Japanese College of Technology (known as "KOSEN") for engineering education, starting at the age of 15, is Japan's original five years tertiary education school has played important roles in foster
Japanese College of Technology (known as "KOSEN") for engineering education, starting at the age of 15, is Japan's original five years tertiary education school has played important roles in foster
Different methods and technologies supporting the learning process are discussed, and many times also applied, in most higher education institutions.
This work presents the results of assessing the impact on students of the implementation of the Service-Learning methodology in the Geological Risks course of the Geological Engineering program at
This paper presents a study that was conducted to explore the effectiveness of conducting self-directed learning (SDL) in a blended and self-directed group learning environment to motivate learners
This paper describes practical elements during two terms of a first-year module within which CDIO standards are implemented.
The engineers need a good knowledge of their special technical field but also, e.g., social, analytical thinking, problem-solving, language skills, and especially how to combine their own
In accordance with the provisions of the CDIO standards, project-based learning (PBL) allows students to adapt to subsequent professional activities quickly.
For the Bachelor's degree in engineering, field project activities are the key component of the curriculum.
There is a need to develop human resources who can play an active role in the intense competition of international society.
Student’s journey through the engineering educational program is academically demanding, and along the way, the student is required to develop professional interpersonal skills.
The flipped classroom (FC) is a form of active learning in which in-class and out-of-class activities are flipped: students are expected to study a specific material outside the class and then be a
The Conceive-Design-Implement-Operate (CDIO) educational framework has been revolutionizing the world of engineering education since its inception at the beginning of this century.
Being frightened from becoming technologically outdated, higher educational institutions are nowadays competing to deploy the most advanced technologies in their teaching activities.
When education is faced with a Project-Based Learning (PBL) approach, understanding and managing subjects considering project management principles help better achieving project objectives and henc
This paper presents an overview of a second-year programming course in the department of software engineering at the University of Calgary.
In engineering education, it is of great concern that students may not be capable of transferring the skills they have gained from their education to real-world problems.
The CDIO approach to engineering education has reformulated higher education in scientific, technical and technological disciplines, through the promotion of active learning in connection with the
Adaptability, innovation, and efficiency are core engineering skills that students have to acquire to keep pace in a fast-changing world.
In order to strengthen the construction of a scientific and reasonable AR technology curriculum system with obvious industry characteristics, and make its learning more substantial, interesting and
The CDIO Standards (www.cdio.org) set to focus on learning environments that support and encourage hands-on learning activities.
Most engineering courses at the undergraduate level are delivered by using a lecture-based teaching approach.
A persistent misconception about technology as an education field and the work of the engineer exists with younger students (13-16-year-olds).
The purpose of this paper is to examine the applicability of CDIO to business education.
At the National Institute of Technology, Sendai College, we are continuously examining the generic skills (GSs) of students using PROG, an objective assessment test.
Self-directed learning (SDL) is becoming a critical and important skill in the labor markets of today's VUCA (volatile, uncertain, complex, ambiguous) world.
Defining customer needs; considering technology, enterprise strategy, and regulations; developing concepts, techniques and business plans.
Creating the design; the plans, drawings, and algorithms that describe what will be implemented.
The transformation of the design into the product, including manufacturing, coding, testing and validation.
Using the implemented product to deliver the intended value, including maintaining, evolving and retiring the system.