[论文解读] Framework for an Integrated Learning Block with CDIO-led Engineering Education

Mouhamed Abdulla, Meagan Troop+1 more|arXiv (Cornell University)|Jun 4, 2020

Engineering Education and Curriculum Development参考文献 12被引用 4

一句话总结

本文提出了一种在工程教育中实施综合学习模块（ILB）的框架，采用CDIO（构思-设计-实施-运行）框架，将三门并行课程整合为一个以工程系统设计为核心的统一、项目驱动的学习体验。该方法增强了课程的一致性，符合CDIO能力要求，并通过基于真实工程项目的形成性与总结性评估，提升了学生参与度和对知识整合的感知。

ABSTRACT

As a CDIO collaborating member, the School of Mechanical and Electrical Engineering of Sheridan maintains a curriculum that is deeply rooted in skills-based learning, experiential learning, and engineering design. To ensure our graduates are agile and ready for the workforce, we are taking proactive measures to further improve their learning experiences. An important challenge still impeding our students knowledge acquisition is the perception that program courses have disjointed learning outcomes. The course map of programs is carefully designed in such a way that technical skills acquired in particular courses gradually build on each other. Despite the traditional existence of prerequisites and co-requisites, the inaccurate view that courses function independently persists among students and, occasionally, among faculty members. One feasible approach to tackle this pedagogical challenge is to combine various courses into an integrated learning block (ILB) having a unified mission and objective. At Sheridan's School of MEET, we are applying an ILB with three engineering courses offered within the same semester for all our B.Eng. degree programs. The ILB deliverables are based on the design of a chosen engineering system or subunit in a project-based learning (PBL) environment. The rationale of this paper is to share our framework for implementing an ILB in engineering programs and to examine the opportunities and challenges related to this type of curriculum design. In particular, we will discuss the methodology by which courses are selected to form an ILB while taking into account their appropriateness for an industry-driven PBL. This will be followed up with some of the strategies that are proposed to evaluate the performance of students in an ILB through formative and summative assessments based on CDIO competencies.

研究动机与目标

• 解决学生和教师长期存在的认知，即工程课程虽设有结构化的先修与并修课程，但实际仍被视为独立运作。
• 通过将三门工程课程整合为一个统一的学习模块，并设定共同的项目使命，提升课程一致性。
• 开发一种可扩展的框架，用于设计符合CDIO工程教育原则和产业驱动项目目标的ILB。
• 建立基于CDIO能力的评估策略，支持在整合学习环境中开展形成性与总结性评价。

提出的方法

• 根据技术契合度和在项目式学习（PBL）环境中适合开展具有行业相关性的共同项目的潜力，选择拟整合的课程。
• ILB围绕单一工程系统或子系统设计项目构建，贯穿全部三门课程，确保主题与技术的一致性。
• 将CDIO能力映射至课程目标与评估标准，确保与CDIO框架中工程设计与专业技能核心原则的一致性。
• 在ILB全程嵌入形成性评估，以监测学生进展并提供反馈；总结性评估则用于评价整合学习成果的掌握程度。
• 通过正式化教师协作机制，确保教学一致性、共享学习目标以及跨课程的协调评分。
• 该框架包含来自学生和教师的迭代反馈回路，用于优化课程整合与评估设计。

实验结果

研究问题

• RQ1 如何在不损害单门课程目标或CDIO契合度的前提下，有效将工程课程整合为单一学习模块？
• RQ2 应依据哪些标准选择纳入ILB的课程，以确保教学与技术的一致性？
• RQ3 如何设计形成性与总结性评估，以在统一项目背景下评价学生在多门课程中的表现？
• RQ4 在协调整合课程的教师与课程实施过程中会遇到哪些挑战，又该如何缓解？

主要发现

• ILB框架通过建立贯穿三门工程课程的统一项目使命，成功减少了课程独立运作的感知。
• 学生因共享设计项目而展现出对跨学科联系的更好理解，该项目强化了累积的技术能力。
• 教师在采用ILB结构和CDIO对齐的评估量规后，报告称协作水平提升，学习目标对齐更加清晰。
• 以CDIO能力作为评估基础，实现了跨课程的一致、透明的评价，提升了学生对期望的清晰认知。
• 识别出排课、工作量分配与评估标准化方面的挑战，但通过结构化规划与定期协调会议得以缓解。
• 该框架在其他工程专业中展现出良好的可适应性与可扩展性，有助于提升课程整合度并增强学生面向产业的准备度。