PBL and CDIO: Complementary Models for Engineering Education Development

Autor/inn/en	Edström, Kristina; Kolmos, Anette
Titel	PBL and CDIO: Complementary Models for Engineering Education Development
Quelle	In: European Journal of Engineering Education, 39 (2014) 5, S.539-555 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2014.895703
Schlagwörter	Foreign Countries; Engineering; Engineering Education; Models; Active Learning; Student Projects; Design; Comparative Analysis; Teaching Methods; Educational Strategies; Curriculum Development; Educational History; Cooperative Learning; Curriculum Design; College Students; Higher Education; Denmark + Suchen Sie Ihr Suchwort? Ausland; Maschinenbau; Ingenieurausbildung; Analogiemodell; Aktives Lernen; Schulprojekt; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; History of education; Bildungsgeschichte; Kooperatives Lernen; Lehrplangestaltung; Collegestudent; Hochschulbildung; Hochschulsystem; Hochschulwesen; Dänemark
Abstract	This paper compares two models for reforming engineering education, problem/project-based learning (PBL), and conceive-design-implement-operate (CDIO), identifying and explaining similarities and differences. PBL and CDIO are defined and contrasted in terms of their history, community, definitions, curriculum design, relation to disciplines, engineering projects, and change strategy. The structured comparison is intended as an introduction for learning about any of these models. It also invites reflection to support the understanding and evolution of PBL and CDIO, and indicates specifically what the communities can learn from each other. It is noted that while the two approaches share many underlying values, they only partially overlap as strategies for educational reform. The conclusions are that practitioners have much to learn from each other's experiences through a dialogue between the communities, and that PBL and CDIO can play compatible and mutually reinforcing roles, and thus can be fruitfully combined to reform engineering education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10