Workshop on developing curricula according to CDIO standards

The delegates listened to Dr. Linda Lee (Consultant at Singapore International Polytechnic) give an overview of the CDIO learning and teaching model.

CDIO (Conceive; Design; Implement; Operate) is a solution to improve the quality of education to meet societal demands by defining learning outcomes to design curricula and training methods according to a scientific process. Building training programs using the CDIO approach aims to train students to develop comprehensively in terms of knowledge, skills, attitudes, practical abilities (CDIO competencies), and a sense of social responsibility.

Dr. Linda Lee giving a presentation at the conference. (Photo: Thanh Long/USSH)

According to the CDIO approach, when developing and upgrading training programs, strict processes must be followed, from establishing learning outcomes, designing the curriculum framework, implementing the curriculum framework in practice, and evaluating student learning outcomes as well as the entire program.

CDIO is a new educational initiative, a system of methods and forms for accumulating knowledge and skills in training students to meet the demands of businesses and society. Originating from the MIT Institute of Technology (USA), the network of universities applying CDIO is growing worldwide, especially in the United States.

The essence and characteristics of the CDIO process approach are that it is an output-oriented development approach focused on addressing two central questions: What knowledge, skills, and attitudes should graduates possess (What to teach)? How can we ensure that graduates acquire that knowledge, skills, and attitudes (How to teach)?

What to teach must stem from investigating the target groups involved in the training program (stakeholders), thereby determining the objectives of the training program and, on that basis, designing the CDIO output standards (CDIO Syllabus – also known as the projected learning outcomes) and the curriculum framework with subjects corresponding to the levels of the CDIO output standards. How to teach must stem from the 12 CDIO standards, from which each subject is designed with appropriate teaching and learning methods. These 12 standards are: CDIO content; CDIO program products; Integrated curriculum; Introduction to technology; Training in design and construction; CDIO learning environment; Integration of learning experiences; Active learning; Enhancing the application of CDIO skills by instructors; Enhancing instructor capacity; Assessing CDIO skills; Evaluating CDIO programs.

The discussions at the workshop provided the administrators of the University of Social Sciences and Humanities with useful knowledge and information about a new solution, contributing to the development of training programs that meet the needs of high-quality education and adapt to the realities of the labor market.