查建中 面向职场专业教育改革战略及信息化需求精要.ppt

* Give participants the opportunity to read the full description of CDIO Standard One in the Handbook, p.4. Ask them to circle any parts of the description that they don’t understand. Defer questions to the exercise that comes next. Refer participants to CDIO Standard Two in the Handbook, p. 5. Refer to “Rethinking Engineering Education”, Chapter 3. At this level, the CDIO Syllabus lists TOPICS or areas of knowledge, skills, and attitudes. These topics must then be translated into student learning outcomes. The CDIO Syllabus at the fourth-level of detail gives examples of what these learning outcomes might look like. This translation process is addressed again in Session 2 on Curriculum. Refer to “Rethinking Engineering Education”, pp. 257-268. The CDIO Syllabus is found in the Appendix to “Rethinking Engineering Education”, pp. 257-268, and at . It has been translated into Swedish, French, Spanish, and Chinese. A condensed version of the CDIO Syllabus is found in the Handbook, p. 17. The CDIO Syllabus may be customized for a program by adding, deleting, or rewording topics and learning outcomes. For example, at the University of Chile (Santiago), the CDIO Syllabus includes “recognition and sensitivity to the needs of the poor”. Give participants time to read CDIO Standard Three in the Handbook, and formulate a few questions. You might ask them to write questions on separate Post-It notes, and “post” them at the edge of their tables. When their questions have been answered, they remove the Post-It. At the end of the session, unanswered questions are collected or moved to the Parking Lot. (See Session One notes for a description of the Parking Lot.) If the Parking Lot was not introduced earlier, you may want to do so now. You might ask them to read CDIO Standard Four to make the connections when curriculum sequence is discussed. Refer to “Rethinking Engineering Education”, pp. 88-89 Curriculum structure is the arrangement of content and associated learning ac