CDIO as the context

CDIO as the context of engineering education. If we are to base the context of education on the context of professional engineering practice, the implications for engineering education are relatively clear. We should set the education firmly in the timeless aspects of the professional context ... 

CDIO is adopted as the context for the engineering program and is implemented in one or more years of the program... 

The objective of this section is to elaborate the meaning, background and evidence of effectiveness of our belief that conceiving-designing-implementing-operating should be the context of engineering education. This belief is so foundational to the CDIO approach that it is captured as the first principle of effective practice, called CDIO Standard 1. 

If we are to emphasize that conceiving, designing, implementing, and operating is the context of engineering, it is desirable to make the spaces in which students work explicitly reflect these phases. Facilities need to be flexible and multifunctional, supporting information-based, as well as hardware-based, projects. Workspaces typically support learning about the four phases of CDIO in four different kinds of spaces, as illustrated in Fig. 5.3 [11]. 

The transformation to a CDIO program will affect all faculty members in the program, and it will influence the context and the organization of the education program. To succeed, faculty need to view the transformation as an instance of cultural and organizational change and to make nse of the best practices that facilitate such change processes. The first section of the chapter reviews these practices and applies them to a university context. 

The CDIO Standards were chosen for this purpose, with modifications to adapt the standards to the context. When the self-evaluations were complete, program managers were surveyed to determine the usefulness of the CDIO Standards as a basis for program evaluation. 

The educational philosophy and the principles behind CDIO as context. 

It becomes a simplification of the messy lives and enactments of CDIO in that context to evaluate the initiative as something written as standards. CDIO becomes enacted in multiple and at times contradicting ways. From this point it follows... 

We have written this book to serve as an introduction to the CDIO approach. It is a practical guide with enough information to acquaint you with the high-level rationale, philosophy, and key ideas, and how they have evolved in a historical and societal context. The book points to more detailed resources that are contained in other publications, in workshops, and on the web. 

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