Search Results (7)

This study integrates the 2017 United Nations ESD framework and UNESCO’s ESD priorities with the Sustainable Development Goal (SDG) of “quality education” and the CDIO (Conceive, Design, Implement, Operate) framework to propose an innovative programming teaching model. A central component is an automatic architecture diagram generation system that visualizes program code structures in real-time, reducing cognitive load and enhancing comprehension of abstract programming concepts such as recursion and data structures. Students complete a project-based assignment—developing a Scheme interpreter—to simulate real-world software development. This model emphasizes system thinking, modular design, and problem solving, aligning with CDIO’s structured learning progression. The experimental results show that students using the system significantly outperformed the control group in their final project scores, demonstrating improved practical programming ability. While cognitive load remained stable, learning motivation decreased slightly, indicating the need for additional affective design support. The findings confirm that the integration of visual learning tools and project-based pedagogy under the CDIO framework supports the development of critical competencies for sustainable development. This approach offers a transformative step forward in programming education, cultivating learners who are capable, innovative, and ready to meaningfully contribute to global sustainability. Full article

Project-Based Learning (PBL), as an experiential methodology, improves learning outcomes and competencies (technical and non-technical) in engineering students. The Conceive–Design–Implement–Operate (CDIO) approach, adopted globally in engineering education, is based on PBL but expands the curriculum framework. Developed by MIT and the Royal Institute of Technology (KTH) in Sweden, CDIO focuses on the entire life cycle of engineering projects to train engineers so that they are capable of applying knowledge in real-life situations. Integrating CDIO and PBL into engineering curricula requires changes in teaching methodologies, teacher training and workspaces. The literature has explored their combination, highlighting shared values and mutual reinforcements. An assessment model is crucial for implementing PBL and evidencing improvement in student and course skills. Only through assessment and the cycle of continuous improvement will the adoption of PBL in engineering programs be advanced. A systematic review of the literature is proposed to identify effective methods in the evaluation of educational programs based on PBL, analyzing related research areas and evaluations according to the CDIO approach. Full article

Increasing population and urbanization, with climate change consequences, such as rising temperatures, influence public health and well-being. The search to improve the quality of life in cities becomes one of the priority objectives. A solution can be found in the role of greenery in an urban environment and its impact on human health. This opens a path toward experimentation on microclimate green structures that can be inserted into dense urban spaces providing human and environmental benefits. The article proposes an automated greenery design method combined with rapid prototyping for such interventions. A theoretical analysis of the problem preceded the introduction of the method. The research process was developed in accordance with the main objectives of the CDIO framework (Conceive, Design, Implement, and Operate) with the SiL (Software in the Loop) and HiL (Hardware in the Loop) methods. Moreover, the applied test model allows for complex evaluation in order to ensure quality and directions for further development. Full article

Topology optimization (TO) has been a useful engineering tool over the last decades. The benefits of this optimization method are several, such as the material and cost savings, the design inspiration, and the robustness of the final products. In addition, there are educational benefits. TO is a combination of mathematics, design, statics, and the finite element method (FEM); thus, it can provide an integrative multi-disciplinary knowledge foundation to undergraduate students in engineering. This paper is focused on the educational contributions from TO and identifies effective teaching methods, tools, and exercises that can be used for teaching. The result of this research is the development of an educational framework about TO based on the CDIO (Conceive, Design, Implement, and Operate) Syllabus for CAD engineering studies at universities. TO could be easily adapted for CAD designers in every academic year as an individual course or a module of related engineering courses. Lecturers interested in the introduction of TO to their courses, as well as engineers and students interested in TO in general, could use the findings of this paper. Full article

The flipped teaching method has become increasingly mature and critical. Previous flow experience studies have concentrated on game-based learning, and cognitive load studies have concentrated on different types of teaching materials (e.g., video). Due to the characteristic differences between problem-based learning and the Conceive, Design, Implement, Operate (CDIO) engineering design, the authors were interested in applying the CDIO engineering design to the flipped programming course. This study was proposed to measure students’ cognitive load and flow experience by using CDIO engineering design in the flipped programming course, which used a one-group pretest–post-test nonequivalent-groups design method for 16 weeks. This study recruited 40 college students (males = 14, females = 26) who were first-year freshmen attending a university as its subjects. The results indicate that the students showed no significant improvement between cognitive load and gender difference in cognitive load and flow experience, but that they significantly improved some dimensions of flow experience. This study provides implications and evidence related to applying the CDIO engineering design in flipped programming courses. Full article

Fostering ‘experiential learning’ in real-life situations is a critical task for engineering educators when creating constructively aligned learning activities. The paper proposes an approach to measure the students’ perception of learning in Conceive-Design-Implement-Operate activities conducted outside the classroom. The approach is based on the opportunity of gathering and analyzing lessons learned from the student reflection reports at the end of a team-based innovation project performed in collaboration with company partners. The approach is intended to provide a basis for the future development of innovation projects with engineering students, supporting the definition of learning outcomes that are relevant for the CDIO Syllabus 2.0, and of constructively aligned learning experiences. The paper exemplifies the approach with regards to a master course named Value Innovation and presents the findings obtained at the third and second level of the CDIO Syllabus 2.0. The results of the course implementation show how short team-based innovation projects largely contributed in developing social and communication-related skills in engineering students, going beyond the mere application of their technical skills. Full article

Telecom operators and companies ask for graduates with a specific education on the standards of the Institute of Electrical and Electronic Engineers (IEEE) or the 3^rd Generation Partnership Project (3GPP), and the University curricula must consider these needs. The standards are written in a technical form, in a language understandable only by experts, and the technical details and algorithms are not often outlined. Therefore, a new educational methodology must be applied because the teachers have to bridge the gap between the basic knowledge (and the poor technical language) of students and the technical specifics of the standards. The paper presents a structured methodology to provide innovative teaching of the wireless standards for the Engineering Master’s degree, according to the Conceive, Design, Implement, and Operate (CDIO) initiative and project based learning. The methodology is organized in three learning phases to understand the standardization process and improve students’ skills to implement standard compliant communications systems. This challenge can be only won with laboratory activities to assist students in understanding wireless standards and with hands-on experiences during the internship period at telecom operators with the vision of a close cooperation between universities and telecom operators. Only in this way can the students achieve a solid background in designing and developing prototypes compliant with wireless communications standards and working skills for their future professional engineering careers. The effectiveness of the adopted educational methodology to provide innovative learning of wireless standards is evaluated by questionnaires filled in online by students and by the achieved skills implemented as confirmed by telecom operators. In this vision, the paper provides decision support to leaders in educational organizations to teach wireless standards effectively. Full article