CDIO Regional meeting European/UK-Ireland 8-9 (+10) Jan 2024
KTH University is delighted to host the UK and European CDIO Regional Meeting. Join us for an inspiring and knowledge-packed gathering where enthusiasts come together to share insights, exchange ideas, and work together with common projects within CDIO.
CDIO: Transforming Engineering Education for Future Innovators
CDIO, which stands for Conceive-Design-Implement-Operate, is an innovative educational framework revolutionizing engineering education worldwide. With a focus on nurturing skills beyond technical knowledge, CDIO aims to develop well-rounded engineers equipped with the abilities to conceive innovative ideas, design solutions, implement projects, and operate systems effectively.
By incorporating real-world challenges, hands-on projects, and teamwork, CDIO programs empower students to apply theoretical concepts in practical contexts, fostering creativity, critical thinking, and problem-solving skills.
Through CDIO, educational institutions prepare future engineers to meet the evolving needs of industries, driving innovation, and shaping the world we live in. Experience the CDIO approach and unlock the potential of engineering education.
Read the news article about the CDIO regional meeting and see the presentations from the day
Here is an overview and summary of the presentations from the keynotes and workshops.
Engineering educators as (un)aware role models – Virginia Grande
All educators are potential role models for their students. This is so regardless of the length of our teaching experience (from teaching assistants to professors), whether we are aware of what we are role modeling, and whether we intend for this to be imitated. In a structured manner, we can then reflect on role modeling from these perspectives of awareness and intention, what one can model, and the main actors in this phenomenon. This keynote aims to spark a discussion on the complexity of role modeling in engineering education, what our role in this is as educators, and how we can apply the result of these reflections to our own disciplines and contexts, discuss with colleagues, and guide our students in similar reflections.
Virginia Grande (they/them) is a postdoctoral researcher at UpCERG . , the Uppsala Computing Education Research Group. After a five-year degree in computer engineering, Virginia completed a Ph.D. in computing education. Their Ph.D. thesis is on role modeling in computing and engineering education. Besides work on role modeling of care, emotions and professional competencies, the main outcome of the thesis is a framework that supports reflections on role modeling through lenses such as awareness and intention, what one can model (considering theory in ethics and identity), and the main actors in this phenomenon, particularly educators and students.
Role modeling workshop – Virginia Grande, Bedour Alshaigy & Camilla Björn, in room Hooke/Raman
This workshop extends an invitation to participants to delve into their individual interpretations of role modeling in light of the keynote in the morning. The session adopts a World Café structure to allow participants to engage in dynamic discussions around the key elements of Grande’s framework that resonate with their experiences in academia and industry. Emphasis is placed on delineating the aspects that can be effectively role modeled by educators and other actors in engineering education, the underlying intentions and awareness associated with role modeling, and the potential perceptions of such modeling by others. The goal is to encourage participants to continue these transformative discussions in their professional spheres.
Doing a Quick Scan for Self-Mapping Curriculum Agility workshop - Suzanne Brink & Elizabeth Keller in room Kovalevsky
A level of Curriculum Agility is needed to be able to tweak or redesign programme-wide curricula to integrate sustainability, CDIO, and other desirable or necessary values and changes, due to developments in society, technology and student characteristics and needs, now and in the future. How easy it is to do curriculum innovations depends on current organisational structures and characteristics of the engineering education at your institution. By doing a quick scan on the ten principles of Curriculum Agility in this workshop, you can take the first step in a co-creative self-mapping process that is developed within CDIO. It will give insights into the strengths and potential areas of improvement of your institution, unit, programme, or specific course in continuous curriculum development.
Suzanne Brink
Associate professor
Centre for Educational Development, Umeå University Suzanne.brink@umu.se
The "External Engagement in Educational Development" workshop will include an introduction and panel discussion by Johan Blaus, Per Fagrell, and Svante Gunnarsson, who will present different approaches and tools for collaboration, summarise results from joint development projects and share examples from KTH. We will discuss the main benefits, takeaways, and challenges of educational collaboration with external actors, followed by a feedback session and a final panel discussion with participants on ensuring successful educational collaboration and what is necessary from both sides.
Introductory workshop – Kristina Edström, Matt Murphy & Juha Kontio, in room Kovalevsky
Mr Juha Kontio Ph.D (Econ. & Bus. Adm.) Dean, Faculty of Engineering and Business Turku University of Applied Sciences Joukahaisenkatu 3 C, 20520 TURKU FINLAND juha.kontio@turkuamk.fi
How Academics Reason About Air Travel – Elina Eriksson
While there is a global discussion on decreasing carbon emissions, there is little focus on actual practices that need to change. Academic flying is for many universities the largest source of carbon emissions related to travelling. In her presentation, Elina Eriksson will present results from a study of academic flying at KTH Royal Institute of Technology, including qualitative results on how academics reason about the emissions from their own flying. The presentation might give you some surprising results, and probably a few things to discuss with your colleagues.
Elina Eriksson is an Associate Professor in Human-Computer Interaction and sustainability. She leads the research group Sustainable Futures Lab and is affiliated with the Climate Action Center and Digital Futures at KTH. Elina's research is action-research-oriented, with a focus on how the future can become more tangible and possible to act on. Elina has helped shape the research fields of ICT for Sustainability (ICT4S) and Computing within Limits (LIMITS). She is a sought-after speaker and was most recently in SR Studio 1 on inner transformation. Elina has developed a new interdisciplinary master's program, Sustainable Digitalisation with a focus on leadership for sustainability.
Seeing Academic Flying and Feeling Food Carbon Footprint – Björn Hedin
The ability to turn real things into abstract ideas has been crucial for human thinking. However, sometimes this leads to a loss of the true meaning of abstract concepts. For instance, in areas like energy use and greenhouse gas emissions, many people don't truly grasp what a kilowatt-hour means or the different emissions tied to various activities. Physicalizing data means moving from abstract data to tangible representations, a powerful tool for learning. Björn will discuss insights from his research project, "Feel the Energy! Tactile Learning about Everyday Energy Use."
Björn Hedin is an Associate Professor at the Department of Learning in engineering sciences at KTH with a background in human-computer interaction, learning and sustainabilty. His research is centered around designing digital and physical artifacts and activities that facilitate learning and promote behavioral change in the context of energy and sustainability.
How can CDIO promote - and prevent - transformations towards a sustainable society? Anders Rosén & Ola Leifler
During the period 2017-2022, the CDIO framework has been critically revised with regards to sustainability and sustainable development. This has resulted in substantial updates that are now implemented in the CDIO Standards 3.0 and the CDIO Syllabus 3.0. This presentation provides an overview of these updates, the motivational and theoretical grounds for the updating, example of how the updated CDIO framework can be operationalized and applied for evaluating and enhancing sustainability in engineering education, and discussions on opportunities and limitations with the CDIO framework.
Doing things better, doing better things, or seeing things differently and acting accordingly? workshop – Anders Rosén & Ola Leifler
There is a lot of talk about and calls for ‘transformation’, for example in the UN’s 2030 Agenda, in industry, and in education as in the keynote preceding this workshop. But what do we actually mean by ‘transformation’ in these and related contexts? This workshop provides a space for joint exploration of this question, through discussions and hands on co-creation, and its implications for engineering education and CDIO.
One of the values of being in the CDIO community is the opportunity to share and learn from one another. Peer-to-peer support is an activity that allows participating programs to share practices and enhance their programs continuously, have critical friends reviewing for their program, learn from the experiences of their peers and involve new staff members in CDIO activities.
This workshop focuses on explaining the entire peer-to-peer support process to potential participating programs. Furthermore, it presents the templates and how they are to be used. During the workshop idea is to identify topics that your program is willing to share and topics that you like to learn/improve. After the workshop participants have find pairs that can start their journey in peer-to-peer support activity.
Mr Juha Kontio Ph.D (Econ. & Bus. Adm.) Dean, Faculty of Engineering and Business Turku University of Applied Sciences Joukahaisenkatu 3 C, 20520 TURKU FINLAND juha.kontio@turkuamk.fi
The CDIO Initiative has, like many academic communities, relied heavily on physical meetings. This has implied significant amounts of flying, especially since we are a global community. Now, many academics are beginning to rethink their flying habits. It is therefore timely to have a discussion about new formats for meeting and collaboration, with less flying. How can we keep collaborating? How can we invite newcomers into the community and make them feel like full participants? How can we develop relationships and maintain trust? Can new formats also be more including for others, who may not have been able to afford the cost of participation previously?
Room M311, Involving Non-Engineering Students in Capstone Projects roundtable - Matt Murphy
A modern, effective engineering education must prepare graduates to meet the many and varied needs of 21st century society and industry. It is becoming increasingly important that engineering students have the opportunity acquire knowledge from, understanding of and interdisciplinary collaboration skills with many other disciplines: not just across physical sciences and engineering; but also the humanities, social sciences, arts and life sciences. This session will begin with a brief story about how all Mechanical Engineering Capstone project teams at University of Liverpool now involve sociology, criminology, media communications or medicine students and their instructors; and how other disciplines such are set to join in future. Participants will then share their experiences and ideas as we explore benefits to student learning. Finally, we will consider creating a formal working group to further develop approaches to student interdisciplinar.
(Optional - Extra working day for those who work with overall change management at their university).
For more information about the agenda, we refer to the previously sent email from Per Fagrell. If you have any questions, please contact Per Fagrell, perfag@kth.se.
Future Education at KTH is a change programme that will help KTH to be proactive and structure the development of KTH's education with a long-term holistic perspective.
Erasmus+ supports training periods for staff working in higher education institutions. With Erasmus+, you can train at a higher education institution in an Erasmus+ Programme or Partner country or at an organisation outside the sector in a Programme country. The duration has to be min 2 days and you apply at your own univeristy. Read more here Higher Education (staff training) Erasmus+
