Hanson Using Cdio Hanson Fors

USING CDIO METHODOLOGY TO INTEGRATE DIGITAL
COMPETENCIES IN TEACHER TRAINING

Mats Hanson

KTH, Royal Institute of Technology

Eva Fors

The Swedish School of Sport and Health Sciences

ABSTRACT

This paper will point out that the CDIO principles and methodology can be used in another
area then engineering education. CDIO has been used as a role model, in the LIKA-project
for curricula development in teacher’s education programs at four universities in Sweden.
The objective with the LIKA-project is to integrate digital competencies in all teachers’
education programs. The LIKA project looks upon digital competencies as processes for
Learning, Information, Communication and Administration (LICA/LIKA). These processes
need to be addressed from a didactical, technical and theoretical perspective. To assure the
success of curricula development 10 key principles, like the ones outlined by CDIO, where
accepted and signed by leaders of the participating university organisations. The
experiences from the LIKA project could also be used as a feed-back to the CDIO community.

KEYWORDS

Teacher Education, Curricula Development, Application of CDIO, Digital Literacy, Digital
Competencies, Learning Outcomes..

THE LIKA PROJECT – MAIN OBJECTIVES AND TARGET GROUPS

The main objective with this contribution is to report that the CDIO methodology [1], [2], [3]
has been adapted to another field of higher education.

As a result of rapid changes in a digitalized society, an initiative was taken by the Swedish
Knowledge Foundation (KKS) in 2005, with focus on ICT in Teacher training. KKS allocated
100 MSEK for projects during a period of sex years. The LIKA project was successful in the
first call for proposals together with two other projects in Sweden to get funds for a project of
six years of duration (2006 – 2011).

An inquiry from the Swedish Ministry of Education on a new teacher education programme
was presented in December 2008 and the report is entitled Sustainable teacher education. [4]
In the report, four overall perspectives have been found to be so essential that they should
run through all teacher education.

Proceedings of the 5th International CDIO Conference, Singapore Polytechnic, Singapore, June 7 - 10, 2009

These are: [4]
“- a scientific and critical approach
- a historical perspective
- an international perspective
- information and communications technology (ICT) as an educational resource.

All four perspectives are areas that need to be strengthened in teacher education.

ICT as an educational resource is an absolutely essential part of a teacher education programme
attuned to the digitalization of society and school.

The implication of the inquiry will probably be that all teacher education programs in Sweden
will be changed. The LIKA project is cited in the report, as an example of how to work with
implementation of digital competence.

The LIKA project is a collaboration project between Royal Institute of Technology KTH, Royal
College of Music in Stockholm KMH, Stockholm University SU and The Swedish School of
Sport and Health Sciences GIH, all responsible for teacher education programs.

The project objective is to ensure digital competencies in teacher training. This requires a
model for systematic curricula development. To be able to define and integrate ICT as a
progressive part in programs and courses throughout the education, CDIO is used as a
model and guideline. Newly examined teacher students have to have a tool box and a wide
repertoire of pedagogic ideas about how to utilize ICT in their work at schools. This includes
planning, executing and evaluating learning processes with digital tools. [5]

Project Target groups are: (i) Teacher educators, (ii) Teacher students, and (iii) In-service
teachers in partner schools working as mentors for teacher students during periods of
practice.

To reach the objectives, key activities in the LIKA project has been defined. These are
program and course development, methodological development, access to research and
experts in the field of ICT and learning, training for teacher educators, implementation
processes, and evaluation and disseminate results.

LEARNING OUTCOMES AS A BASE FOR DESCRIBING PROGRAMS, COURSE
OBJECTIVES AND EXAMINATION REQUIREMENTS

Around the world, the development of higher education is ongoing, to meet new demands
from society and industry. Swedish universities are heavily influenced by what happens
globally and now primarily in Europe through the so-called Bologna process. There are new
and clearer requirements on higher education leading to employment in a profession and
students should be able to be globally mobile both during their training and in the future
professional life. Within the engineering field, this is significant, while primary and secondary
school teachers, is still characterized by a more local relevance.

Both engineering and teacher training are leading to a professional degree. These degrees
are regulated in Swedish Higher Education Ordinance system, where the examination
requirements are formulated in the so-called Learning Outcomes, LO.

As support for the formulation of LO national authorities, accreditations bodies and various
interest groups has formulated requirements for knowledge, skills and attitudes.


Examples from the engineering field are:
- Australian Council for Educational research ACER [6]
- ABET2000 in the U.S [7]
- Washington Accord [8]
- EUR-ACE labels [9]
- Tuning project [10]
- Dublin Descriptors [11]
- Engineering Subject Centre UK [12]
- CDIO initiative [1].

All these examples are trying to define and produce conceptual frameworks of expected
desired learning outcomes in the field of engineering. These examples also assume that the
goals of higher education should be formulated in Learning Outcomes.

ADAPTION OF THE CDIO PRINCIPLES INTO THE LIKA PROJECT

As stated earlier, one of the key activities, within the LIKA project is the work with a
systematic integration of digital competencies in programs and courses.

Programs and courses have been put through a due diligence process, to define why, what,
where and how digital competencies should be integrated as progressive generic and
transferable skills. [13]

The CDIO method serves as a guideline in this work. It is not to be used as a blue print but
as a methodology and a structured model to support the implementation work in the context
of the LIKA project. [14]

The objective with the LIKA project is to ensure that teacher student graduates has proficient
competence to use ICT in a broad sense to enhance learning in all K12 school settings. The
Swedish Curriculum for the compulsory school system states that teachers should “prepare
the pupils for participating in and sharing the joint responsibilities, rights and obligations that
characterize a democratic society.” [15] In order to take active part in society of today,
citizens must be equipped with the digital competencies a digitalized society requires. Hence,
the LIKA project stresses digital competencies, on a societal, institutional and individual level.

How does the CDIO syllabus [1], treat ICT competencies?

In the CDIO syllabus the generic skills are defined in two main categories;
- personal and professional skills and attitudes
- interpersonal skills: teamwork and communication

The two main categories have then an underling structure in two levels with more detailed
formulated generic skills. In total the CDIO syllabus contain approximately 40 generic skills.

To what extend does the CDIO syllabus cover digital competencies, digital literacy,
information literacy or ICT skills either as personal, professional or interpersonal skills? Just
a few will explicit point out these competencies. For example in 2.2.2 Survey of Print and
Electronic Literature CDIO point out “information search and identification using library tools (on-
line catalogs, databases, search engines)” and in 3.2.4 Electronic/multimedia Communication
“Preparing electronic presentations, norms associated with the use of e-mail, voice mail, and
videoconferencing. Various electronic styles (charts, web etc)”


In many others, digital competencies is implicit a requirement for fulfilling the learning
outcome. For example in 2.1.2 Modeling. “Mostly all modeling and simulations, requires skills to
use computers in one or another way, which implicit needs some digital competencies of the user.”

CDIO CONTRIBUTION FOR DEVELOPMENT OF A LIKA MATRIX

One important contribution from KTH into the LIKA project is the use of the CDIO model. The
experiences KTH has from the CDIO work has largely inspired and formed the LIKA project.
The work with identifying and integrating digital competencies in teacher training requires
program and course analyses and development. The CDIO method serves as a guideline for
this work within the LIKA project, meaning that program and courses has to be put through a
translucent process which aligns with the method process used in the LIKA project.

The Swedish School of Sport and Health Sciences (GIH) has during the last 15 month (Sept
07 – Dec 08) carried out a rewriting process where all courses, 16 in a total, in the Teacher
Education Program. This work has been done in parallel to the Bologna process work to gain
synergy effects and to stress the importance of seeing digital competencies as a generic skill
that needs to be examined during teacher training. In parallel to the processing of the
curriculum, the project has worked out a syllabus and a matrix, meant to serve as support for
systematic integration work. The LIKA syllabus and matrix are dynamic and changing as
digital competences are defined and developed. It provides opportunities for faculty members
to identify the progression of competence as knowledge are and skills are tagged as generic
or specific and to see where they are introduced, examined and applied.

The LIKA matrix

The LIKA project looks upon competences as representation of a dynamic combination of
knowledge, understanding, skills, abilities, judgment and approach.


Skills are abilities formed in learning activities which can be divided into ‘subject specific’ and
‘generic’. All skills range from a low to a high level.
I.e. Low: discuss, explain, describe, tell, etc.
High: rank, create, show, design, decide, analyze, etc.

Skills listed below in the matrix are interchangeable due to the technological development
and the rapid change in society.

The progression has to be planned within each educational program.

Table 1 The LIKA Matrix Digital Competence in a Technical Perspective
Digital Learning Information Communication Administration
competence processes processes processes processes
Technical Skills* (examples) Skills* (examples) Skills* (examples) Skills*
competence Virtual formal and Search engines Collaborative (examples)
informal learning Search tools online Administrative
A digital technical environment Databases, communication programs
competence settings statistical and environments Collaborative
implies that Digital portfolio science databases Collaborative online
teachers can DV cams Webb publishing online writing documentation
decide when and Film editing Webb design tools Systems for
what digital tool Games Creative commons Community administration,
to use in a Hart rate monitor and other systems like schedule,
pedagogic Open Learning Search techniques Digital registering
environment. The resources Advanced Web environments absence, grading,
person should Wearable digital design PLE/LMS assessment
have technical devices Reference Advanced Legal and ethical System and tools
skills and be library databases aspects for shared
continually Simulations Data mark-up Mobile documentation
updated within Software (Open (xml) communication Legal and ethical
this area. source, Free ware, Legal aspects Communication aspects
commercial Ethical aspects tools and options Administrative
programs) for collaborative programs
Virtual recourses work Information
Identifying and Information security
classifying tools security aspects Risk analysis
Digital recycling Legal and ethical Legal and ethical
aspects aspects


Table 2 The LIKA Matrix Digital Competence in a Didactical/Pedagogical Perspective
Digital Learning Information Communication Administration
competence processes processes processes processes
Didactic Skills* (examples) Skills* (examples) Skills* (examples) Skills* (examples)
pedagogical Use of digital tools Who is the owner Digital social Administrative
competence and learning of texts, pictures competence, like ICT routines
objects to support etc. netiquette, norms, Digital archives
A digital didactic teaching, learning Be conscious about communication Digital
pedagogical and pedagogic the need of codes documentation of
competence is to be development. analysis of the Women’s and students learning
able to judge when, ICT support for sources men’s language processes and
what, why and how learning (write, Information search Mechanisms results
ICT should be used read, Discussions about within interactive Digital grading
as a pedagogic and communicate, citations vs. and asynchronous Adapt/adopt
methodological explore) plagiarism, cutting communication digital
support for Information grows and pasting Communication documentation for
learning. into knowledge Adapt teaching ethics, like what to specific needs
Teachers should be Examination forms about analysis of disseminate or not,
able to choose Multimedia/modal the sources to bullying
methods and digital creating different student Consequences of
tools suitable to the Creative ages internationalizing
content, production Applying analysis and globalization
environment and Reproduction, of the sources on Distance education
the context. meta-cognition the Web International
Adaptation to collaboration
learning styles Presentation and
Experiential communication
learning through digital
Adaptation/includi media
ng The use a
Interactive learning communication
Choosing form of platform
examination Planning teaching
adapted to own when a
teaching model communication
platform is used
Adaptation of
communication to
disabled students
Individualization


Table 3 The LIKA Matrix Digital Competence in a Theoretical Perspective
Digital competence Learning Information Communication Administration
processes processes processes processes
Theoretic Skills* (examples) Skills* (examples) Skills* Skills*
competence Learning theories Information theories (examples) (examples)
Theories about Theories about Communication Organization
A digital theoretic computer- computer-supported theories theories
competence implies supported information- Theories about Activity theories
that teachers has collaborative and searching children’s and Theories about
knowledge about ICT- multimodal Theories about youths’ monitoring
pedagogic theories learning, valuing information communication systems
and methods for Theories about The principle of Theories about
teaching and learning, hyper-textual public access to children’s and
and is able to value (non-linear) official documents youth’s
how a different thinking Information theories development
theoretical aspect ICT in Value theories Applied
affects practical multidisciplinary, theoretical
professional interdisciplinary discussion
pedagogic activities. and research based
A digital theoretic learning
competence also environment
requires knowledge
about research within
the field of ICT and
learning.

The table 4 is used as a work sheet to ensure a progressive integration of digital
competencies in courses at The Swedish School of Sport and Health Sciences.

Table 4 The LIKA Work Sheet
Perspective Processes Course Learning Outcomes Progression
Digital competence LICA
Technical competence Skills* Formulate by:
(examples) X1 Course X1
Knowledge and Course X2
understanding Course X3
Didactical Skill and ability Course Z1
Competence Attitude and approach

Theoretical
Competence

Examples

Progression for learning processes from a technical and didactical perspective

Student graduates will be able to apply the soft and hardware for motion analysis, and show
the learning process influences from a didactic perspective.


Progression

Take down the progression forward and how can it be traced. (Example: X1-Z1 level)

After course X1, the student will be able to handle and apply the camcorder and transfer
video to computer unit.

After course X2, the student will be able to apply and manage, and produce videos for
motion analysis and to demonstrate analytical ability. The student should be able to describe
the specific responsibilities of teachers for students' privacy protection in relation to video
recording and photography.

After course X3, the student will be able to plan and assess and show in what context, video
and video analysis can enhance individual and group learning processes.

After course Z1, the student will be able to create, asses and analyze the effects of video
and motion analysis programs in a situated learning context, from a didactical perspective.

DISCUSSION

CDIO principles and methodology focus on the development of engineering curricula with the
objective to graduate engineers who can engineer. The CDIO syllabus has been designed so
that knowledge, skills and attitudes can be formulated in learning outcomes. The learning
methods of the engineering program and courses are designed to fulfil learning outcomes.
The course design matrix has successfully been used to assure coverage, progression and
assessment.

As shown in this paper, the CDIO principles and methodology is now used as a role model in
teacher’s education. The LIKA project has adopted and modified the CDIO principles and
methodology to secure that digital competencies will described as learning outcomes,
learned and assessed in all branches of teacher training.

GIH has advanced most in the review process of the curriculum for the specific purposes of
making digital competence visible. Work is still in a initial stage and far from all who work with
program and course development, use of the produced models. In contrast, the CDIO
aroused great interest among teacher trainers, as methodological model and support.

The LIKA project has chosen to use the term digital competency as it grasps over a wider
field than the more common used term digital literacy, which is more closely associated with
text, reading and writing. In this respect, the work also highlights the difficulty of balancing
between the general and the specific in formulating learning outcomes for generic knowledge,
skills and attitudes.

It’s too early to make any assessment on graduates, but the process is in place, major
changes have been made and the implementation phase has started. Digital competency is
on the agenda, which hopefully will lead to a more rapid change in the educational system,
from pre schools to universities, to meat the demands of competencies formed by a
digitalized society.

The process is ongoing and not just within the LIKA partner universities. LIKA also
participates within the national network for ICT in Teacher Education and has a genuine
interest in international collaboration to improve the knowledge in the field.


REFERENCES

[1] Crawley E. F. Creating the CDIO Syllabus: A Universal Template for Engineering Education.
ASEE/IEEE Frontiers in Education Conference, Boston, MA, USA, 06-09 November 2002

[2] Berggren K. F., Brodeur D., Crawley E. F., Ingemarsson I., Litant W. T.G., Malmqvist J.
Östlund Ö. CDIO: An international initiative for reforming engineering education. European
Journal of Engineering Education, Vol.28 No. 3 (2003)

[3] Edström K., Engström M., Wiklund Å., Törnevik J. Student involvement in principled change:
Understanding the student experience. Presented at the 2003 Improving Student Learning
Conference, England.

[4] SOU 2008:109, Ministry of Education SWEDEN page 23 ff.
http://www.regeringen.se/content/1/c6/11/67/37/b25fd881.pdf

[5] Fors E., et al. LIKA Digital Literacy in Teacher Education

[6] Coates H., Radloff A.,Tertiary Engineering Capability Assessment Concept Design. Australian
Council for Educational Research ACN: 004398145.

[7] ABET Criteria for Accrediting Engineering programs, E1 12/1/08
http://www.abet.org/Linked%20Documents-UPDATE/Criteria%20and%20PP/E001%2009-
10%20EAC%20Criteria%2012-01-08.pdf

[8] Graduate Attributes and Professional Competencies, Ver 1.1 13 June 2005; IEM Graduate
Attributes and Professional Competency Profiles.

[9] EUR-ACE http://www.eurace.org/ 2009-04-30

[10] Tuning Educational Structures Europe http://unideusto.org/tuning/ 2009-04-30

[11] Dublin descriptors http://www.tcd.ie/vp-cao/bd/pdf/dublin_descriptors.pdf 2009-04-30

[12] Moore I., Williamson S., Assessment of Learning Outcomes, The Higher Education Academy
UK

[13] Cox M. J., Marshall G., Effects of ICT: Do we know what we should know? Springer Science +
Business Media, LLC 2007

[14] Fors E., et al. Diffusion of ICT in teacher education - common targets and visions by four
colleges in Sweden.

[15] Curriculum for the compulsory school system, the pre-school class and the leisure-time centre
Lpo 94, ISBN 91-85545-16-3, ISBN 978-91-85545-16-2


Biographical Information

Author

Mats Hanson is professor in Mechatronics, former vice-rector for education and currently
vice-dean at the School of Industrial Technology and Management and director of KTH
Learning Lab. Mats supportive to start the CDIO initiative and he was a member of the CDIO
steering committee of engineering deans and industry representatives in the initial phase
(2000 to 2004) of the CDIO project, supported by the Knut and Alice Wallenberg foundation.

Prof. Mats Hanson
Royal Institute of Technology, KTH
KTH Learning Lab
100 44 Stockholm, SWEDEN
+46 8 790 6309
matsh@kth.se

Corresponding author

Eva Fors is teacher trainer and ICT pedagogue at GIH. She is working at the KTH Learning
Lab as process leader in the LIKA project.

GIH is the oldest University College in the world within its field, founded in 1813. The
University College offers advanced degree programs and courses preparing for the teaching
profession in Physical Education as well as for careers in Sports Coaching and Preventive
Health. At present, about 650 students are enrolled.

Eva Fors
The Swedish School of Sport and Health Sciences
Box 5626 Stockholm, SWEDEN
+46 8 402 22 70
eva.fors@gih.se


Hanson Using Cdio Hanson Fors

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