PBL and CDIO: complementary models for engineering education development
2014 (English)In: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898, Vol. 39, no 5, 539-555 p.Article in journal (Refereed) Epub ahead of print
This paper compares two models for reforming engineering education, problem/project-based learning (PBL), and conceive–design–implement–operate (CDIO), identifying and explaining similarities and differences. PBL and CDIO are defined and contrasted in terms of their history, community, definitions, curriculum design, relation to disciplines, engineering projects, and change strategy. The structured comparison is intended as an introduction for learning about any of these models. It also invites reflection to support the understanding and evolution of PBL and CDIO, and indicates specifically what the communities can learn from each other. It is noted that while the two approaches share many underlying values, they only partially overlap as strategies for educational reform. The conclusions are that practitioners have much to learn from each other’s experiences through a dialogue between the communities, and that PBL and CDIO can play compatible and mutually reinforcing roles, and thus can be fruitfully combined to reform engineering education.
Place, publisher, year, edition, pages
Taylor & Francis, 2014. Vol. 39, no 5, 539-555 p.
CDIO, problem-based learning, project-based learning, PBL, educational development, curriculum development, change strategy
Engineering and Technology Social Sciences
Research subject Education and Communication in the Technological Sciences
IdentifiersURN: urn:nbn:se:kth:diva-185178DOI: 10.1080/03043797.2014.895703OAI: oai:DiVA.org:kth-185178DiVA: diva2:918999
QP 20162016-04-122016-04-122016-04-14Bibliographically approved