Lecturers' Guide
for
for
for
MULTIDISCIPLINARY PROJECT
USING CDIO APPROACH :
ELECTRICAL ENGINEERING &
COMMERCE
ELECTRICAL ENGINEERING DEPARTMENT
& COMMERCE DEPARTMENT
Lecturers' Guide
for
for
for
MULTIDISCIPLINARY PROJECT
USING CDIO APPROACH :
ELECTRICAL ENGINEERING &
COMMERCE
ELECTRICAL ENGINEERING DEPARTMENT
& COMMERCE DEPARTMENT
Printed in Malaysia
LECTURERS’ GUIDE FOR
MULTIDISCIPLINARY PROJECT
USING CDIO APPROACH:
ELECTRICAL ENGINEERING &
COMMERCE
St
1 Published 2021
©All right reserved. No part of this publication may be reproduced, copied, stored in any
retrieval system or transmitted in any form or by any means – electronic, mechanical,
photocopying, recording or otherwise, without prior permission in writing from writers.
email: [email protected]
Published by: CDIO Committee
Politeknik Sultan Azlan
Shah Behrang Stesen,
35950
Behrang
Perak
LIST OF FIGURES
Figure 1.1: What is CDIO?................................................................................................................... 1
Figure 1.2: Fresh Graduate Unemployment Reasons. .................................................................... 2
Figure 1.3: Relevance of CDIO Process in Industry. ....................................................................... 4
Figure 1.4: Industry Expectations - Desired Attributes of an engineer. ....................................... 5
Figure 1.5: Develop CDIO Framework ............................................................................................. 6
Figure 1.6:Transformation Using CDIO. ........................................................................................... 7
Figure 1.7: CDIO Initiative .................................................................................................................. 8
Figure 1.8: CDIO Initiative Implementation..................................................................................... 9
Figure 1.9: Conceive Phase ............................................................................................................... 10
Figure 1.10: Design Phase ................................................................................................................. 11
Figure 1.11: A development of a prototype .................................................................................... 11
Figure 1.12: Implementation Phase ................................................................................................. 12
Figure 1.13: Operate Phase ................................................................................................................ 13
Figure 2.1: CDIO Approach in Skills Development ...................................................................... 14
Figure 2.2: The Rationale for the Main Headings of the CDIO Syllabus .................................... 15
Figure 2.3: CDIO Overview .............................................................................................................. 16
Figure 2.4: Student Proficiency ......................................................................................................... 17
Figure 2.5: Reasoning & Problem Solving ...................................................................................... 18
Figure 2.6: Experimentation and Knowledge Discovery .............................................................. 19
Figure 2.7: System Thinking ............................................................................................................. 20
Figure 2.8: Personal Skills ................................................................................................................. 20
Figure 2.9: Interpersonal Skill ........................................................................................................... 22
Figure 2.10: Professional Skills ......................................................................................................... 23
LIST OF TABLES
Table 1.1: Employers Rate the Essential Need of the Career Readiness Competencies ............ 3
Table 1.2: Employers Rate the Importance of the Candidate Skills / Qualities ........................... 3
Table 3.1: Project 1 and Marketing Research Mapping ................................................................ 26
Table 3.2: Integrated Learning Experiences ................................................................................... 29
Table 4.1: Notes of Guidance............................................................................................................ 31
I
PREFACE
This module is written primarily with the specific aim of providing the
necessary fundamental of CDIO concept for Project Supervisor of Electrical
Engineering and Commerce Department of Politeknik Sultan Azlan Shah (PSAS).
It consists of 5 chapters; Chapter 1 – Introduction of CDIO, Chapter 2 - Skills
Development, Chapter 3 – Integrated Courses, Chapter 4- Notes of Guidance (NoG)
and Chapter 5 – CDIO Lesson Plan. Chapter 1 deals with the introduction of CDIO
which cover Reformation Engineering Education using CDIO Culture, Stakeholder
Role, CDIO Approach and CDIO Initiative. Chapter 2 focuses on CDIO skills
development including Disciplinary Skills, Personal Skills, Interpersonal Skills, and
Professional Skills. Chapter 3 discusses about The Integrated Courses between
Electrical Engineering Department and Commerce Department which contains
Programme Learning Outcome, Courses Mapping and Integrated Learning
Experiences. Chapter 4 consists of Notes of Guidance (NoG) that detailed the
Description, Instruction, Rubric assessment for Project 1 – DEE40082 and Marketing
Research – DPM40073. The last chapter, Chapter 5 emphasize the CDIO Lesson Plan
including Weekly objective and Supervisor reflection.
It is sincerely hoped that this book will be most welcomed by the lecturers of
PSAS. Any constructive comments and suggestions from the readers are highly
appreciated.
Hamidah A.Hamid
II
ACKNOWLEDGMENT
In the name of Allah, the Most Gracious and the Most Merciful. All praises be to Allah
for His Blessing in completing this Lecturers’ Guide. It was a great opportunity and a
meaningful experience writing this book. The completion of this Lecturers’ Guide is
also due to the contribution of many wonderful people with their valuable ideas and
suggestions.
I would like to express my thanks to the PSAS Deputy Director (Academic),
Puan Siti Marlina Binti Mohammad Amin and my sincerest appreciation to Head of
CDIO Unit, Puan Putri Irda Binti Ab Rahman, Project 1 Coordinator, Project
Supervisor, Marketing Research Lecturers and the CDIO Committee Member for their
contribution and efforts to realize this module.
My greatest appreciation goes to all my friends and colleagues for their
guidance, encouragement, suggestions and help offered in writing this book. Finally,
I would thank my family for their love, patience, prayers, support and understanding.
III
CONTENTS
LIST OF FIGURES I
LIST OF TABLES I
PREFACE II
ACKNOWLEDGMENT III
CONTENTS IV
CHAPTER 1 1
INTRODUCTION TO CDIO 1
1.1 REFORM ENGINEERING EDUCATION 2
1.2 ENGAGEMENT KEY STAKEHOLDER 4
1.3 BEST PRACTICE APPROACH 5
1.4 CDIO INITIATIVE 7
CHAPTER 2 14
SKILLS DEVELOPMENT 14
2.1 DISCIPLINARY SKILLS 17
2.2 PERSONAL SKILLS 19
2.3 INTERPERSONAL SKILLS 21
2.4 PROFESSIONAL SKILLS 22
CHAPTER 3 24
INTEGRATED COURSES 24
3.1 PROGRAM LEARNING OUTCOME 24
3.2 MAPPING BETWEEN THE COURSES 26
3.3 INTEGRATED LEARNING EXPERIENCE 28
IV
CHAPTER 4 30
NOTES OF GUIDANCE (NOG) 30
4.1 DESCRIPTION 30
4.2 INSTRUCTION 31
4.3 RUBRIC (ASSESSMENT) – PROJECT 1 (DEE4082) 34
4.4 RUBRIC (ASSESSMENT) – MARKETING RESEARCH (DPM 40073) 38
CHAPTER 5 42
CDIO LESSON PLAN 42
5.1 WEEKLY OBJECTIVE 42
5.2 SUPERVISOR REFLECTION 51
REFERENCES 66
V
Lecturers’ Guide for Multidisciplinary Project: CDIO Approach
CHAPTER 1
INTRODUCTION TO CDIO
CDIO is a term acronym for Conceive Design Implement Operate.
The CDIO Initiative is an educational framework that emphasizes the basics of
engineering set in the context of conceiving, designing, implementing, and operating
real-world systems and products. CDIO is aimed at making project or problem based
learning the norm. Utilising the CDIO approach, the learning and teaching in the field
of engineering aims to promote innovative thinking in equip students with technical
knowledge as well as communication and professional skills.
Figure 1.1: What is CDIO?
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1.1 Reform Engineering Education
The CDIO concept is considered a new model for engineering education that
aims to develop students’ ability to apply engineering to solve their employment
problems efficiently. It seeks to change the way of seeking knowledge to be able to
solve the problems between knowledge-induction and skill development in
engineering education.
In the current situation of engineering education, the survey from Job Street had
classified 5 reasons of unemployment of fresh graduate which is shown in Figure 1.2.
Figure 1.2: Fresh Graduate Unemployment Reasons.
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Studies by employers related to engineering student competencies show
shocking values where they can affect the marketability of graduates in the
employment industry. The studies are shown in Table 1.1 and Table 1.2.
Table 1.1: Employers Rate the Essential Need of the Career Readiness Competencies
Competencies Weighted Average Rating
Critical thinking / Problem Solving 4.62
Teamwork / Collaboration 4.56
Professionalism / Work Ethic 4.46
Oral / Written Communications 4.30
Leadership 3.82
Digital Technology 3.73
Career Management 3.46
Global / Multi Cultural Fluency 3.01
Table 1.2: Employers Rate the Importance of the Candidate Skills / Qualities
Skill / Quality Weighted Average
Rating
Ability to verbally communicate with persons inside and 4.63
outside the organization
Ability to work in a team structure 4.62
Ability to make decisions and solve problems 4.49
Ability to plan, organize and prioritize work 4.41
Ability to obtain and process information 4.34
Ability to analyze quantitative data 4.21
Technical knowledge related to the job 3.99
Proficiency with computer software programs 3.86
Ability to create and / or edit written reports 3.60
Ability to sell or influence others 3.55
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Figure 1.3: Relevance of CDIO Process in Industry.
Therefore, the reform of the CDIO cultural on engineering education should be
implemented in Higher Learning Education Center to increase the industries
reliability and confidence towards engineering students.
1.2 Engagement Key Stakeholder
In CDIO, knowledge, skills and attitudes are prioritized as a learning outcome
of engineering education. These learning outcomes detail what students should know
and be able to do at the end of their engineering program. Learning outcomes are
reviewed and validated by key stakeholders, namely groups with an interest in
engineering program graduates. This is for the program goal consistency and
relevance to engineering practice. In addition, stakeholders help to determine the
expected level of competence or achievement standard for each learning outcome.
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Figure 1.4 shows the industry expectations which are a good understanding of
engineering skill, communication skills etc.
A good understanding of A basic understanding A profound
engineering of the context in understanding of the
fundamental science Engineering practice importance of teamwork
Personal Skills - high
A good understanding in ethical standard, ability Curiosity and a desire to
Electrical & Electronics to think both critically learn for life
Engineering Field
and creatively
Good communication
A multidisciplinary
system perspective skills in writing , oral,
graphic and listening
Figure 1.4: Industry Expectations - Desired Attributes of an engineer.
1.3 Best Practice Approach
The CDIO framework is based on CDIO syllabus and CDIO standards which
used as a guideline to engineering education program. In developing the CDIO
framework, some ideas should be considered such as a set of skills, new approaches,
new system, and assessment. Figure 1.5 shows the important points to develop the
CDIO framework.
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Figure 1.5: Develop CDIO Framework
The CDIO approach uses active learning tools, such as group projects
and problem-based learning, thus better equip engineering students with technical
knowledge as well as communication and professional skills. The processes and
systems also attempt to make engineering attractive to students to retain them in the
program and in the profession. The approach also promotes integration of courses
and encourages interdisciplinary collaboration.
By using the best practice approach in implementing the engineering education
program with refer to CDIO framework, the engineering students should be appeared
more versatile and competitive. At the end of the program, the students should do
well in hands-on engineering, more innovative and as a result can serve industry and
community excellently. This transformation is further explained in Figure 1.6.
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Figure 1.6:Transformation Using CDIO.
1.4CDIO Initiative
The CDIO Initiative is an educational framework that emphasize engineering
fundamentals set in the context of conceiving, designing, implementing, and operating
real-world systems and products. The key of CDIO initiative is an innovative
educational framework that encompasses the pedagogical approaches, innovative
teaching methods and real-world learning experiences for producing the next
generation engineers. The CDIO initiative involves the academician, industry,
students, and the Accreditation Board. Additionally, the CDIO Initiative provides
resources for instructors of member universities to improve their teaching abilities.
Figure 1.7 shows the CDIO initiative which include the Conceive, Design, Implement
and Operate.
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Figure 1.7: CDIO Initiative
The CDIO initiative is a guide to the CDIO concept. Using the concept, students need
to design and develop the product according to the actual system. The product or
system development is related to societal and environmental concerns. During the
learning process using CDIO concept, student’s personal skills, interpersonal skills
and professional skills will be evaluated. Consequently, the students’ quality can be
improved. By involve in this educational program, learners can obtain the abilities to
conceive, design, implement and operate as defined by CDIO Initiative. Figure 1.8
shows the implementation of CDIO initiative.
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Figure 1.8: CDIO Initiative Implementation
As determines by CDIO Initiative, the abilities to Conceive, Design, Implement
and Operate is the key to CDIO’s success in the engineering education program.
Conceive
The Conceive phase includes defining customer and societal needs, considering
technology, enterprise strategy and regulations, developing conceptual, technical, and
business plans. To attain the conceiving phase, several methods can be used such as
survey, interview, observation, or data collection method. Figure 1.9 shows the
method used in conceive phase.
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Figure 1.9: Conceive Phase
Design
The Design phase focuses on designing a solution to the addressed need,
namely plans, drawings and algorithms that describe what will be implemented. In
this phase, several skills are very important such as problem solving, evaluate
findings, project planning and designing. Discussion with the supplier also required
in order to obtain the suitable design. Figure 1.10 describe the methods of the design
phase.
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Figure 1.10: Design Phase
Figure 1.11 shows a sample of prototype development during design phase of CDIO.
Specific tools and methods need to be used in designing the related prototype.
Figure 1.11: A development of a prototype
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Implementation
The Implementation phase refers to the transformation of the design into the
product, process, system, or service, including manufacturing, coding, testing and
validation. The further steps in this phase consist of fabrication activity, testing activity
which needs the technical skills. Figure 1.12 shows the steps in the implementation
phase.
Figure 1.12: Implementation Phase
Operate
The last phase is Operate which uses the implemented product, process, system
or service to deliver the intended value, including maintaining, evolving and retiring.
The consideration of environmental, social, and economic sustainability is a prioritize
throughout the lifecycle. Figure 1.13 describe the operate phase.
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Figure 1.13: Operate Phase
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CHAPTER 2
SKILLS DEVELOPMENT
The CDIO approach encompasses a methodology for inculcating the
development of students’ skills and traits in engineering education programs. The
methodology begins with the CDIO Syllabus which features a comprehensive list of
skills and attributes as shown in Figure 2.1. After going through several steps, an
explicit plan is produced that shows how the required skills and attributes should be
developed within the curriculum. Implementing the methodology poses several
challenges. It was found that the previous initiatives to improve graduate skills in the
last 10 to 15 years ago, did not result in any obvious improvement. The literature is
then consulted, and then leads to several proposals for enhancing the CDIO
methodology.
Figure 2.1: CDIO Approach in Skills Development
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As an initiative, to apply the knowledge and skills of students in various
multidisciplinary professionals in this project, it is necessary to integrate between
engineering and marketing programs. This can give opportunity to students in both
departments to develop innovative products with reasonable costs and achieve the
planned business objectives. Thus, the product development is depending on a
teamwork and students’ creativity. With these requirements, it can be concluded that
the knowledge, skills, and attributes needed by a student can be grouped into the
following categories as shown detailed in Figure 2.2:
i. Technical knowledge and Reasoning.
ii. Personal and Professional Skills and Attributes.
iii. Interpersonal Skills.
iv. Product Process and System Building Skills (taking the External and Societal
Context and the Enterprise and Business Context into account).
Figure 2.2: The Rationale for the Main Headings of the CDIO Syllabus
CDIO overview in teaching and learning activities to develop skill development
is shown in Figure 2.3. CDIO benefits the students, their future employers and the
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society. Students are better equipped to engage in industry, to design and build new
products and systems that benefit to humankind.
Figure 2.3: CDIO Overview
To deliver these benefits, CDIO must impact educational programs and their
students. Based on Figure 2.4, CDIO is an approach to the reform of engineering and
marketing education where students’ skills in terms of technical, professional,
interpersonal, and personal skills are enhanced.
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Figure 2.4: Student Proficiency
2.1Disciplinary Skills
In education engineering program with CDIO approach, several skills and
attributes should be addressed to achieve the program learning outcome. In principle,
engineering is a profession that is responsible for the conception, design,
implementation and operation of new and improved products, processes, and
systems. Therefore, students should acquire competence in the knowledge, skills and
attributes associated with these activities.
The knowledge they will require includes the specialized technical knowledge
that is normally taught within an engineering program and marketing program (which
will be referred to as “disciplinary knowledge”). However, they also require the
various of mainly generic, competencies that are needed to be responsible for the
conception, design, implementation and operation of products, processes, and systems
(which will be referred to as “product, process and system building skills”) and
marketing situation based on consumer needs.
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Normally the professional engineers do not base their decisions on purely
technical criteria but the commercial environment in which the majority work means
that the “enterprise and business context” must be considered. Issues beyond the
enterprise also impose on engineers’ decision making, hence knowledge of the
“external and societal context” is also a requirement. Therefore, they must possess a
wide range of “personal and professional skills and attributes”. Thus, the role of
students from marketing is needed to have a clear understanding of the value of
marketing. The integrated between engineering and marketing program in the CDIO
syllabus described in Figure 2.5 & Figure 2.6:
Problem
Identification and
Formulation
Solution and
Recommendation Modeling
Engineering &
Marketing
Estimation and
Analysis With Qualitative
Uncertainty
Analysis
Figure 2.5: Reasoning & Problem Solving
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Hypothesis
Formulation
Engineering
Hypothesis Survey of Print
Test, and & and Electronic
Defense Literature
Marketing
Experimental
Inquiry
Figure 2.6: Experimentation and Knowledge Discovery
2.2Personal Skills
The students must possess the ability to use three major styles of thought:
i. Engineering & marketing thinking
ii. Scientific thinking
iii. System thinking
At the end of the program, each student should have the characteristics of
initiative and perseverance as shown Figure 2.7 and Figure 2.8.
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Engineering Marketing
Thinking Prioritization and
Holitiscally Focus
Trade-offs,
Emergence and Judgement and
Interaction in Balance in
System
Resolution
Figure 2.7: System Thinking
Initiative &
willingness
Curiosity & Perseverance &
Life Long Flexibility
Learning
Time
Management
Creative
Awareness
Thinking
Critical
Thinking
Figure 2.8: Personal Skills
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As an impact of CDIO implementations, students should have strong personal
skills, show a positive attitude at work, and leads to a successful outcome. Individual
with well-developed personal skills are usually highly motivated and passionate
about their work, which typically leads to a higher quality result.
2.3Interpersonal Skills
Interpersonal skills are required to effectively communicate, interact, work with
individuals and groups. These skills are important for success in the future career. For
this reason, it is important to implement practices of interpersonal skills in the
engineering and marketing education. In today’s global world, international
communication is one of the important issues that need to be addressed. The CDIO
Syllabus develops the necessary skills and one of the ways in improving the quality
and ideas in the CDIO implementation is through international co-operation.
Based on the development of teaching methods for learning interpersonal skills
in interactive classes-enabling the students to gather their own experiences. This can
be occurred through the active involvement in exercises in groups of two to six persons
to share and discuss the idea. When the students work in group (inter department) as
required the CDIO process, it is important that they can communicate in a satisfactory
and positive way. It is concluded in Figure 2.9.
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Multidisciplinary Teamwork
Good in Communication Skills
Figure 2.9: Interpersonal Skill
2.4Professional Skills
In addition to the technical knowledge, engineering and marketing students
must possess the professional integrity and professional behavior. The skills and
attitudes are necessary to plan for one’s career and to stay relevant in the dynamic
world.
With refer to Figure 2.10, by the end of the program, students will be adopting a
variety of skills in which include the disciplinary skills, personal skills, interpersonal
skills and professional skills in well-defined engineering and marketing activities with
the society at large. With the skills that have been nurtured, they can also give and
receive others opinion, understand others work and solve problems wisely.
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Professional
Ethics, Integrity,
Responsibility and
Accountability
Staying Current on Professional
World Behavior
Proactively
Planning for One’s
Career
Figure 2.10: Professional Skills
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CHAPTER 3
INTEGRATED COURSES
To ensure the successful of CDIO initiative in PSAS, integrated courses is
planned between Electrical Engineering Department and Commerce Department. This
collaboration involved the courses of Project 1 DEE40082 with Marketing Research
DPM 40073. Both courses are mutually supporting when they make explicit
connections among the content and the course learning outcomes.
3.1Program Learning Outcome
Upon completion of the programme, students should be able to
PLO1: Apply knowledge of applied mathematics, applied science, engineering
fundamentals and an engineering specialisation as specified in DK1 to DK4
respectively to wide practical procedures and practices;
PLO2: Identify and analyse well-defined engineering problems reaching
substantiated conclusions using codified methods of analysis specific to
their field of activity (DK1 to DK4);
PLO3: Design solutions for well-defined technical problems and assist with the
design of systems, components or processes to meet specified needs with
appropriate consideration for public health and safety, cultural, societal, and
environmental considerations (DK5);
PLO4: Conduct investigations of well-defined problems; locate and search relevant
codes and catalogues, conduct standard tests and measurements;
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PLO5: Apply appropriate techniques, resources, and modern engineering and IT
tools to well-defined engineering problems, with an awareness of the
limitations (DK6);
PLO6: Demonstrate knowledge of the societal, health, safety, legal and cultural
issues and the consequent responsibilities relevant to engineering technician
practice and solutions to well-defined engineering problems (DK7);
PLO7: Understand and evaluate the sustainability and impact of engineering
technician work in the solution of well-defined engineering problems in
societal and environmental contexts (DK7);
PLO8: Understand and commit to professional ethics and responsibilities and
norms of technician practice;
PLO9: Function effectively as an individual, and as a member in diverse technical
teams;
PLO10: Communicate effectively on well-defined engineering activities with the
engineering community and with society at large, by being able to
comprehend the work of others, document their own work, and give and
receive clear instructions;
PLO11: Demonstrate knowledge and understanding of engineering management
principles and apply these to one’s own work, as a member or leader in a
technical team and to manage projects in multidisciplinary environments;
PLO12: Recognise the need for, and have the ability to engage in independent
updating in the context of 25pecialized technical knowledge
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3.2Mapping Between the Courses
By mapping the specific course learning outcomes, the integration of skills
among students can be improved. Table 3 shows the mapping of course learning
outcomes between Project 1 DEE40082 with Marketing Research DPM 40073.
Table 3.1: Project 1 and Marketing Research Mapping
DPM40073 – Marketing Research DEE40082 – Project 1
CLO1: Construct marketing research CLO1: Investigate well defined problem
project by comprehending different in order to make improvements on a
application of marketing research. (P4, chosen project. (C4, PLO4)
PLO3)
CLO2: Evaluate engineering problem
CLO2: Analyze data into useful and conduct research in order to make
information using data visualization in improvement on a chosen project
solving marketing research problems. whether the project is on the hardware,
(C4, PLO2 ) software or hardware-software interface
type. (C5, PLO2)
CLO3: Demonstrate the skill of
managing information using graphical CLO3: Perform project construction
or visual data by giving the best solution procedures (hardware project) or
based on findings of the research to produce flowchart and draft algorithm
improve management decisions making. for system programme (software project)
(A3, PLO5) and record the progress systematically in
a logbook. (P4, PLO5)
CLO4: Display good project
management and finance through a
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Gantt Chart (milestone) and final
proposal.(A3, PLO11)
CLO5: Demonstrate continuous
learning, information management and
independent acquisition of new
knowledge and skill to support the
development of the project through the
final proposal.(A3, PLO12)
CLO6: Display written communication
skills through a final proposal. (A3,
PLO10)
CLO7: Describe the impact of the
proposed project to the society in the
final proposal. (A3, PLO6)
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3.3Integrated Learning Experience
In designing integrated learning experiences between the collaborated courses, project learning outcomes need to be determined
in order to achieve the solid aim. Table 4 represent the integrated learning experiences which include program outcome (PO), course
learning outcomes (CLOs) and the assessments involved.
Project Learning Outcomes
At the end of this project, students will be able to:
1. Collaborate in a team to solve the problem and develop conceptual model related to project.
2. Present the solution based on findings of the research using two communication methods that are writing and presentation
skills.
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3.3Integrated Learning Experience
In designing integrated learning experiences between the collaborated courses, project learning outcomes need to be determined
in order to achieve the solid aim. Table 4 represent the integrated learning experiences which include program outcome (PO), course
learning outcomes (CLOs) and the assessments involved.
Project Learning Outcomes
At the end of this project, students will be able to:
1. Collaborate in a team to solve the problem and develop conceptual model related to project.
2. Present the solution based on findings of the research using two communication methods that are writing and presentation
skills.
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Table 3.2: Integrated Learning Experiences
PO Courses Related CLOs Assessments
PO11: CLO4: Display good project management and finance
Project Management & DEE40082 through a Gantt Chart (milestone) and final proposal. (A3,
Finance Project 1 PLO11)
Final Proposal
(Project Management
PO12: CLO5: Demonstrate continuous learning, information
& Finance,
Life long Learning management and independent acquisition of new knowledge
Lifelong Learning,
and skill to support the development of the project through
Written
PO10 the final proposal. (A3, PLO12)
Communication ) –
Communication Skills
30%
CLO6: Display written communication skills through a final
proposal. (A3, PLO10)
PO3 : CLO1: Construct marketing research project by
Practical Work DPM40073 comprehending different application of marketing research. Marketing Research
Marketing (P4, PLO3) Project – 50%
PO5 : Research
Information CLO3: Demonstrate the skill of managing information using Presentation of
Management and graphical or visual data by giving the best solution based on Research Project –
Life Long Learning Skill findings of the research to improve management decisions 10%
making. (A3, PLO5)
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Table 3.2: Integrated Learning Experiences
PO Courses Related CLOs Assessments
PO11: CLO4: Display good project management and finance
Project Management & DEE40082 through a Gantt Chart (milestone) and final proposal. (A3,
Finance Project 1 PLO11)
Final Proposal
(Project Management
PO12: CLO5: Demonstrate continuous learning, information
& Finance,
Life long Learning management and independent acquisition of new knowledge
Lifelong Learning,
and skill to support the development of the project through
Written
PO10 the final proposal. (A3, PLO12)
Communication ) –
Communication Skills
30%
CLO6: Display written communication skills through a final
proposal. (A3, PLO10)
PO3 : CLO1: Construct marketing research project by
Practical Work DPM40073 comprehending different application of marketing research. Marketing Research
Marketing (P4, PLO3) Project – 50%
PO5 : Research
Information CLO3: Demonstrate the skill of managing information using Presentation of
Management and graphical or visual data by giving the best solution based on Research Project –
Life Long Learning Skill findings of the research to improve management decisions 10%
making. (A3, PLO5)
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Lecturers’ Guide for Multidisciplinary Project: CDIO Approach
CHAPTER 4
NOTES OF GUIDANCE (NoG)
4.1Description
This is an inter program project between Electrical Engineering Program
(technical) and Commerce Program (non-technical) department. We integrate Project
1 (DEE40082) with Marketing Research (DPM40073). This project involves students in
Semester 4 from both departments. This project aims to give students the real
experience in developing a project and working with the diverse discipline group.
(a) Skills Development
i. Knowledgeable in electrical engineering management principles and
marketing situation
ii. Independently investigate in current issue
iii. Lifelong learning
iv. Project management skill
v. Scientific skill
vi. Communicate effectively on well-defined engineering.
vii. Deliver an effective presentation.
(b) Assessment methodology
DEE 40082 – Project 1
i. Rubric of Project Management & Finance.
ii. Rubric of Lifelong Learning
iii. Rubric of Written Communication Skills
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Lecturers’ Guide for Multidisciplinary Project: CDIO Approach
DPM40073 – Marketing Research
i. Rubric of Marketing Research Project
ii. Rubric of Research Presentation
4.2Instruction
Table 4.1: Notes of Guidance
Department: Programme: Diploma Department: Programme:
Electrical in Commerce Diploma in
Engineering (Electrical/Electronics Marketing
Communication/Com
puter) Engineering
Course Code: Semester Course Code: Semester
DEE40082 Offered: DPM40073 Offered:
Course Semester 4 Course Name: Semester 4
Name: Class: DET 4 / DEP 4 Marketing Class: DPR 4
Project 1 / DTK 4 Research Academic Session:
Credit Academic Session: Credit hours: Dec 2020
hours: 1 Dec 2020 3
Pre-requisite: Pre-requisite:
None None
ACTIVITY:
CREATE OR IMPROVE A PRODUCT BASED ON CONSUMER NEEDS.
(a) SCENARIO
You are a part of product development team in a company. You are required to
produce a product / process / system or improvise the existing one. The product
supposes to be marketable.
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Lecturers’ Guide for Multidisciplinary Project: CDIO Approach
This project requires you to identify the problems and design the solution. You must
present your solution to the top management for approval by considering the technical
and marketing aspects.
(b) TASK
To meet the requirements, you need to:
1. Identify the problems and market needs related to the Electrical Engineering Field.
2. Understand project management skill such as planning, scheduling, controlling
and monitoring.
3. Conduct an investigation and evaluation on a chosen project.
4. Analyse the empathy study for technical and marketing aspect that has been
implemented.
5. Design an innovative solution from empathy study outcome.
6. Construct hardware / software / software-hardware interfacing project through
implementation of a mini project
7. Build a conceptual model of the product.
8. Perform time management and project cost estimation
9. Produce the final proposal and marketing research report based on content and
writing format of the proposal. The content of the proposal must include as
follows:
(a) DEE 40082 – Project 1
i. Project background
ii. Problem statements
iii. Project scope
iv. Project Significance
v. Literature review
vi. Methodology
vii. Expected Results
viii. Gantt Chart / Milestone
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Lecturers’ Guide for Multidisciplinary Project: CDIO Approach
(b) DPM40073 – Marketing Research
i. Executive Summary
ii. Research Background
iii. Problem definition & Research Objectives
iv. Approach to the Problems
v. Research Design
vi. Fieldwork and Data Collection
vii. Data Analysis
viii. Reporting
ix. Budgeting & Research Schedule
x. Appendices
10. Deliver an effective oral presentation around 10 minutes (excluding Q & A).
Presentation Requirements are as below:
(a) Presentation poster (size: A1) for technical.
(b) Prototype
(c) Proposal / Marketing Research Report
(d) Slaid presentation for market survey
(e) Poster Content (Technical):
i. Title
ii. Project Background
iii. Problem Statement
iv. Scope
v. Methodology
vi. Prototype Functionality
vii. Conclusion & Recommendation
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Lecturers’ Guide for Multidisciplinary Project: CDIO Approach
4.3 Rubric (Assessment) – Project 1 (DEE40082)
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Lecturers’ Guide for Multidisciplinary Project: CDIO Approach
4.3 Rubric (Assessment) – Project 1 (DEE40082)
34 | P a g e
Lecturers’ Guide for Multidisciplinary Project: CDIO Approach
Department of Electrical Engineering
Managerial and Entrepreneurial Skills Rubric – DEE40082 PROJECT 1
Academic Session:
Student Name: Class:
Registration No: Project Supervisor:
CLO / PLO: CLO4 / PLO11 / CLS4
Attribute Subattribute Very Weak (1) Weak (2) Fair (3) Good (4) Very Good (5) Score
Unable to complete work on- Rarely completes work on time Occasionally completes work Completes work on time based Completes tasks ahead of
Time
Management time based on Gantt Chart/ based on Gantt Chart/ milestone. on time based on Gantt Chart/ on Gantt Chart/ milestone. scheduled Gantt Chart/ / 5
milestone. milestone. milestone.
Unable to make decision due Able to make decision based on Able to make decisions with Able to make a decision based Able to make a decision based
to lack of understanding the limited understanding of the basic understanding of the on good understanding of the on excellent understanding of
Decision making proposed project. proposed project and available proposed project and proposed project and available the proposed project and / 5
options. available options. options. available options.
Managerial
Unable to organize the Able to organize the content of Able to organize the content Able to organize the content of Able to organize the content of
Organization of content of final proposal. final proposal with minimal of final proposal with final proposal with good final proposal with excellent / 5
ideas
clarity. satisfactory clarity. clarity. clarity.
Unable to delegate the Able to delegate minimal project Able to delegate project work Able to delegate project work Able to delegate project work
Delegation of project work. work but requires major but requires minor efficiently in achieving the
work improvements. improvements. project objectives / 5
Entreprenuerial Unable to provide Provide irrelevant entrepreneurial Provide relevant Provide good entrepreneurial Provide excellent
Opportunity entrepreneurial opportunity opportunity. entrepreneurial opportunity. opportunity entrepreneurial opportunity / 5
Unable to describe the
significance of Able to describe basic Able to describe satisfactory Able to describe Able to describe highly
Entrepreneurial significance entrepreneurial
Experience entrepreneurial activity. entrepreneurial activity towards entrepreneurial activity entrepreneurial activity towards activity towards customer / 5
(eg:fact finding, observation, customer needs towards customer needs customer needs needs
survey,…)
Able to identify basic risks but Able to identify risks but Provide detail risks and the
Risk Tolerance Unable to identify risks requires major improvements requires minor improvements Able to identify risks. solutions / 5
Entreprenuerial
Skills Unable to demonstrate self- Able to demonstrate
Internal Locus of Able to demonstrate minimum confidence in providing Demonstrate confidence in Demonstrate high confidence in
Control confidence in completing the self-confidence suggestions/solutions but can providing suggestions/solutions providing suggestions/solutions / 5
project
still be improved
Able to achieve minimum Able to achieve minimum
Achievement and Unable to achieve the Able to achieve the required Demonstrate excellent and
Perseverence required performance required performance with major required performance with performance. consistent performance / 5
improvements minor improvements
Able to manage project
Financial Unable to manage project Able to manage project financial financial but need minor Able to manage good project Able to manage a complete and / 5
Management financial but need major improvements financial effective project financial
improvements
Department of Electrical Engineering
35 | P a g e
Lecturers’ Guide for Multidisciplinary Project: CDIO Approach
Department of Electrical Engineering
Managerial and Entrepreneurial Skills Rubric – DEE40082 PROJECT 1
Academic Session:
Student Name: Class:
Registration No: Project Supervisor:
CLO / PLO: CLO4 / PLO11 / CLS4
Attribute Subattribute Very Weak (1) Weak (2) Fair (3) Good (4) Very Good (5) Score
Unable to complete work on- Rarely completes work on time Occasionally completes work Completes work on time based Completes tasks ahead of
Time
Management time based on Gantt Chart/ based on Gantt Chart/ milestone. on time based on Gantt Chart/ on Gantt Chart/ milestone. scheduled Gantt Chart/ / 5
milestone. milestone. milestone.
Unable to make decision due Able to make decision based on Able to make decisions with Able to make a decision based Able to make a decision based
to lack of understanding the limited understanding of the basic understanding of the on good understanding of the on excellent understanding of
Decision making proposed project. proposed project and available proposed project and proposed project and available the proposed project and / 5
options. available options. options. available options.
Managerial
Unable to organize the Able to organize the content of Able to organize the content Able to organize the content of Able to organize the content of
Organization of content of final proposal. final proposal with minimal of final proposal with final proposal with good final proposal with excellent / 5
ideas
clarity. satisfactory clarity. clarity. clarity.
Unable to delegate the Able to delegate minimal project Able to delegate project work Able to delegate project work Able to delegate project work
Delegation of project work. work but requires major but requires minor efficiently in achieving the
work improvements. improvements. project objectives / 5
Entreprenuerial Unable to provide Provide irrelevant entrepreneurial Provide relevant Provide good entrepreneurial Provide excellent
Opportunity entrepreneurial opportunity opportunity. entrepreneurial opportunity. opportunity entrepreneurial opportunity / 5
Unable to describe the
significance of Able to describe basic Able to describe satisfactory Able to describe Able to describe highly
Entrepreneurial significance entrepreneurial
Experience entrepreneurial activity. entrepreneurial activity towards entrepreneurial activity entrepreneurial activity towards activity towards customer / 5
(eg:fact finding, observation, customer needs towards customer needs customer needs needs
survey,…)
Able to identify basic risks but Able to identify risks but Provide detail risks and the
Risk Tolerance Unable to identify risks requires major improvements requires minor improvements Able to identify risks. solutions / 5
Entreprenuerial
Skills Unable to demonstrate self- Able to demonstrate
Internal Locus of Able to demonstrate minimum confidence in providing Demonstrate confidence in Demonstrate high confidence in
Control confidence in completing the self-confidence suggestions/solutions but can providing suggestions/solutions providing suggestions/solutions / 5
project
still be improved
Able to achieve minimum Able to achieve minimum
Achievement and Unable to achieve the Able to achieve the required Demonstrate excellent and
Perseverence required performance required performance with major required performance with performance. consistent performance / 5
improvements minor improvements
Able to manage project
Financial Unable to manage project Able to manage project financial financial but need minor Able to manage good project Able to manage a complete and / 5
Management financial but need major improvements financial effective project financial
improvements
Department of Electrical Engineering
35 | P a g e
Lecturers’ Guide for Multidisciplinary Project: CDIO Approach
Life-Long Learning Rubric – DEE40082 PROJECT 1
Academic Session:
Student Name : Class :
Registration No : Project Supervisor :
CLO / PLO : CLO5 / PLO12 / CLS4
Attribute Subattribute Very Weak (1) Weak (2) Fair (3) Good (4) Very Good (5) Score
List of References Unable to write any of Minimally fulfil the Partially fulfil the Fulfil the required (8- Exceed the required
references / required number of required (10) number 10) number of (10) number of
bibliography /data references / references / references / references / / 5
sheet bibliography /data bibliography /data bibliography /data bibliography /data
sheet (less than 5) sheet (5-7 sheet sheet
references)
Relevance Unable to provide Able to provide Able to provide Able to fully provide Able to provide more
relevant reference. minimal relevant partially relevant relevant references (8- than required number / 5
references (less than 5). references (5-7). 10). (10) of relevant
references.
1. Information Optimisation Unable to retrieve Limited retrieve related Sufficient to retrieve Good retrieve related Excellent retrieve
Retrieval and related information information from related information information from related information / 5
Management
references from references references from references
Curation Unable to curate for Limited curation for Satisfactory curation Good curation for Excellent curation for
required information required information for required required information required information / 5
information
Articulation Least articulation of Low articulation of Able to articulate the Sufficiently able to High ability to
references in writing references in writing references in writing articulate the articulate references in / 5
references in writing writing
References Unable to write a Major mistake in Partial mistake in Minor mistake in Correct in writing
correct references writing references writing references writing references references format / 5
format format format format
Engagement Unable to engage in Minimally engage in Putting effort to engage Consistently engage in Highly engage in self-
self-directed learning self-directed learning in self-directed self-directed learning directed learning / 5
learning
2. Autonomous New Idea No new idea to solve Able to solve problems Able to solve problem Able to solve problem Able to solve problems
Learning problems with weak new ideas with moderate new with good new ideas with excellent new / 5
ideas ideas
Self-Learning Unable to self-learn Limited ability to self- Sufficient ability to Good ability to self- Excellent ability to / 5
learn self-learn learn self-learn
Total : / 45
Total : / 10
36 | P a g e
Lecturers’ Guide for Multidisciplinary Project: CDIO Approach
Life-Long Learning Rubric – DEE40082 PROJECT 1
Academic Session:
Student Name : Class :
Registration No : Project Supervisor :
CLO / PLO : CLO5 / PLO12 / CLS4
Attribute Subattribute Very Weak (1) Weak (2) Fair (3) Good (4) Very Good (5) Score
List of References Unable to write any of Minimally fulfil the Partially fulfil the Fulfil the required (8- Exceed the required
references / required number of required (10) number 10) number of (10) number of
bibliography /data references / references / references / references / / 5
sheet bibliography /data bibliography /data bibliography /data bibliography /data
sheet (less than 5) sheet (5-7 sheet sheet
references)
Relevance Unable to provide Able to provide Able to provide Able to fully provide Able to provide more
relevant reference. minimal relevant partially relevant relevant references (8- than required number / 5
references (less than 5). references (5-7). 10). (10) of relevant
references.
1. Information Optimisation Unable to retrieve Limited retrieve related Sufficient to retrieve Good retrieve related Excellent retrieve
Retrieval and related information information from related information information from related information / 5
Management
references from references references from references
Curation Unable to curate for Limited curation for Satisfactory curation Good curation for Excellent curation for
required information required information for required required information required information / 5
information
Articulation Least articulation of Low articulation of Able to articulate the Sufficiently able to High ability to
references in writing references in writing references in writing articulate the articulate references in / 5
references in writing writing
References Unable to write a Major mistake in Partial mistake in Minor mistake in Correct in writing
correct references writing references writing references writing references references format / 5
format format format format
Engagement Unable to engage in Minimally engage in Putting effort to engage Consistently engage in Highly engage in self-
self-directed learning self-directed learning in self-directed self-directed learning directed learning / 5
learning
2. Autonomous New Idea No new idea to solve Able to solve problems Able to solve problem Able to solve problem Able to solve problems
Learning problems with weak new ideas with moderate new with good new ideas with excellent new / 5
ideas ideas
Self-Learning Unable to self-learn Limited ability to self- Sufficient ability to Good ability to self- Excellent ability to / 5
learn self-learn learn self-learn
Total : / 45
Total : / 10
36 | P a g e
Lecturers’ Guide for Multidisciplinary Project: CDIO Approach
Department of Electrical Engineering
Written Communication Skills Rubric – DEE40082 PROJECT 1
Academic Session:
Student Name : Class :
Registration No : Project Supervisor :
CLO / PLO : CLO6 / PLO10 / CLS3b
Attribute Subattribute Very Weak (1) Weak (2) Fair (3) Good (4) Very Good (5) Score
Able to write overall Able to write overall Able to write overall
final proposal with
Clearly written final Not able to write overall limited clarity and final proposal fairly Able to write overall final proposal with / 5
proposal final proposal clearly clearly but require final proposal clearly excellent clarity/ extra
require further minor improvements explanation
improvements
Able to write overall
Written Coherently written Not able to write overall final proposal with Able to write overall Able to write overall Able to write overall
final proposal fairly
Communication final proposal final proposal coherently limited coherence and coherently but require final proposal coherently final proposal with / 5
require further minor improvements excellent coherence
improvements
Able to write overall
final proposal with Able to write overall Excellent ability to
Not able to write overall final proposal with Able to write overall
Systematically written final proposal according to according to standard according to standard final proposal according write overall final / 5
final proposal given format but proposal according to
standard given format given format but require to standard given format
require major minor improvements standard given format
improvements
Total : / 15
Total :
/ 10
37 | P a g e
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