throughout the ME curriculum, from
  year 1 to 4 (5)
• Parts manufacturing, Build Test and Team
  workspaces
• Equipment
• Lathe(s) (NC manual)
• Mill(s) (NC manual)
• Drill(s)
• Welding equipment (MIG, TIG)
• Woodworking machines
• Electronics manufacturing (soldering)
• Connected to CAD/CAM SW
• 561 m2
• Lab director, two technicians
• Close collaboration with student club XP

CONCEPT
Parts manufacturing Build and Test Team workspace
9
KTH - HANGAREN
Individual group work
Concept forum Meetings, reviews etc
Testing

• a student lab within the department
• multi purpose premises
• 24/7 access
• designed equipped by students
• project-dedicated

Manufacturing
Assembly
Community building
10
LIU - MUXEN
Opened autumn 2002 MUXEN is used for project
courses in electronics MUXEN is used by about 400
students each year (60 000 student hours!) MUXEN
consists of 4 labs, common area, conference room
and special rooms for components and servers Each
of the 4 labs includes 16 workplaces equipped
with- computer- logic analyzer- power box-
wiring equipment etc.- other measurement
equipment- a lots of software.. 3 research
engineers for supervision, support and maintenance
11
MIT LABORATORY FOR COMPLEX SYSTEMS

• Opened spring 2000
• Used throughout the AA curriculum, year 1 to 4
• Located in Aero-Astro Building
• Basement Arthur Gelb Laboratory
• - Open project work areas
• - Instrumentation laboratory
• - Composites laboratory
• - Project offices (2)
• Gerhard Neumann Hangar and Laboratory
• - Low Speed and Supersonic Wind Tunnels
• - High bay/open work space
• 1st Floor, Robert Seamans Laboratory
• - Concept and Management Forum
• - Open study areas

12
WHAT IS A DESIGN-BUILD EXPERIENCE?

• Definition
• A design-build experience is a learning episode
  where the learning takes place through the
  creation of a product
• The product needs to be developed to the stage
  where its functionality can be tested, and thus
  itself providing direct feedback to the students
• The product can be made of hardware, software, a
  combination or as a (functionally testable)
  digital model
• Design-build-test experiences can be used with
  many purposes to learn system designing and
  building, to enhance disciplinary learning and
  more
• Design-build-test experiences range from basic
  (usable in freshman classes) to advanced
  (requires sophisticated technical knowledge)

13
EXAMPLES, MOTIVATION AND CHALLENGES
DBEs train CDIO skills
DBEs are funfor students andteachers
Nano-satellites
Unified
Solar aircraft
Autonomousrobots
DBEs strengthenengineering science learning
Formula Student
DBEs aretime-consuming andcostly
Electronics project
Vehicle systems
DBEs createcross-disciplinarylinks
DBEs requirenew learningenvironments
DBEs pose teaching assessmentchallenges
14
EXAMPLES WILL BE HIGHLIGHTED LATER
Solar-powered aircraft, KTH
Formula student car, Chalmers
Nano-satellites, MIT
Walking robot, LiU
15
DEVELOPED DESIGN-BUILD-EXPERIENCES
Course existed prior to the CDIO project but
has been developed from design-only to
design-build Course existed prior to the CDIO
project but meets the Design-build criteria
16
SUMMARY OF INTRODUCTION

• Workshops and design-build experiences are key
  parts of the CDIO model
• Workshops have been created at all schools, along
  with a large number of educational experiences to
  take place there
• The application has major benefits but also poses
  some serious challenges
• Now, let us present some of the new
  design-build-experiencesdeveloped at MIT, KTH,
  Chalmers and LiU!

17
BACKUP
18
WHAT IS THE CDIO WORKSHOP?

• Creates a new learning environments which signal
  and facilitate a change in educational context
• Supports conceive-design-implement-operate
• For a scope of simple to complex engineering
  systems
• For individuals, small and large teams
• Support many modes of operations

Creates infrastructure and space to visibly
signal, and support the CDIO active and hands-on
learning strategies
19
CONCEIVE DESIGN SPACES

• Conceive space
• Allows student to envision new systems,
  understand user needs, develop concepts
• Emphasizes reflection
• Reinforces human interaction talking and
  thinking
• Largely technology-free zone
• Linked with library/resource center
• Design space
• Support new paradigm of cooperative digitally
  supported design
• Allows student to design, share designs, and
  understand interaction
• Central room and team breakout rooms
• IT accessible from student living groups
• Keep design space near build space to reinforce
  connection

20
IMPLEMENT OPERATE SPACES

• Implement spaces
• Allow students to build small, medium and large
  system
• Mechanical, electronic, specialty fabrication
• Software engineering and integration
• Safe, yet accessible as much as possible on
  student hours
• Operate spaces
• Create opportunities for students to learn about
  operations
• Operate their experiments and projects
• Operate facility class experiments
• Simulated operations of real systems
• I-lab links to real systems