教學資源: 跨學科學習:善用「 構思-設計-實行-運作」(CDIO) 的架構
CDIO是什麼? CDIO 是「構思 (Conceive) ⎯設計 (Design) ⎯實行 (Implement) ⎯運作 (Operate)」的簡稱, 這概念為全球大學及學院的課程規劃及目標為本評核提供了學與教架構。CDIO的概念於1990年由美國麻省理工學院創立,及至2000年後進一步成為新發展項目。目前CDIO組織已與全球七個地區,包括:歐洲、北美、亞洲、非洲、愛爾蘭、拉丁美洲及澳洲和紐西蘭,超過一百二十所大學和學院,如列斯大學(University of Leeds)、萊斯特大學(University of Leicester)和史丹福大學 (Stanford University) 等,成為合作伙伴,共同發展CDIO項目。 CDIO 的概念,原意為改革教育而提供嶄新的架構,為二十一世紀培育切合行業需要的世界級工程師。現在,無論研究型大學或本地學院,都廣泛應用這架構提倡跨學科學習 (CDIO組織,2010)。本文將探討其主要重點,並從課程設計與實行的角度,分析這架構為學與教所帶來的啟示。
(圖像由 CDIO 組織提供,2016)
CDIO發展項目 CDIO發展項目著重課室、實驗室和工場中的主動和協作性學習,尤其重視團隊合作和溝通技巧 (Singapore Polytechnic, 2013)。 CDIO 發展項目的重點之一為其課程大綱,這大綱可分成四部分:(1) 學科知識與論證;(2) 企業、社會與環境中的「構思 ⎯ 設計 ⎯ 實行 ⎯ 運作」系統;(3) 人際關係的技巧:團隊合作與溝通;及(4) 個人與專業技能及特質。其理念在於採用計劃項目為本的學習模式,綜合各學科知識以建立一個新的課程(CDIO組織,2010)。CDIO的課程大綱 (圖像由教學中心提供,2016)
麻省理工學院早期的成功 在芸芸的合作伙伴中,麻省理工學院早以成功地應用CDIO而聞名。其航空工程課程經修改後,加入設計和建設的計劃項目,令學生得到機會發揮創意,解決實際生活的問題,因而變得積極投入學習,更裝備他們擁有CDIO的技能來設計、建立和操作產品系統 (Gustafsson, Malmqvist, Newman, Stafström, & Wallin, 2009)。除了解決問題外,不同課程亦安排了由淺入深的合作計劃項目,使學生可以在一個全面的計劃項目中,結合並應用跨學科的知識(MIT, 2006)。 CDIO提升學與教的效能 CDIO的架構提供了課程發展的工具,檢討和組織各單元與課程,培育出對工作、生活及世界層面皆準備就緒的畢業生 (Singapore Polytechnic, 2013)。CDIO標誌著四個重要的階段,孕育學生具備分析能力、創意思維和溝通技能 (CDIO組織,2010)。構思 界定顧客的需要,考慮科技的運用和行業條例,並發展相關的概念、技術和商業計劃。 | |
設計 為產品進行設計、計劃或繪圖。 | |
實行 透過製作、測試和驗證,將概念變成產品。 | |
運作 利用製成品為他人帶來價值,包括保養、發展及停止有關系統。 |
Resources: Cross Disciplinary Learning with CDIO
What is CDIO? CDIO stands for Conceive (C) - Design (D) - Implement (I) and Operate (O). It is a learning and teaching framework for curricular planning and outcome-based assessment of worldwide university and college programmes. This concept was incepted by Massachusetts Institute of Technology (MIT) in 1990 and further developed into CDIO Initiative in 2000s. CDIO has gained the collaboration with over 120 universities and colleges organised in 7 regions: Europe, North America, Asia, Africa, Ireland, Latin America, and Australia and New Zealand. Amongst them, the University of Leeds, the University of Leicester and the Stanford University are some of the collaborators. CDIO was originally formulated to provide an innovative framework for reforming education to produce world-ready engineers to fulfil the industry needs in the 21st century. It is now widely used to promote cross disciplinary learning from research-led universities to local colleges (CDIO Organisation, 2010). This article reviews the key features of CDIO and draws implications for learning and teaching from the perspectives of curriculum design and implementation.
(Image courtesy of CDIO Organisation, 2016)
CDIO Initiative The CDIO Initiative focuses on active and collaborative learning in classrooms, laboratories or workshops, attaching importance to teamwork and communication skills (Singapore Polytechnic, 2013). One key element of the CDIO Initiative is the CDIO Syllabus which consists of four parts: (1) Disciplinary Knowledge and Reasoning; (2) Conceiving, Designing, Implementing, Operating Systems in the Enterprise, Societal and Environmental Context; (3) Interpersonal Skills: Teamwork and Communication; and (4) Personal and Professional Skills and Attributes. The rationale is to construct a curriculum organised around mutually supporting courses, incorporating with project-based learning (CDIO Organisation, 2010).The CDIO Syllabus (Image courtesy of CLT, 2016)
Early Success of MIT Among the CDIO collaborators, MIT is renowned for her early success. In the Aerospace Engineering Programme, the curricula were modified to include design-and-build projects. Students became engaged and motivated in learning for the progamme provided them with the opportunity to solve real-life problems creatively. As a result, they were equipped with CDIO skills to design, build and operate product systems (Gustafsson, Malmqvist, Newman, Stafström, & Wallin, 2009). Aside from problem solving, team-based projects were employed in different courses progressing in complexity towards a capstone design course that enabled students to integrate and apply interdisciplinary knowledge to a comprehensive project (MIT, 2006). CDIO to Enhance Learning and Teaching CDIO provides us a curriculum development tool to review and structure modules and programmes to produce work-ready, life-ready and world-ready graduates (Singapore Polytechnic, 2013). C-D-I-O signifies 4 key stages for nurturing analytical, creative and competent communicators (CDIO Organisation, 2010).Conceive Define customer needs, consider technology, trade regulations, and develop concepts, techniques and business plans. | |
Design Create the design, plans or drawings about what will be implemented. | |
Implement Translate the concept into the product through manufacturing, testing and validation. | |
Operate Use the implemented product to create value for others, including maintaining, evolving and retiring the system. |