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This paper introduces a new pedagogic approach to the teaching of political science. In engineering education, the Conceive-Design-Implement-Operate (CDIO) pedagogy provides an active, experiential learning experience, structuring learning around four key phases in product development. Applied to the undergraduate Politics and International Relations (IR) classroom, this pedagogical innovation in learning, teaching and assessment is adapted to policy development. This design-build-test pedagogical approach has been highly successful in engineering education, supporting students to be "industry-ready engineers" on graduation. Results across 3 cohorts suggest that this pedagogical innovation is also highly successful when transferred to Politics and IR, supporting political science students develop "society-ready" attitudes, attributes and skills, greatly enhancing the student experience and increasing their attainment, engagement, inclusion and wider graduate outcomes. Civic engagement and the ability to understand and respond to a range of stakeholders are also improved. This paper presents the pedagogy and the module to which it was applied as a case study, before highlighting opportunities for political science educators to transfer the pedagogy to their own teaching context. [ABSTRACT FROM AUTHOR]

CDIO (Conceiving -- Designing -- Implementing -- Operating) Initiative collaborators have adopted CDIO as the framework of their curricular planning and outcome-based assessment which demands more active learning strategies. A flipped classroom is a student centric instructional strategy and a type of blended learning, which aims to increase student engagement and learning by having complete readings at home and work on live problem-solving during class time. Virtual labs are interactive, digital simulations of activities to learn/explain certain concept that improves the content delivery of all types of courses and is helpful for students understanding and applying the concepts in a better way. How can a virtual lab help in flipped mode especially in what type of course? The experiment is conducted for the course 18EE340 -Digital Systems with two sets of students: experimental group with virtual lab integrated Flipped model and controlled group with flipped model without virtual lab. The outcome of the activity is measured using focus group discussions and it is understood that students have involved in the activity with attentiveness and the positive outcome is also seen in the results of CAT performance. It is found that 14.5% improvement is obtained in the experimental group when compared to the controlled group. Also the research study shows that the CDIO skills get improved by adopting the proposed method. On the other hand, this paper also discusses the common errors made in Flipped Class during planning and how to overcome them based on experiential learning using 5 different case studies. [ABSTRACT FROM AUTHOR]

Systems dynamics and automatic control is classified as one of the toughest courses in the college of engineering at Qassim University according to the statistical analysis of the final grades. This motivated us to think about a new approach to teach this course by extending the design term project to include experimental part beside the theoretical analysis. This approach has become feasible due to the publicity of the low-cost microcontrollers such as the Arduino in the recent years. In this paper, we present our experience in conducting Arduino-based projects and how we used them to support the teaching of all the automatic control subjects in the course such as the mathematical modelling, the stability analysis, the controller design and the implementation of the PID controller. It was found that the new approach improves the attention and the overall performance of the students in the course which was reflected in the students’ marks in the quizzes and exams. Moreover, it motivated the students to be creative by utilising the control theory to design new systems that can be useful for their local community. [ABSTRACT FROM AUTHOR]

This paper examines the integration of the CDIO (Conceive, Design, Implement, Operate) framework in Mechatronics curriculum. CDIO revolutionizes technical education by emphasizing project-based learning (PBL) and practical experiences, fostering skills, attitudes, and problem-solving abilities for real-world challenges. The Power Electronics course for fourth-semester students, aligned with CDIO, covers semiconductor devices, converters, rectifiers, choppers, inverters, and specialized machine switching circuits. Being an outcome-based education (OBE) curriculum, two of its outcomes focuses on applying gained knowledge. PBL was implemented to achieve the outcome of the course among students. During the process of implementation, students demonstrated diverse outcomes. In the proposed case study, Set A effectively accomplished problem identification, simulation, and hardware implementation. In contrast, Set B had difficulties pertaining to the integration of hardware components. This study highlights the varied dynamics observed in student involvement and academic achievement within the context of project-based learning. By doing a comparative analysis of the outcomes between Set A and Set B, valuable insights may be gained to enhance instructional techniques. This statement highlights the significance of utilizing the CDIO framework's principles to improve project-based learning and better the overall educational experience in future deployments. [ABSTRACT FROM AUTHOR]

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Methods and approaches for teaching engineering disciplines are evolving to adapt to the needs of companies and society. Engineering Design is one of the areas most influenced by such changes and constantly striving to develop more effective and efficient strategies to prepare the soon-to-be engineers to face the challenges of a real working environment. This paper presents an approach used to teach the use of value models for concept trade-off in the preliminary design phase, in line with the industrial challenges highlighted by the literature on Value Driven Design. The approach is based on realistic design sessions assigning to master students a value assessment challenge. The paper describes the rationale of the approach, its set-up, and a validation activity run to compare the performances of the students with those of industrial practitioners. The results of the study show that the students taking part in the design sessions can produce results that do not statistically differ from those of industrial practitioners. Moreover, the students' self-reflection on the achievement of the intended learning outcomes show a high satisfaction toward the achievement of the educational objectives. [ABSTRACT FROM AUTHOR]

The Conceiving – Designing – Implementing – Operating (CDIO) Initiative identifies itself as a global educational framework for producing the next generation of engineers. The purpose of this systematic review is to provide an overview of trends and to consider how these may be optimised for the continued evolution of the initiative. This systematic review follows PRISMA guidelines and is preregistered on The Open Science Framework (OSF). The review includes all publications within the CDIO knowledge library between 2010 and 2020 (N = 898). Each of the publications was categorised as Advances in CDIO, CDIO Implementation and Engineering Educational Research. The initial screening identified the popularity of publishing articles discussing CDIO implementation and the notable decline in CDIO publications. A second screening took place that included all the publications in the Engineering Educational Research category. Some of the findings include: 1) 43% of publications have links with Nordic institutions. 2) Sweden is the most active country. 3) 81% of the publications are completed collaboratively; however, only 22% are cross institutional collaborations. The paper concludes with three main suggestions for future research: 1) Enhancing evidence-based practice 2) Support of blended learning research and 3) Further development of collaboration & replication efforts. [ABSTRACT FROM AUTHOR]

With the development of the Internet, educational data based on social networks and mobile applications are also emerging, and personalized teaching systems have become a topic that has gradually attracted attention. In this paper, after exploring the meta-learning algorithm based on deep learning, a dynamic graph neural network is used to predict user preference, and a recommendation algorithm model is constructed based on meta-learning. On this basis, combined with the teaching and training mechanism of CDIO, a teaching system for the piano improvisation accompaniment course of preschool education was built, and the performance of the construction system was tested to test its application effect in the piano improvisation accompaniment course of preschool education. It can be seen that the values of each index of the recommended algorithm model in this paper are between 0.382~0.956 under cold and warm start, and the effect is the best. And the MRR@10 accuracy of the model in this paper is up to 0.725. In the professional piano improvisation accompaniment course, the scores of all indicators of the system use effect in this paper are above 4 points, which are higher than those of the traditional system, which proves that the method can improve the use effect of the teaching system and provides practical value for the system design of professional piano improvisation accompaniment course.

This research presents the revision of the current curriculum of the Master of Engineering program at Camarines Sur Polytechnic Colleges in the Philippines through series of consultations and focus group discussions with the faculty and students of the graduate program and industry practitioners, and the development of integrated curricula using the CDIO framework. Standards 1, 2, 3, 4 and 5 and syllabus v2.0 of the CDIO framework were used in the development of the integrated curricula. Graduate attributes were developed, and the result of the industry needs survey served as one of the bases in the integration of various skill sets in the integrated curricula for the master of engineering programs. [ABSTRACT FROM AUTHOR]

Social informatics is an interdisciplinary area that examines how information and communication technologies (ICT), and the complex web of social and cultural contexts interact and change over time. This study not only helps with the design and use of ICT but also shows how these technologies significantly affect society and culture. It encourages new ideas, collaborations between different fields, and policymaking insights, which drives technological innovation and a better knowledge of how ICT affects society. The Conceive, Design, Implement, operate (CDIO) educational system stands out as a new and innovative teaching method. It emphasizes active learning and gives engineering students both technical and social skills. Its use in social informatics ushers in a new era of education that combines innovation and technology to help students become strong and independent. Future study on CDIO programs in social informatics education has the potential to augment the technical proficiency and social consciousness of graduates, thereby rendering them significant contributors to the field. [ABSTRACT FROM AUTHOR]

The CDIO INITIATIVE is an innovative educational framework that has been followed in many world-class educational institutions in USA, Europe and Asian countries for producing the next generation of engineers. It provides students with an education in the context of Conceiving -- Designing -- Implementing -- Operating (CDIO) real-world systems and products. Thiagarajar College of Engineering (TCE), Madurai is one among those institutions following the CDIO framework for all undergraduate engineering programmes since the academic year 2018-19. Though there are training programs for selective faculty members, there had been no intensive hands - on training to all the faculty members. It has been felt from the formal meetings and informal discussions that faculty members needed more clarity and training on the CDIO framework. This has led to the conduct of training workshops online by the TCE academic process team for the faculty members of the institution (n=205), in three batches. Two quizzes have been conducted and feedback has been collected at the end of the workshop for each batch. This research paper analyses the outcome of these workshops measured through the Higher Order Thinking Skills (HOTS) exhibited in the assessment activities and feedback. It has been observed that the training workshop satisfies the expectations of the participants with a Satisfaction Index of 0.924. Recommendations have been proposed for interpreting the outcomes of such training workshops to enhance faculty competence through such workshops by addressing the necessary gaps in the forthcoming training workshops. [ABSTRACT FROM AUTHOR]

Challenge-based learning (CBL) is a multidisciplinary approach that encourages students to work actively with peers, teachers and stakeholders in society to identify complex challenges, formulate relevant questions and take action for sustainable development. In this paper, it is argued that CBL can be viewed as an evolution of the Conceive, Design, Implement, Operate concept, expanding as well as deepening the learning experience. The study reported on investigates the multiple aims of a particular CBL environment (the Challenge Lab at Chalmers University of Technology), which are to combine significant student learning and societal transformation. The results show that the students perceive that they have developed deep skills in problem formulation and sustainable development, as well as working across disciplines and with different stakeholders. Moreover, the study shows that although few student projects reach implementation stage, there is a potential for societal impact both during and after the Challenge Lab learning experience. [ABSTRACT FROM AUTHOR]

Nowadays, the competitions among countries to recruit engineering students as workers do not focus on talents, but also on the reserve of it. The advancement of education in engineering field plays a big part in enhancing comprehensive domestic strength because the scientific revolution will contribute to important modifications of the industrial landscape. Therefore, Conceive- Design-Implement-Operate (CDIO) understanding and techniques are required for enhancing this field of education particularly for innovation of capstone project. Thus, this study was identified student knowledge and skills consist of teamwork, problem-solving, and communication skills of the CDIO in capstone project involved two faculties which are Faculty of Biosciences & Medical Engineering (FBME) and Faculty of Electrical Engineering (FKE) at Universiti Teknologi Malaysia (UTM). Our respondents consist of 28 and 30 of third-year students from FBME and FKE respectively. Besides, this study also was identified the importance of the CDIO approach in the innovative capstone project. The method that used was a quantitative survey by using 5 Likert scale questionnaires. The average mean for all research questions indicated that the majority of respondents agreed that the CDIO knowledge and skills in the capstone project are important in engineering education. Hence, the engineering students must possess not only the skills such as teamwork, problem-solving, and communication but also needs more knowledge that helps them to employability and adapt to real-world engineering problems. [ABSTRACT FROM AUTHOR]

Desktop 3D-printers are now a low-cost commodity product, and have been increasingly used in engineering education. The ability for students to print a prototype of their design is naturally a step forward in the education of engineering design. This paper describes a new approach for using 3D-printers where the students shall collaborate on a design of a compounded product, consisting of different parts. Functional requirements, distribution of tolerances, design envelopes etc. must be handled. QA measures, 3D-printed material properties, variation management etc. need to be addressed. The paper describes the pedagogical methods used and the results from interviews among the students in the class. The education is based on the CDIO educational framework. [ABSTRACT FROM AUTHOR]

Topology optimization (TO) has been a useful engineering tool over the last decades. The benefits of this optimization method are several, such as the material and cost savings, the design inspiration, and the robustness of the final products. In addition, there are educational benefits. TO is a combination of mathematics, design, statics, and the finite element method (FEM); thus, it can provide an integrative multi-disciplinary knowledge foundation to undergraduate students in engineering. This paper is focused on the educational contributions from TO and identifies effective teaching methods, tools, and exercises that can be used for teaching. The result of this research is the development of an educational framework about TO based on the CDIO (Conceive, Design, Implement, and Operate) Syllabus for CAD engineering studies at universities. TO could be easily adapted for CAD designers in every academic year as an individual course or a module of related engineering courses. Lecturers interested in the introduction of TO to their courses, as well as engineers and students interested in TO in general, could use the findings of this paper. [ABSTRACT FROM AUTHOR]

CDIO is a brand-new education idea and implementation system of focusing on students’ practical ability in engineering, and is very efficient engineering education mode in promoting engineer ability. Based on the CDIO engineering education model and combined with the practical teaching of mechanical innovation design and practice course, integrating innovation education and professional education, building practice teaching system combining inside and outside classes were explored. The practice teaching system of combining theory teaching with innovation practices, combining in-class experiments with out-class practices is made in the paper. Theory teaching mainly includes the principle and technique of innovation, scheme innovative design, organization and structure innovative design, innovation design simulation and innovation instance, which focuses on the training of thinking ability, design ability and learning ability. Innovation practice module is comprised of in-class experiments and out-class practices, which focuses on the training of practical ability and engineering ability. Practice teaching contents, teaching methods and examination system are also made in the paper, which provides reference for teaching reformation of relevant subjects. [ABSTRACT FROM AUTHOR]

The paper presents a review of literature and other sources of information concerning the fourth industrial revolution and the development of the digital economy. The tasks of improving the education system including higher education and engineering training are actualized. The author analyzes the development of online technologies in education, as well as blended learning, combining the advantages of traditional and online education. The paper dwells on the peculiarities of training engineers and the best practices of applying blended learning in engineering education, shows the need to optimize blended learning by maximizing the benefits of traditional and online education. A technique for using the CDIO approach, further developed for engineering education of the top levels, is proposed for the optimal blended learning design of the Bachelor, Master and PhD programs. The author adduces the concrete examples, which show the possibility of digital transformation of engineering programs with the purpose of their actualization and improving the quality of graduates’ training for complex, innovative and research engineering activity.

Fostering 'experiential learning' in real-life situations is a critical task for engineering educators when creating constructively aligned learning activities. The paper proposes an approach to measure the students' perception of learning in Conceive-Design-Implement-Operate activities conducted outside the classroom. The approach is based on the opportunity of gathering and analyzing lessons learned from the student reflection reports at the end of a team-based innovation project performed in collaboration with company partners. The approach is intended to provide a basis for the future development of innovation projects with engineering students, supporting the definition of learning outcomes that are relevant for the CDIO Syllabus 2.0, and of constructively aligned learning experiences. The paper exemplifies the approach with regards to a master course named Value Innovation and presents the findings obtained at the third and second level of the CDIO Syllabus 2.0. The results of the course implementation show how short team-based innovation projects largely contributed in developing social and communication-related skills in engineering students, going beyond the mere application of their technical skills. [ABSTRACT FROM AUTHOR]

Topology optimization (TO) has been a useful engineering tool over the last decades. The benefits of this optimization method are several, such as the material and cost savings, the design inspiration, and the robustness of the final products. In addition, there are educational benefits. TO is a combination of mathematics, design, statics, and the finite element method (FEM); thus, it can provide an integrative multi-disciplinary knowledge foundation to undergraduate students in engineering. This paper is focused on the educational contributions from TO and identifies effective teaching methods, tools, and exercises that can be used for teaching. The result of this research is the development of an educational framework about TO based on the CDIO (Conceive, Design, Implement, and Operate) Syllabus for CAD engineering studies at universities. TO could be easily adapted for CAD designers in every academic year as an individual course or a module of related engineering courses. Lecturers interested in the introduction of TO to their courses, as well as engineers and students interested in TO in general, could use the findings of this paper.

This paper proposes a digital teaching innovation path for art majors and builds a digital teaching innovation technology framework with digital teaching resource management and online and offline blended teaching as the main modules. In digital teaching resource management, a SCORM digital teaching resource management model is constructed, and a resource recommendation algorithm is designed in combination with a collaborative filtering recommendation algorithm. In blended teaching, a meta-learning recommendation algorithm is utilized to complete the design of a teaching system for CDIO. Finally, experimental classes and control classes were set up to carry out digital teaching practices using the Fine Arts Painting major at University A in Zhejiang Province, China, as the research object. In the analysis of students’ learning behavior performance, the score of students in the experimental class was 4.373 points higher than that of the control class, with a significant difference (P

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. [ABSTRACT FROM PUBLISHER]

Students engaged in systems engineering education typically lack experience and understanding of the multidisciplinary complexity of systems engineering projects. Consequently, students struggle to understand the value, rationale, and usefulness of established systems engineering methods, often perceiving them as banal or trivial. The paper presents a learning activity based on a three-stage reverse engineering role-play developed to increase students' awareness of the importance of correctly using systems engineering methods. The activity was developed and integrated in the Systems Engineering course given at Blekinge Institute of Technology. Its effectiveness was analyzed through semistructured self-reflection reports along with two editions of the course. The results showed the development of students' understanding of how to use systems engineering methods. In particular, the students realized the need to deliver detailed and easy-to-read models to the decision makers. This result was in line with the achievement of some of the intended learning outcomes of the course. [ABSTRACT FROM AUTHOR]

Fostering ‘experiential learning’ in real-life situations is a critical task for engineering educators when creating constructively aligned learning activities. The paper proposes an approach to measure the students’ perception of learning in Conceive-Design-Implement-Operate activities conducted outside the classroom. The approach is based on the opportunity of gathering and analyzing lessons learned from the student reflection reports at the end of a team-based innovation project performed in collaboration with company partners. The approach is intended to provide a basis for the future development of innovation projects with engineering students, supporting the definition of learning outcomes that are relevant for the CDIO Syllabus 2.0, and of constructively aligned learning experiences. The paper exemplifies the approach with regards to a master course named Value Innovation and presents the findings obtained at the third and second level of the CDIO Syllabus 2.0. The results of the course implementation show how short team-based innovation projects largely contributed in developing social and communication-related skills in engineering students, going beyond the mere application of their technical skills.

This article discusses three years' research (2012-2014) on design education towards a 2016 undergraduate industrial design curriculum launch. It contributes a pathway for conservative courses towards design culture transformation and filling gaps between them and leading breakthrough education exemplars. The course proposes a collective knowledge creation model through social constructivism and constructionism that recognises its place in time and history and allows customisation to individual upbringing. It catches up with a profession transformed beyond a digital Bauhaus manifesto that joined and revaluated physical and digital artefacts as per their environment, quality of experiences, intelligence, networks and relations. Data and findings supported pedagogy redefinition from master-apprentice and teacher-centred skill transmission models to heutagogy and paragogy. The new approach required habitus change from a traditional goods-centred discipline to human-centred focus, critical design and making, design heuristics, CDIO (conceiving, designing, implementing, operating) and STEAM (science, technology, arts, mathematics) frameworks. Participants empathetically contextualised, problem framed and solved by crossing boundaries between disciplines, institutions, industries, students' background and society. Research and practice promoted new forms of industrial design creation happening in physical and digital coexisting spaces of being. Course units evolved around an e-curriculum component working as a digital spine. Curriculum progressed from standard top-down transmission to sociotechnical and organisational networking, industry collaboration, international design studio and Design Factory model-like projects. In doing so, it became a foundation for future physical-digital industrial design artefacts, human computer interaction, machine learning, hacker culture systems, shared information, free open-source software and hardware development within a 4.0 industrial revolution. [ABSTRACT FROM AUTHOR]

A comparative study of the CDIO engineering education accreditation criteria and Chinese engineering education accreditation criteria (CEEAC) is presented in this paper. The CDIO syllabus has 4 parts, 17 categories, and 73 subdivision abilities and forms a core concept of “Conceive-Design-Implement-Operate” (CDIO). The CDIO criteria are more inclined to the abilities of students to solve practical needs of engineering problems. There are detailed descriptions and requirements of the ability in teaching, more emphasis on project-driven or problem driven teaching methods. The Chinese engineering education accreditation criteria (CEEAC, 2015 edition) do not have a core concept like “Conceive-Design-Implement-Operate”. CEEAC has 12 categories, requirements of ability achievement, for students. The candidates, specialties of universities, are allowed to define their own subdivision abilities and syllabuses according to their situation, which indicates that the CEEAC is more flexible and easier to be obtained for candidates. The requirements of graduation abilities are between the categories and subdivision abilities of CDIO. [ABSTRACT FROM AUTHOR]

The engineering education certification according to the Washington Agreement is an important measure to improve the cultivating quality of engineering technical talents. The reformation and innovation of experimental teaching based on engineering education certification standards play an important role in improving the quality of experimental teaching and cultivating innovative talents. This paper summarizes the exploration practice of experimental teaching reformation and innovation by introducing engineering education certification standards in remote sensing comprehensive practice, the exploration includes the teaching content reformation produced by engineering application and scientific research, and the teaching reformation with enterprises participation. Simultaneously, based on the engineering education certification standards, the teaching mode innovation by combining CDIO and flipped classroom are developed. The reformation on comprehensive practice course of remote sensing application based on engineering education certification explores a new way for the experimental teaching innovation, and has certain reference significance. [ABSTRACT FROM AUTHOR]

Several organisations have introduced a new leadership role, the Chief Digital Officer (CDO), as a centralised role in their top management team (TMT), tasked with accelerating and coordinating their digital transformation. While previous research proposes a complementary, tight alignment between the CDO and the Chief Information Officer (CIO), role redundancies and the fight for recognition and resources also suggest an inherent tension. We provide insights into the CIO-CDO collaboration quality based on role, TMT cooperation, conflict theory, and a dyadic design approach of 11 CIO-CDO relationships with 33 expert interviews in two waves. Our findings indicate that the CIO-CDO relationship may not always be as complementary as proposed in the literature; instead, in the vast majority of our dyads, there is too much role conflict to achieve tight alignment, leading to separation behaviour between the roles. We identify the involvement in the introduction of the other role, the CIO demand-side orientation, and the CDO supply-side orientation as important contingency factors determining the quality of the CIO-CDO relationship. Finally, unless the CIO-CDO relationship resembles a perfect match, a unified Chief Digital and Information Officer (CDIO) role may better resolve the challenges we identify in our sample's dyads. Our insights extend the understanding of the CIO-CDO relationship. [ABSTRACT FROM AUTHOR]

Contribution: In this study, we accumulated the knowledge and generated evidence on how and in what context CDIO framework has been used in software engineering (SE) education. The aggregated evidence will enable SE academics in making informed decisions while adopting CDIO for SE education and build upon it. Background: CDIO framework is relevant for SE as it focuses on enabling engineering graduates in conceiving, designing, implementing, and operating complex systems and products. We were not able to find any study that identifies and aggregates the evidence on the use of CDIO for SE education. Research Questions: This study attempts to answer the following research questions: 1) how CDIO has been used in SE education? and 2) what are the experiences of academics in applying the CDIO framework in SE education? Methodology: Using a mixed-method approach (systematic mapping study and interview study with experienced academics in SE), we established the state of the art and practice on the use of CDIO in SE education. Findings: Getting a commitment from the higher management, teachers, and students is a major challenge in the adoption of the CDIO initiative followed by a lack of competence, finance, and resources. Ownership, motivation, persistence, and training of teachers and students are required not only to adopt CDIO for SE but also to sustain it. [ABSTRACT FROM AUTHOR]

There are four parts in CDIO pattern: conceive, design, implement and operate. The collaborative innovation idea contains the coordination between teachers and students, coordination among students, coordination among teachers, coordination between schools and enterprises. CDIO pattern and collaborative innovation idea have obvious effect in the teaching reform, especially in practice teaching reform. This idea changes the former pattern which is teacher-oriented to the new pattern which is student-oriented. In the new pattern, under the teachers guidance, more attention is paid to the students cultivation of various abilities. In this paper, taking Generic Cabling practical project as an example, the scheme was discussed about how to implement the CDIO ami collaborative innovation idea in the teaching activity. This scheme ran through the system analysis, system design, system implementation and acceptance of the project. The students were grouped in different teams to complete the training program, their practical ability, teamwork and leadership were improved obviously. [ABSTRACT FROM AUTHOR]

To review the research status and advantages of flipped classroom teaching model, and in response to the current problems in math experiment teaching in universities, the paper presents to apply " flipped classroom" in the math experiments under the background of CDIO. Mathematical teaching experiments are reformed in this mode, we explore and discuss the concepts of experimental teaching, teaching structure, experimental evaluation and assessment methods, to realize the depth teaching objective of "student-centered". [ABSTRACT FROM AUTHOR]

In this paper, the comparative and case study method were used, and the design idea and system structure of online experiment course were explained. DCS and its experiment, which was an online experiment course developed by ECUST, was set as an example. The design and application in teaching practice based on CDIO for this experiment course were introduced. Finally, a conclusion was reached that the experiment course which was based on engineering practice environment and CDIO idea is much helpful for the cultivation of engineering talents. [ABSTRACT FROM AUTHOR]