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
APPENDIX B - ENGINEERING CONTENT FOR SELECTED
ENGINEERING DISCIPLINES AND INNOVATIVE
PROGRAMMES (DISCIPLINE: MECHANICAL)
(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
Reference: EAC Manual 2012, Engineering Accreditation Council 2012, BEM, Appendix B, page B-2 – B-3
APPENDIX B - ENGINEERING CONTENT FOR SELECTED
ENGINEERING DISCIPLINES AND INNOVATIVE
PROGRAMMES (DISCIPLINE: MECHANICAL)
(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: EAC Manual 2012, Engineering Accreditation Council 2012, BEM, Appendix B, page B-2 – B-3
8
8
Reference: Wan Hamidon 2016, EAC Workshop – IHL Training, 1-3 Aug 9
10 Note: IEA – International Engineering Alliance
Explain the Rationale for Design
Implement experiences / Design Project
OBJECTIVE
11
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
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
Reference: Ramesh Singh 2016, EAC Workshop – IHL
Training, 1-3 Aug 15
Reference: Ramesh Singh 2016, EAC Workshop – IHL
Training, 1-3 Aug 16
Reference: Wan Hamidon 2016, EAC Workshop – IHL
Training, 1-3 Aug 17
Reference: Wan Hamidon 2016, EAC Workshop – IHL Training, 1-3 Aug 18
Reference: Wan Hamidon 2016, EAC Workshop – IHL Training, 1-3 Aug 19
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
Reference: Noor K Nordin 2016, EAC Workshop – IHL
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.
Reference: Noor K Nordin 2016, EAC Workshop – IHL Training, Academic
Curriculum, 1-3 Aug 27
Ref: Graduate Attributes
and Professional
Competencies,
Version 3: 21 June 2013 28
Ref: Graduate Attributes
and Professional
Competencies,
Version 3: 21 June 2013 29
Ref: Graduate Attributes and Professional Competencies,
Version 3: 21 June 2013 30
Reference: Noor K Nordin 2016, EAC Workshop – IHL Training, Academic
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
Reference: Noor K Nordin 2016, EAC Workshop – IHL
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:
HOW CDIO MAY HELP TO STRENGTHEN:
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
Explain the Rationale for Design
Implement experiences / Design Project
OBJECTIVE
45
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
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
71
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
Explain the Rationale for Design
Implement experiences / Design Project
OBJECTIVE
90
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
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?
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.
What is Design Thinking?
107
BUSSINESS
(viability)
PEOPLE
(desirability) TECHNOLOGY
(feasibility)
PROCESS
INNOVATION
FUNCTIONAL
INNOVATION
EMOTIONAL INNOVATION
- Brands
- Marketing
- Relationship
EXPERIENCE
INNOVATION
DESIGN
THINKING
What is 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
What is Design Thinking?
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.
What is Design Thinking?
110
PROBLEM SOLUTION PROBLEM SOLUTION
ABDUCTIVE
THINKING
UNDERSTAND
Innovation through
new ways of
thinking
What is Design 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.
What is Design Thinking?
112
MAKE YOUR
IDEAS
TANGIBLE
FEEDBACK
……. is prototyping
What is Design Thinking?
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?
Why Design Thinking in CDIO?
115
Sense &
Sensibility Empathy Ideation Prototype
define develop
refine our point of view
generate new idea
Why Design Thinking in CDIO?
SP’s Design Thinking Framework
116
Explain the Rationale for Design
Implement experiences / Design Project
OBJECTIVE
117
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
What is Project Intent?
118
119
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.
Low Fidelity Prototyping
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
Low Fidelity Prototyping
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
153
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
159
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
HOW CDIO MAY HELP TO STRENGTHEN:
EAC/ OBE
ASSESSMENT METHODS
166
167
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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