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Enhancing Conceive-Design-Implement-Operate and Design Thinking (CDIO-DT) Skills Through Problem-Based Learning Innovation Projects

Published on Nov 1, 2019
· DOI :10.1109/ICEED47294.2019.8994935
Che Maznah Mat Isa3
Estimated H-index: 3
(UiTM: Universiti Teknologi MARA),
Nur Kamaliah Mustaffa2
Estimated H-index: 2
(UiTM: Universiti Teknologi MARA)
+ 1 AuthorsWei Koon Lee4
Estimated H-index: 4
(UiTM: Universiti Teknologi MARA)
Abstract
Design thinking (DT) is a robust framework to creatively identify and solve various human problems. It offers a systematic solution to train engineering students in critical and creative thinking to solve complex engineering problems. The DT method is integrated with the Conceive-Design-Implement-Operate (CDIO) approach with the objective of developing problem-solving skillset amongst engineering students. This paper presents the implementation of CDIO-DT towards achieving the program outcome related to environment and sustainability (PO7) for the first year civil engineering students taking an introductory course on Civil Engineering Appreciation (ECM414). Problem-based learning (PBL) was used as a teaching and learning method in the course where the students participated in an innovation competition. Performance criteria matrices were used to evaluate the project report, program outcome attainment, and the application of CDIO-DT approach. Survey conducted indicates that students demonstrated positive perceptions on their knowledge and understanding of the environment and sustainability elements using the CDIO-DT approach. The finding is supported by the true attainment of PO7 in the course assessment. It can be concluded that the CDIO-DT approach is a good method to improve the cognitive learning domains in developing student attributes towards the understanding of complex engineering problem-solving in societal and environmental contexts. Overall, from a continual quality improvement (CQI) perspective this study is important to improve, develop and evaluate the teaching and learning methods adopted for effective engineering education.
  • References (14)
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References14
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