Evolution of the CDIO approach: BEng, MSc, and PhD level

Чучалин, А. И.

doi:10.1080/03043797.2017.1422694

Cited by 16 publications

(12 citation statements)

References 2 publications

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“…The CDIO approach has become also of great importance for the development of the theory of EE (Edstrom, 2017). The FCDI model and FFCD model https: //doi.org/10.15405/epsbs.2019.12.86 Corresponding Author: Alexander Chuchalin Selection and peer-review under responsibility of the Organizing Committee of the conference eISSN: 2357-1330 819 were developed recently as a result of the evolution of the CDIO approach (Chuchalin, 2018a). Based on the core competences required for innovative engineering activity the FCDI (Forecast, Conceive, Design, Implement) model was developed for the design of engineering MSc-programmes.…”

Section: Research Questionsmentioning

confidence: 99%

“…A FCDI graduate programme as the 2 nd cycle of EE is based on the principle that innovative product, process, and system design and development lifecycle: Forecasting -Conceiving -Designing -Implementing is an adequate competence model for MSc degree in engineering (Chuchalin, 2018a). https: //doi.org/10.15405/epsbs.2019.12.86 Corresponding Author: Alexander Chuchalin Selection and peer-review under substantiate this by the fact that to achieve the majority of the LOs required for analyzing the market trends, making predictions of future customer needs, estimating risk and uncertainty, determining the most demanded and competitive innovative products, processes, and systems, the presence of students on university campus is not critically needed.…”

Section: Digital Transformation In the 2 Nd Cycle Of Engineering Educmentioning

confidence: 99%

“…A FFCD postgraduate programme is based on the principle that creation of scientific basis for the development and design of innovative product, process, and system lifecycle: Foreseeing -Forecasting - /doi.org/10.15405/epsbs.2019.12.86 Corresponding Author: Alexander Chuchalin Selection and peer-review under (Chuchalin, 2018a technologies, the presence of students on campus is not critically needed. To prepare graduates for engineering activity at the "Forecast" stage (knowledge management, research and new knowledge generation, critical analyses of scientific data, assessment of knowledge-intensive technology needs), the "Conceive" stage (creation of scientific basis for the development and design of innovative product, process, or system, development of new technique and technology based on up-to-date knowledge) and…”

Section: Digital Transformation In the 3 Rd Cycle Of Engineering Educmentioning

confidence: 99%

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Blended Learning In Engineering Education Based On The Cdio-Fcdi-Ffcd Models

Korablina¹

2019

The European Proceedings of Social and Behavioural Sciences

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This paper concerns the rational application of blended learning (BL) for the three cycles of engineering education. The methodology for the design of BL-engineering programmes with optimal combination of the on-campus and online training is presented. The methodology is based on the CDIO: Conceive-Design-Implement-Operate approach initially developed for undergraduate engineering education and further evolved for graduate (FCDI: Forecast-Conceive-Design-Implement) and postgraduate (FFCD: Foresight-Forecast-Conceive-Design) engineering education (CDIO-FCDI-FFCD models). The optimization criterion is the maximum efficiency of achieving intended learning outcomes (LOs), required for complex (CDIO), innovative (FCDI) and research (FFCD) engineering activity. The design of BEng, MSc and PhD BL-engineering programmes involves identifying how far the digital transformation in engineering education can be realized when training the graduates for the three types of engineering activities (complex, innovative, research) taking into consideration graduate's competencies required to work at various stages (Foresight-Forecast-Conceive-Design-Implement-Operate). The design methodology provides an opportunity to determine the rational level of digitalization and the application of on-campus and online training for various BL-engineering programmes. Specific examples show that a rational component of online training in the implementation of BL-engineering programmes can vary from 40% (undergraduate) to 70% (postgraduate). The rational increase in the online component increases the academic mobility of students, while ensuring the quality of their preparation for professional activities.

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Section: Research Questionsmentioning

confidence: 99%

Section: Digital Transformation In the 2 Nd Cycle Of Engineering Educmentioning

confidence: 99%

Section: Digital Transformation In the 3 Rd Cycle Of Engineering Educmentioning

confidence: 99%

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Blended Learning In Engineering Education Based On The Cdio-Fcdi-Ffcd Models

Korablina¹

2019

The European Proceedings of Social and Behavioural Sciences

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“…ru/profstandarty/01.004-pedagog-professionalnogo-obucheniia-professionalnogo-obrazovaniia-i-dopolnitelnogo-professionalnogo-obrazovaniia.html грамм в области STEM целесообразно применять концепцию контекстного обучения, а также развивать подход CDIO, хорошо зарекомендовавший себя в инженерном образовании, в том числе в российских университетах [3]. Ниже представлен анализ опыта российских и зарубежных университетов в части повышения квалификации преподавателей и предложены принципы комплексной подготовки ППС различных категорий к работе в системе разделения труда с учётом жизненного цикла продуктов научно-педагогической деятельности на основе эволюции подхода CDIO [4].…”

Section: Introductionunclassified

The CDIO ++ Approach to University Faculty Advance Training for Research and Teaching Activities

Чучалин

2019

Vysš. obraz. Ross. (Print)

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A review of the literature on university faculty advanced training for research and teaching activities is presented. Based on the analysis of the experience of Russian and foreign universities, the principles for developing a modern faculty advanced training system at the university are set out responding to the challenges associated with the ongoing and expected changes in the content and technology of student training, primarily in the field of STEM. It is proposed to use the CDIO ++ approach for advanced training of faculty of various categories (professor, associate professor, assistant) to research and teaching activities in the conditions of division of labor when creating and implementing educational products at various stages of their life cycle. The distribution of academic staff potential is shown and an assessment of the resources of a program for faculty advanced training is given on the basis of the CDIO ++ approach for a hypothetical university with a given structure and established priorities for faculty members of various categories.

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“…В последнее время в связи с введением новой версии ФГОС уже появились статьи с оценкой внедряемых в высшем образовании инноваций, отмечается деструктивное влияние данных стандартов на организацию и содержание учебного процесса, рассматриваются проблемы сопряжения образовательных и профессиональных стандартов при формировании перечня и содержания компетенций и др. [1][2][3][4].…”

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Social Disciplines and humanities in Engineering Training in the Context of the FSES 3++

Васильева

2019

Vysš. obraz. Ross. (Print)

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The article discusses the role of social disciplines and humanities in new educational programmes of engineering training, updated in connection with the introduction of HE FSES 3++. The notion of “general cultural competencies” is no longer used in the new educational standards although the “universal competencies” of HE FSES 3++ still correlate with the indicators of general human culture. The article considers the possibilities of the development of universal competencies in approximate basic educational programmes taking the project in the educational direction of 03.09.01 “Computer science and computing” as an example. The importance of social disciplines and humanities to form universal competences is noted. These disciplines provide the continuity of the educational process of the younger generation. The article gives a brief summary of the content of the proposed social disciplines and humanities, describes the conditions for its variation, possible forms of learning activities that ensure the development of universal competencies of future engineers.

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Evolution of the CDIO approach: BEng, MSc, and PhD level

Cited by 16 publications

References 2 publications

Blended Learning In Engineering Education Based On The Cdio-Fcdi-Ffcd Models

Blended Learning In Engineering Education Based On The Cdio-Fcdi-Ffcd Models

The CDIO ++ Approach to University Faculty Advance Training for Research and Teaching Activities

Social Disciplines and humanities in Engineering Training in the Context of the FSES 3++

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