SUMMARY OF THE WORKSHOP THEME SESSION

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SUMMARY OF THE WORKSHOP THEME SESSION Peter
Young Johan Malmqvist CDIO External Review 18
June 2003
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WHAT HAVE WE ACHIEVED?

• New workshops have been created at all schools
• A large number of design-build experiences have
  been created and integrated into the curriculum
• Starter kits and the LIPS model will facilitate
  for others to develop their educational programs
• A platform for collaboration to systematically
  assess and continuously improve workshop and
  design-build experience

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WORKSHOP STARTER KITS

• Aim
• To provide a roadmap as guidance for the design
  and introduction of CDIO workshops and lab
  experiences in the education
• Contains three major sections
• 1) How to Conceive, Design, Implement, and
  Operate CDIO workshops
• 2) How to design CDIO lab experiences
• 3) Successful workshop design examples
• Status
• Draft document developed at May 2003 Project
  Meeting 10, Cambridge MA
• Pilot starter kit ready for beta testing at
  October 2003 Project Meeting 11, Copenhagen
  (DTU)

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OTHER ACTIVITIES AND RESULTS

• LIPS project management model (to be presented
  later)
• Papers on the MIT CDIO Lab
• Papers on Design-build courses
• Papers on setting goals for design education
• Advanced-level design-build benchmarking
  guidelines for design
• Report on supportability and maintainability of
  labs

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PUBLICATIONS

• Brodeur, D. R., Young, P. W., Blair, K. (2002)
  Problem-Based Learning in Aerospace Engineering
  Education. Proceedings of the 2002 ASEE
  Conference, Montreal, Canada.
• Crawley, E. F., Hallam, C., Imrich. S. (2002)
  Engineering the engineering learning environment.
  Proceedings of 2002 SEFI Annual Conference,
  Firenze, Italy.
• Malmqvist, J., Distner, M. (2001) Development of
  a Physical Prototyping Lab at Chalmers University
  of Technology. Technical Report, Chalmers
  University of Technology, Göteborg, Sweden.
• Malmqvist, J., Young, P. W., Östlund, S.,
  Berggren, K.-F., Crawley, E. F. (2003) Setting
  Goals for Design EducationAn Approach Based on
  the CDIO Syllabus. Submitted to Design Studies.
• Månsson, P. (2003) Implementing Product Data
  Management in Product Development Projects.
  MScThesis, Chalmers University of Technology,
  Göteborg, Sweden
• Norrström, J. (2001) The IDE Studio - Development
  of an Environment for Distributed Design Work.
  MScThesis, Chalmers University of Technology,
  Göteborg, Sweden.
• Spelz, F. (2001) The Use of Virtual Reality in
  the Development Process of a Physical Prototyping
  Laboratory, Technical Report, Chalmers University
  of Technology, Göteborg, Sweden.
• Wallin, H. P., Östlund, S. (2002) CDIO Workshops
  and Laboratories Survey for the Vehicle
  Engineering Program at the Royal Institute of
  Technology, KTH. Technical Report, KTH,
  Stockholm, Sweden.

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STUDENT IMPACT 1(2)

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STUDENT IMPACT 2(2)
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FACULTY EXPERIENCE IMPACT

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INDUSTRY EVALUATION 1(2)

• Voices from industry having MSc thesis students
  from Chalmers project course in Mechatronics
• Excellent students and excellent work! Send more
  of that caliber! SKF-ERC, The Netherlands
• The result was far beyond our expectations.
  Teleca, Sweden
• Design/build experiences high interest by job
  interviewers at MIT - Felt to facilitate enhanced
  job placements
• Good to see it was not only lab testing but
  included multiple phases, well thought-out
  (concept, design, implement, test of results)
• Judges comment on MIT students engineering
  presentation, 1st place undergraduate division,
  AIAA Regional Student Conference, April 2003.

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INDUSTRY EVALUATION 2(2)

• It is very valuable that the students take part
  in a design project already during the education,
  where they learn how a development project is
  controlled and executed in a group with a
  significant number of people.
• Project budgets, time plans, reports, follow-up
  and other necessary activities is the basis for a
  design task which includes many work units which
  together leads to a common goal.
• It is evident that the electronics project course
  creates a great personal engagement, by the
  content of the task, but also by the way of work.
  Project management skills have earlier often been
  missing among new engineers.
• - Mats Öberg, senior project manager,
  Flextronics on LiUs Electronics project course

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LESSONS FROM WORKSHOPS

• Flexible and informal learning environments
• Team spaces to encourage team behavior
• 24/7 accessible, yet safe and secure
• Exhibits that reflect the educations content
• Not over-designed from start, let space evolve
• Totally wired, or wireless
• Integrated with other assets, and sustainable
• Let community happen!

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LESSONS LEARNED FROMDESIGN-BUILD EXPERIENCES

• Pre-course planning
• External customer involvement and interest is key
  to motivation
• Designate objectives clearly distinguish
  between product and pedagogical objectives
• The CDIO syllabus can be used to form a basis for
  the learning objectives
• Small team size gt emphasis on technical
  problem-solving, large gt project management
  teamwork
• Renewal of project ideas is a key challenge
• Careful planning and resources allocation
  essential
• Course execution
• Integrate hands-on with heads-on educational
  objectives
• Include assessment tasks as early as possible
• Project work models like LIPS can be used in many
  of the DBs
• Tools and methods for very early and late project
  phases are applicable in many technical domains.
  Intermediate phases rely heavily on
  domain-specific tools and methods
• End-of-course
• Include self-evaluation of project success and
  working practices
• Request feedback on tasks times actually spent

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BENEFITS FROM COLLABORATION

• Transferable results have been developed
• Benchmarking of
• lab facilities has helped create specifications
  for new labs
• design-build experiences will has helped setting
  up such educational elements
• Functioned as design reviews for the developments
  and thus provided vital input
• Helped sharpen our definitions of key new
  elements such as what is a design-build
  experience and to identify benefits, challenges,
  pitfalls etc.
• Raised the level of ambition for workshops and
  design-build-experiences at our schools
  friendly competition
• It has provided arguments for the anchoring of
  the new ideas at our universities we are not
  alone in doing this

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PLANS FOR YEAR 4

• Deployment in additional courses
• Finalize existing projects
• Complete Starter kits and beta-test at new
  partner universities
• Generalize experiences from basic and
  advanced-level design-build experiences, state
  guidelines
• Write reports on how to set up and run labs
• New projects
• Tie-in with USNA in test planning and operational
  factors
• Tie-in with Queens/Ontarios new learning labs
• Increase linkage to real world/industry projects
• Emphasize entrepreneurship/creation of startups
  consider idea ownership

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PLANS FOR YEAR 5-6

• Develop and incorporate continuous improvements
  in workshop planning, procedures, and processes
• Share knowledge between consortium partners
• Draw on unique strengths and talents of new
  partners
• Develop and document workshop usage models
• Refine original 21 learning modes
• Develop, implement effective pre- and post-use
  assessment metrics

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CLOSING

• Major workshop developments have been stimulated
  and facilitated by the CDIO project!
• KTH - Hangaren Chalmers - Physical Prototyping
  Lab LiU Muxen MIT Complex Systems Lab
• Design-build experiences integrated throughout
  the curriculum at all schools
• Significant evidence to date that student
  motivation, enthusiasm, and learning have been
  enhanced
• Future challenges continued innovation,
  continuous improvements
• New CDIO partners participation highly valued
• Now lets go on a workshop tour!

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BACKUP
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INDUSTRY IMPACT INCREASED INVOLVEMENT