PBL and CDIO: complementary models for engineering education development

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,...

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Bibliographic Details
Published in:European journal of engineering education 2014-01, Vol.39 (5), p.539-555
Main Authors: Edström, Kristina, Kolmos, Anette
Format: Article
Language:English
Subjects:
Active Learning
CDIO
change strategy
College Students
Comparative Analysis
Cooperative Learning
Curricula
Curriculum Design
Curriculum Development
Denmark
Design
Education and Communication in the Technological Sciences
Education reform
educational development
Educational History
Educational Strategies
Engineering
Engineering Education
Foreign Countries
Higher Education
PBL
problem-based learning
project-based learning
Student Projects
Teaching Methods
Teknikvetenskapens lärande och kommunikation
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Summary: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.
ISSN:0304-3797
1469-5898
1469-5898
DOI:10.1080/03043797.2014.895703