European Workshop on Microelectronics Education, May 12, 2010, Kjell JeppsonPage 1 Implementing...

European Workshop on Microelectronics Education, May 12, 2010, Kjell Jeppson

Implementing Constructive Alignment in a CDIO-oriented Master’s Program in

Integrated Electronic System Design (IESD)

Professor Kjell Jeppson (IESD Director)Chalmers University of Technology

Gothenburg, [email protected]


Göteborg is located on the west coast of Sweden, andis the second largest city.~900,000 inhabitants in the region

Gothenburg


Context of IESD

• Chalmers– Sweden´s second largest technical university– In excess of 9,000 students

• Chalmers Master´s programs– Chalmers decided in 2005 to comply with Bologna

declaration; 4 ½ yrs >> 3 + 2 yrs– Programs and courses to become student oriented:

based on intended learning outcomes (ILO)– Bologna-aligned master´s programs were launched in

Aug 2007– 49 different programs started


Main concerns:

• Teaching system design with substance

• Catering for mixed student backgrounds

Key pedagogical features:

• Student oriented with clear learning outcomes

• Design practice – tools and methodology training– technology platform exploration

Development of the IESD program


Learning outcomes

• Chalmers´ master´s programs to be student oriented

• Syllabuses to be rewritten– from topic oriented to student oriented

• Syllabus defined from what student should be able to do after a learning experience, after a course and after the program is completed


Overall program goal

The key goals of this program are to educate IESD graduates that are

•able to work as productive engineers in an industrial team designing and building complex electronic products,

•qualified enough to undertake graduate studies leading to a doctorate in the field of electronic system design


In particular this means that our graduates should be

• proficient in the basic trade of conceiving, designing, implementing, and verifying complex electronic systems

• able to analyze new technical challenges and to generate technical advancements at either– the electronic system level or– the device and circuit level

• trained in the use of various CAD tools used in industry• aware of the fundamental limitations of

– the design tools– the design methodologies– the technology platforms that represent current best practice


What is CDIO?

The need for CDIO

In recent years, industry began to find that graduating students, while technically adept, lacked many abilities required in real world engineering situations. Faced with the gap between scientific and practical engineering demands, we [at MIT] took up the challenge to reform engineering education.

The result of the endeavor is the CDIO Initiative.


Conceive - Design - Implement - Operate

CDIO is an engineering education initiative that was formally founded by MIT (Massachusetts Institute of Technology). In 2000 it became an international collaboration, with universities around the world adopting the same framework.


The Essential Functions of an Engineer

To enter the engineering profession graduating engineers should be able to perform

the essential functions of an engineer:

conceive – design – implement – operatecomplex value-added engineering systems

in a modern team-based environment.


Four parts of the CDIO syllabus

Conceive - Design - Implement – Operate

•Technical Knowledge and Reasoning•Personal and Professional Skills•Interpersonal Skills•CDIO


What is constructive alignment?

• Constructive alignment is a principle used for devising teaching and learning activities, and assessment tasks, that directly address the intended learning outcomes in a way not typically achieved in traditional lectures, tutorial classes and examinations (Biggs and Tang, 2007).

• Constructive alignment is the underpinning concept behind the current requirements for program specification, declarations of Intended Learning Outcomes (ILOs) and assessment criteria, and the use of criterion based assessment.


Constructive alignment

• Learners construct meaning from what they do to learn. – This recognizes the importance of linking new material to

concepts and experiences in the learner's memory, and – extrapolation to possible future scenarios via the abstraction of

basic principles.

• The teacher makes a deliberate alignment between the planned learning activities and the learning outcomes. This is a conscious effort to provide the learner with – a clearly specified goal, – a well designed learning activity appropriate for the task,– a well designed assessment criteria for giving feedback

to the learner.



Learning and teaching activities

Designed to meet learning outcomes

Intended LearningOutcomes

(ILOs)

AssessmentMethods

Designed to assess learning outcomes



Home assignment

Lecture/tutorial

Hand-in Feedback

Lab session


Program curriculum

Fall semester, year 1 Spring semester, year 1

1st quarter 2nd quarter 3rd quarter 4th quarter

Introduction to Electronic System

Design

Methods for Electronic System

Design and Verification

Electronic System Design Project

Digital Integrated Circuit Design

Computer Architecture Elective course,

e.g. Data Conversion Techniques

Elective course, e.g. Hardware

Description and Verification

OR

Analog Integrated Circuit Design


Topics in Electronic System DesignMaster thesis projectElective courses Elective courses


Focus on spring project




Design









OR





Common portal courses




Design









OR





Design methodology




Design









OR





Electives: systems or MOSFET ckts




Design









OR





Results

• International program in integrated electronic system design implemented

• Curriculum – class

• Examination results

• Staff work load

• Student work load


Examination results


Conclusion

• Integrated Electronic System Design (IESD); a new international Master programhas been implemented and is its third year

• three key pedagogical features have been successfully implemented:– Student oriented based on learning outcomes– CDIO– Constructive alignment

European Workshop on Microelectronics Education, May 12, 2010, Kjell JeppsonPage 1 Implementing...

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