O-CDIO: emphasizing design Thinking in CDIO engineering cycle

• Autores: Ville Taajamaa, Mona Eskandari, Antti Airola, Tapio Pahikkala, Tapio Salakoski
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 32, no. Extra 3 (Parte B ), 2016 (Ejemplar dedicado a: Mudd Design Workshop IX. Design Thinking in Design Education ), págs. 1530-1539
• Idioma: inglés
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• Resumen

  • This study has two main objectives. Firstly to present a work-in-progress engineering education model O-CDIO andsecondly to report the research results from recent pilot courses that have preceded the creation of the model. Research isbased on and carried out as part of an extensive engineering education reform in a Nordic (Northern Europe)multidisciplinary science university (UNI), which started in 2011. The O-CDIO engineering education frameworkcombines human-centered Design Thinking methods with Systems Thinking in a natural sciences context throughoutthe engineering education degree structure. The main goal of the framework is to educate engineering students to becomeproblem definers in addition to problem solvers. O-CDIO builds on the CDIO structure adding emphasis to the first phasesof the engineering cycle. O-CDIO framework has human-centered Design Thinking methods embedded in the engineeringeducation structure throughout the curriculum, from day one to graduation. The second objective of this paper and themain research question is does adding Human-Centered Design Experiences affects the Learning of Transferable WorkingLife Skills? This is also one of the fundamental questions behind the O-CDIO model. Data for this study is firstly from pilotcourses that were introduced to 229 students at different stages of their studies from fall semester 2012 to summer 2014, andsecondly from 31 faculty members from the time line of January 2012 to June 2015. Both qualitative and quantitativeanalysis methods were used. Our results show that in the pilotedcourses tolerance towards ambiguity, engagementtowardsteaching methods and course structure are increased, and enhanced. Also, understanding towards Design Thinkingpractices, Problem Based Learning methods, understanding the role of teamwork and communication, even excelling andappreciating learning through teamwork are increased and enhanced. Further research for the O-CDIO framework willfocus in the implementation requirements of the framework as well as more detailed description of the courses, theirintended learning outcomes, and teaching methods.