Singapore Polytechnic School of Digital Media and Infocomm Technology Implementation of CDIO skills in Info- communication Technologies Design- Implement Projects Helene Leong Ho Teck June INTRODUCTION This paper describes how the final year project module is implemented to promote the integration of knowledge and skills learnt in the core modules and to the application of CDIO skills in their projects. Final year project module Aim is to provide students with an opportunity to integrate and apply the knowledge and technical skills to real world problems. Phase 1: Project proposal & specification Phase 2: User & admin guides, program listings, test plan and results & a deployment kit Match CDIO skills to project module CDIODeliverables ConceiveBrainstorm ideas & scope of project DesignDesign using UML (class, use, sequence diagram, etc) Design ERD for database ImplementDevelop the project prototype (PHP, Javascript, mySQL, Action Script & etc) OperateProject is operational Literature Review Crawley et al, 2007 Besides a good command of technical knowledge, our graduates must be equipped with a range of personal, interpersonal, professional, product and system building skills and knowledge. => Singapore Polytechnic has adapted the CDIO syllabus for our context and students Literature Review Malmqvist, 2004 ..The product that is created in the learning event should be developed and implemented to a state where it is operationally testable by students in order to verify that it meets its requirements and to identify possible improvements. => In realizing solutions to a clients requirements, students apply the CDIO skills Methodology A questionnaire was administered to: 21 Diploma in Business Information Technology (DBIT) year 3 students 25 Diploma in Information Communications Technology (DICT) year 3 students 100% responded The aim of the questionnaire was to find out the students perception on the application of the personal, interpersonal, conceiving and designing skills to the final year project.. Questionnaire on CDIO skills Personal skills and attitudes Teamwork Communications Conceiving Designing and Implementing Survey: students had to choose from 5 diff. proficiency levels. 1.Not applicable 2.I am aware of the skill 3.I am able to understand and explain the skill 4.I am able to apply the skill well in the project 5.I am able to apply the skill in my other modules and projects. Research questions: Percentage of year 3 students who could: Apply personal skills and attributes to their project? Apply interpersonal skills to their project? Conceive the project scope? Design and implement the project? (a) Questions on personal skill and attitude and the mean scores SkillsMean I identified areas of self-improvement4.02 I used a range of critical thinking skills3.96 I identified key issues and problems to be solved3.91 I had the opportunity to demonstrate perseverance3.89 I had the opportunity to show initiative3.87 I had the opportunity to demonstrate professionalism and integrity3.83 I used a range of creative thinking tools and techniques3.83 I managed my time and resources well3.61 (d) Questions on design and implement the project? SkillsMean I selected appropriate techniques, tools and processes for the project.3.83 I provided new and advanced IT solutions to my users.3.80 I analysed and proposed alternative designs and solutions to my users3.78 The overall mean for this category is the lowest of Reason: There are few modules whereby students could propose alternative designs and solutions for the projects Summary of survey results Proficiency Level Skills NA I am aware of the skill. I am able to understand and explain the skill. I am able to apply the skill well in the project. I am able to apply the skill in my other modules and projects. Mean Teamwork Skill07 (3.8%)45 (24.46%)73 (39.67%)59 (32.07%)4.00 Communications Skill1 (0.43%)6 (2.61%)60 (26.09%)90 (43.48%)63 (27.39%)3.95 Personal Skill and Attitude014 (3.8%)97 (26.4%)182 (49.5%)75 (20.4%)3.86 Conceive Skill06 (3.26%)58 (31.52%)84 (45.65%)36 (19.57%)3.82 Design Skill04 (1.45%)89 (35.51%)122 (44.20%)52 (18.84%)3.80 Overall1 (0.08%)37 (3.0%)349 (28.5%)551 (45.1%)285 (23.3%)3.89 Table 1: Frequency distribution (with percentages in parenthesis) & means of students perception of their proficiency levels for the 5 types of skills Open-ended: Skills students learnt Ranking: Teamwork e.g. working dynamics Communications skill egg presentation skills Conceive skill Design skill Open-ended: Challenges students encountered Time constraint as we have to complete assignments for other modules Difficult to schedule meetings? Learn a new programming language egg PHP Unclear users requirements Project 1: Yahoo! Blueprint Architecture Functions of DBIT Widget DBIT Information Food Gourmet Student Club SP Campus Map Latest News Feedback Yahoo! Go Widget Yahoo! Go Application Yahoo! Blueprint Architecture Project 2: Revamp a web site Functions To demonstrate products using Flash software To include a discussion forum To provide a News section To include a newsletter subscription section To use freeware and free hosting of web application system. Conclusion High means? (in all modules) Teamwork (freq=71.7%(33),mean=4.0) Communication (freq=70.7%(32), mean=3.95) Personal skill (freq=70%(32), mean=3.86) Lower means? (only module) Conceive skill (freq=65.5%(30), mean=3.82) Design skill (freq=62.0%(28), mean=3.8) Conclusion Aware of the 5 types of skills 3%(2) Understand and explain 5 types of skills 28.5% (13) Able to apply the skills well in their projects 45.1% (20) Able to apply the 5 skills in other modules and in projects 23.3% (11) Recommendation Review the curriculum and incorporate more conceive and design skills earlier, perhaps in 1 st year and 2 nd year of the course curriculum. => this will then provide more opportunities for students to acquire and practice them. account is Singapore Polytechnic School of Digital Media and Infocomm TechnologySingapore Polytechnic 500 Dover Road Singapore tel fax Assessments Phase 1(40%) Group Assessment (20%) Individual Assessment (10%) Presentation (10%) Phase 2 (60%) Group Assessment (10%) Individual Assessment (30%) Demonstration (20%)