TEN YEARS OF CDIO EXPERIENCES LINKED TO TOY DESIGN · teaching-learning strategies at ETSII-UPM along the implementation of the “Bologna process”, which has culminated with the

Proceedings of the 13th International CDIO Conference, University of Calgary, Calgary, Canada, June 18-22, 2017.

TEN YEARS OF CDIO EXPERIENCES LINKED TO TOY DESIGN

Andrés Díaz Lantada*, Juan de Juanes Márquez Sevillano

Escuela Técnica Superior de Ingenieros Industriales (ETSII), Universidad Politécnica de Madrid (UPM)

c/ José Gutiérrez Abascal 2, 28006 Madrid, Spain, *Contact: [email protected] ABSTRACT Toys are deeply rooted to the natural learning process of children, as they investigate for themselves learning cause effect relationships and the relevance of boundary conditions, and to the development of their personality and social skills, as they observe and interact with other children and adults when playing. Learning through play, promoted by pioneers as Montessori, Piaget and Steiner, is among the most powerful teaching-learning strategies and currently forms part of high-quality curricula worldwide, mainly from early childhood to high school. Our experience shows that it can be also successfully applied to higher Education and that living through the complete engineering design process of real toys, following the CDIO scheme, is an excellent strategy for making engineering students face real industrial challenges while they design, dream, play and learn. A decade ago we started to set the foundations towards the European Area of Higher Education, which should promote active learning in contexts more linked to professional practice. To this end, several courses in our Industrial Engineering Degree began to incorporate project-based learning activities, although initially with a more limited scope than that of the integral CDIO approach, as fundamental part of the teaching-learning process. In our course on “Design and manufacturing with polymers” we opted for including capstone collaborative projects linked to designing real plastic products and the related mass-production tools. We decide to propose students to design toys and the related injection molds, which constitute great examples of complex engineering systems, using state-of-the-art industrial methodologies and resources. The topic of “toy design” has proven to be motivating for students and teachers and has helped us to re-invent the course in every edition. Our course has served as application example of the benefits of student-centered teaching-learning strategies at ETSII-UPM along the implementation of the “Bologna process”, which has culminated with the beginning of the Master’s Degree in Industrial Engineering, a programme that devotes more than a 20% of activities to project-based learning following the CDIO standards, in which the detailed course continues as part of the Mechanical Engineering major. Here we present a summary of the course evolution during the last decade and analyze its main teaching-learning results. To our knowledge, this “complete toy design experience” constitutes one of the first integral applications of the CDIO methodology to the field of Industrial Engineering in our country and stands out for ten years of continuous improvements. Around 500 students have taken part in these projects from our “Design and manufacturing with polymers” course at ETSII-UPM and more than 200 real toys, together with the related injection molding mass-production tools, have been designed during the last ten years. The most outstanding designs have been manufactured and tested every year for letting students live the whole CDIO cycle. KEYWORDS CDIO implementation, Case studies & best practices, Integrated learning experiences, Active learning. (Standards: 1, 3, 7, 8).


INTRODUCTION Student motivation and active engagement to their own learning process is a key success factor in Higher Education, especially in Science and Engineering paths, as recognized and highlighted in several studies, reports and declarations, such as the Bologna Declaration and the subsequent related declarations from Prague, Berlin, Bergen, London, Leuven and Budapest-Vienna, aimed at the implementation of the European Higher Education Area (EHEA). Making students drivers of change is perhaps the most effective part of a global strategy, for the promotion of professional skills in Engineering Education (Shuman, et al. 2005, Díaz Lantada, et al. 2013). Problem- or project-based learning (typically PBL) methodologies clearly tend to motivate students to participate and become involved in their own learning process and is an excellent way of analysing whether students have acquired the basic concepts taught in the theory classes and if they are capable of applying them in real situations. These PBL experiences have proven to be effective in primary, secondary and university education and in scientific-technological, bio-sanitary, humanistic and artistic contexts. In consequence, most technical universities, before awarding the engineering degree, almost always include the standard final degree project as part of the studies, which, basically, is a PBL learning experience. In direct connection with the promotion of project-based learning methodologies worldwide, even though its holistic approach to engineering education development goes far beyond project-based learning, the CDIOTM Initiative (www.cdio.org) is probably the most ambitious approach. The CDIOTM Initiative is focused on the establishment of an innovative educational framework for producing the engineers of the future, by means of providing students with an education stressing engineering fundamentals by means of “Conceiving - Designing - Implementing – Operating” (CDIO) real-world systems, processes and products (Crawley, et al. 2007). Throughout the world, CDIO Initiative collaborators are adopting CDIO as the framework of their curricular planning and outcome-based assessment. CDIO also promotes collaboration and sharing of good practices among engineering educational institutions worldwide. Project-based learning following the CDIO approach can be also linked to “learning through play” methodologies, in which toys may play a fundamental role. In fact, toys are deeply rooted to the natural learning process of children, as they investigate for themselves learning cause effect relationships and the relevance of boundary conditions, and to the development of their personality and social skills, as they observe and interact with other children and adults when playing. Learning through play, promoted by pioneers as Montessori, Piaget and Steiner (Davies, et al. 2002), is among the most powerful teaching-learning strategies and currently forms part of high-quality curricula worldwide, mainly from early childhood to high school. Our experience shows that it can be also successfully applied to higher Education and that living through the complete engineering design process of real toys, following the CDIO scheme, is an excellent strategy for making engineering students face real industrial challenges while they design, dream, play and learn. A decade ago we started to set the foundations towards the European Area of Higher Education, which should promote active learning in contexts more linked to professional practice. To this end, several courses in our Industrial Engineering Degree began to incorporate project-based learning activities, although initially with a more limited scope than that of the integral CDIO approach, as fundamental part of the teaching-learning process. In our course on “Design and manufacturing with polymers” we opted for including capstone collaborative projects linked to designing real plastic products and the related mass-production tools. We decide to propose students to design toys and the related injection molds, which constitute great examples of complex engineering systems, using state-of-the-art industrial methodologies and resources.


The topic of “toy design” has proven to be motivating for students and teachers and has helped us to re-invent the course in every edition. Our course has served as application example of the benefits of student-centered teaching-learning strategies at ETSII-UPM along the implementation of the “Bologna process”, which has culminated with the beginning of the Master’s Degree in Industrial Engineering, a programme that devotes more than a 20% of activities to project-based learning following the CDIO standards, in which the detailed course continues as part of the Mechanical Engineering major. In addition, the subject served as example for the subsequent implementation of the “Industriales Ingenia” Initiative, previously presented in CDIO congresses, that played a relevant role in the incorporation of ETSII-UPM to the International CDIO Initiative (Díaz Lantada, et al. 2014, Lumbreras, et al. 2015). Here we present a summary of the course evolution during the last decade and analyze its main teaching-learning results. To our knowledge, this “complete toy design experience” constitutes one of the first integral applications of the CDIO methodology to the field of Industrial Engineering in our country and stands out for ten years of continuous improvements. Around 500 students have taken part in these projects from our “Design and manufacturing with polymers” course at ETSII-UPM and more than 200 real toys, together with the related injection molding mass-production tools, have been designed during the last ten years. The most outstanding designs have been manufactured and tested every year as a way of letting students live the whole CDIO cycle. THE “DESIGN AND MANUFACTURING WITH POLYMERS” COURSE Learning objectives and desired outcomes Our main aim, when planning the course on “Design and manufacturing with polymers”, was to make students aware of the relevant connections between geometries, materials and manufacturing processes in real industrial design projects. Such connections are even more essential if the design projects are linked to using polymeric parts and aimed at mass- production by means of injection molding. In these projects, very special considerations have to be taken into account for an optimal in service performance of the polymeric parts, but also for an adequate cost- and eco-efficient mass-production. Therefore we planned the course for explaining such interdependent relations of the triad “geometry-material-process” and with the intention of making our students good designers of parts and of related manufacturing tools for their potential professional development in the plastics industry. We wanted them to understand these issues by means of real cases of study, adapted from previous experiences in research, development and innovation tasks performed in collaboration with industrial partners by our research groups at UPM. In addition, we wanted to introduce common theoretical and practical aspects of polymeric materials, of polymeric part design and of polymers processing, especially focusing on injection molding and on the design of molds and related injection molding tools. Since the beginning we understood that it would be beneficial for the students to acquire experience with design and simulation resources typically used in this industry (computer-aided design resources, finite element modeling tools, computer-aided manufacturing systems…), as the sector is quite relevant in our country and as companies usually pay attention to hands-on experience with specific software tools, for the incorporation of junior engineers. We thought that letting students live through complete polymeric product development experiences would allow them to apply the acquired knowledge in a practical way and would make them work in an almost professional context, very similar to what they could eventually live in an industrial environment. It proved a very enriching experience, both for students and teachers, as detailed further on.

PC

SAtpp

Rlsppagor Toai7orh

PrC

SAtwpap

Restpopasgofre

Tofasn7ofreho

roCa

StrAcwoaro

V

Reeatuoroslof em

hf s

n 5f edo

F

oclg

trucco

arto

J

VR

egarudolyosoba

m

heH ath

5 ind

ou

Fi

cega

ucoo tsd

JoCF

VisRa

garndymd

sebad

ma

e Ha hanu

ur

ig

eear

ucorins

du

FoinCoinscap

aniem

duesaddai

sig4

ean-c

ucrs

gu

edry

ctrdnta

uc

FFunomnicop

rdin

enmeucssal din

sugh4

e sndccts)

u

diy,

tuditeanct

T

Fuuinmiteo-id

dngntectsim

ditni

ubhe.5sd laio

).

re

inC

urinerntio

TaB

unnng

mpe--ed

ing tsritioinmtion

bje5Ee9

asonI

e

gCa

rengr-do

abBndg pu-eelp

ngf

s icong

mao

ng

jeer E

ec90ssn n

1

gs an

e g -rd n

blod

dam

utela

pr

gfoa

c ng arong

ecE

ECco0s o

n f

1.t

ona

ot

reo

n.

leoca

ammtele

aso

tolan

mn,

frkna3

ctECon hm

offo

. th

ofad

oftoelaon

T

e c

amme

eremstioto

tellondm

fink al30

t Ed

Tnhmf ol

Ehe

f tda

f o aneT

1k

me

ethr-amicot

eaowd

mad

nao 0%

wduTSdo

motllo

Eve

tha,

cttee h

1.k Ie

enhoae

citty

awd

atdeaofp%

waucS-d ouodho

votw

he J

cohedl

he

. I.

enntoid

entyyp

cwideteef

al f pe%

aca-creurdew

ow

e 1Ju

onedin

e

MP

ntaaddent y pi

chneerfipth

ero

sacoe-rse

e wi

luwo

13un

ne d nkm

MaPoa

alssedman

hingvrinpahersof

s tio-ds eliein

uto

3tne

ntapke

m

aolss s ad manng

ng vea

ninaesof t

imioudeoin

exng

tiov

the

teafpaea

ainolys oad

mondg

ngt

elalsnrt

e sonth

monureofngxpg

ove

h I1

enfoaredain

n ymo

of ndeodd b

g-thosgt snhe

mpn rsesf g pes

oner

In18

ntorrtd n

cm

of pdesdepy

-leheop,

g qtuae

pl(

sesigst

ese

n rs

nte8-2

tsrestoc

come

ppod rsielpey a

ee p

dt

quu

al e g

e(se,g

stutocec

asi

er2

s,em, oco

oerpoolreigin

erfad

a

adthuadh

g

emse wnu

ooctect

anio

rn2,

, mo do

nriollyelgnngrfod

arC

a ehea

deholo

meew

ned

oleti

ndon

na,

temeondn

nteicy

yma

n g ord

rnCDp

efe lit

enoob

mee

wheddesdo

d ns

at2

eenne

nte

ec ymmateoo

rmit

ninDplin

tyntmb

enF

hid ens d on

is

tio20

ante

ese

enp

meee

of ofmtiv

nDI

anim

y.ts

ma

ntFicv

ntad

ns

mo

on01

acti

e sien

ntpae

eridp

f pave

gO

asinm. s e

al

teig

chvets

andes

mpof

na7

cholig

nt

sarriic d

popo

ane

g O stng

maTe

e-wm

edguh es’ndevw

pf

al7.

hionin

gnts

s ort icc pdeolo

ncm

ma

ticg asThenwm

d uimrs d vow

leth

l C

innenknis o

od

c mpelyly

cem

meac

jsshenrwoma

iremsipe

ote

ehe

CD

ngedkeno

f demas

ymyme a

eppjos e rooar

ne

mpio

pee-te

e w

me

D

gd ed

ngof

tes

maartig

mmo

an

ethppproi

rolrkrk

n 1

poner-ledw

mee “

DIO

g ml

dg t

hsatt gne

meof nu

hprroinprelleksk.

p1lien rsed

wi

e“D

O

mle

d ah

heigtedn

erier

puf

oroodnipreses

pa).e(

soea hll

nD

O C

meato

anhe

e gnereaicricpofa

odoadnros

ed(

ar.

ed(2onarhd

ntaDe

C

earo ndes

“nriaesasc c olac

doacu

ngodu

d (l

raIn

d 20narnod

aes

Co

ethrnd

dse

D alsigsppplyctu

olc

ucg dultinin

aln b0aniouis

atisi

on

thnid me

De

sgpea

paymu

loh

ctm

utsn nk

let

be1l n

ursc

iog

nfe

hoinemt

es

s nec

artarmri

ogh. , mc

s a

k

ethet5w

ngrscu

ongn

er

odngesmotw

s

cttsrtsen

gy

dmectifra e

l hetw5-wg s u

n n

re

dg siodwo

ig

tss s

ersng

ySdeeiorog

ed

toe wefu

wortos

oa

en

doo

gdo

gn

s

s g

, Stesthonomgd

o feut

oreo s

ofan

nc

olo

gndeo f

n

atushon mrot

tfireetu

rkes

ts t

f nd

ce

lob

nielfu

a

asudigo

m oo

thrsenuk. sothth

Cd

e,

ogbjeninun

an

s degn

odttu

o

hestn reT

ouhehi

CD m

U

gye

ngngnd

n

pen

dsothupa

e t v1

eTue is

Dm

Un

yc

g g d

d

prnin

s,oohep.an

av11) hrcd

s

DIma

ni

y acti

ata

d

rentsng

ole

na

ade12it

hecedee

Oan

iv

aivantham

m

evs goscIna

der2t e ee

ev

O n

ve

nvendhem

ma

S

v

tops condly

ars2 aisrss

vo

au

ers

ndesde

me

a

S

iowthpt(

omdyz

apsioas res fsigol

acuf

si

d s

d m

en

an

F

M

SimIn

ouwoheti(mmivzi

ptona

e-foglu

ctfa

ity

hammnt

nu

Fu

MMo

Mmn

usoem

mmpvin

tan

nda dorn

ut

tivac

y

hianmmota

uf

unF

MoM

mus

srk d

mmo

pidng

at (

d 3

der

n ptio

vct

o

isnoolal

faBnd

Fuold

Moulsil

lyk diz

olle

dug

tio(21

3Eesmpon

ittu

of

std

odldl

acBldunoldd oldalic

y

ifzidetuap

o2013Esimpron

tieur

C

tod dedsb

ctoandd dd

atico

ainffen

dsteapl

n035Cigoo a

esrin

Ca

oro

els

blo

tuocamdad

ded

ioo

adn e

ngs e l la

n o005

CTgnorojea

sng

alg

rioulina

oc

urckmadeesdeona

dvg

reg

ape

as

o05 hTn reecn

ag

ga

icutnanc

rik emessigesn as

vget

aprevst

of 5-h

TSh

e-c

nd

at w

a

catcgnk

nII

enmesigsioss

varonth

anrovatic

o-2o

S-ha-ectsd

t w

ry

alcog d

ks

gI.

ntaeignig

of se

ano

nt hendojac

ou20ou-ca

efs it

Ewit

y,

l omth

d ts

g I

an

gnn ignin

es

ncup

ed elup

u0urcos

ffi(

ts

ETth

pmhtoa

wnlsta

n isn njss

ceupp

ecuap

r 1rsous c

(fs

Th

peme

eoo

ar

winjes alis

ssisjesm

epsagc

ctaa

E4

s us

cieroc

TSp

erese oe

itheolssssussecm

ds argecotsti

ar

E4)ors

sueoco

SIpo

rssp

olse l

hc

of s osuuesuct

me

d, t

rtseooms iorts

T) tofs

upnm

on

I o

sp,

pes lis

pcti

pofueesuetioen

wtys,oma

ons

TSthf seppnt m ns

Inly

pt

errs

piopof es:eonnt

wyp,

ommpacn ),

Shest

e, pta

se

ndym

pethrfrete

oonolins Msn t

wepis

mpocci

,

IIetuwoteare

dm

echefoeqed

olyn ynj: M: m

o

e ic

seeocosw

– c

udwosearo

eq

ume

ce orqud

ymm

ymjeM

MeT

mof

ocaeletnous wh

–Ucod

whseacouqu

user

tic

rmu b

mmmeecMoecTh

mofi

opaleri

neuph

Uoe

hicedcuue

strs

ivcomirb

memo

ectochheoldin

ptlly

ecieenn

proic

Pouencd hne

tris”

veouaree

eolrsioldhaerdna

t y ctesntnt och

PMurntch

ahinndn

ia”

e u

anedelo

rslds ond arminal

fo

tins tsf

omh

Mrstsh and nc

alc

rsncd o

s”d p

n snmng p

oongt

s)fom

a

M ses’ imng9

ce

eco

scefw

” d

prm

stric

mag pa

r of gto) oroa

toe p

mn g 90es

esou

ee fow

cderomrucaal

pa

p

towa

r otc

ow

pemp

inp0 s.

s ur

e o

or(

coesocoucalis

prrt

prththwaae

cc

tweplncpra

t.

–rs

isor t(T

ousiceoldctl issrot q

rohhe

wan

a edco

tharsiecato

– se

s f th

Ta

uigesdituissu

ocq

ojreearnd7

d ou

heassoesre

aco

Ue

dp

heab

rsgnssinurssuceu

jeee ardd 70b

un

e s oseacta

UP.

dipoeb

sen singresue

esa

eceads

0%byn

Ed

on baic

ar

P

ivoirle

e

ng esueesssali

cte ds in%y t

Edenab

ascero

PM

vidlyr e

e.

g

s ess sety

t-o

de

n %

mf

Uesale

see ou

M

dymm1

g

s

esy

boreqm

omfo

U sil w

etweda

un

a

emm1)

s

bar qums

ofmeor

Aigwwd annd

a

edme

a):

asfua

silf ear

Agnwowe

und

n

d eras

sefoa

aslicthath

reneoreeusd 6

nd

iriss

eouatsschnh

eerkes

d 6

d

nc

s-

dures-coese

adk;nea0

n c -

d r e -o e s e

a d ;

n e a 0


CDIO APPLIED TO “TOY DESIGN” EXPERIENCES Planning of the experiences Once the groups are formed, students decide the product they would like to design and gather information on their product and context, analyzing existing solutions together as a prior stage to the design tasks. Along the decade 2005/2006-2015/2016, we proposed “toy design” as main topic for selecting the products. Toys are fun to design but also quite demanding engineering products, if mechanical issues, material selection aspects and optimization strategies for manufacturability are adequately addressed. In addition, toys provide a nice equilibrium between the desired complexity for applying theoretical aspects along the design and feasibility for living a complete CDIO cycle in a one-semester course. In some cases, so as to promote homogeneous boundary conditions to all participant groups, monographic topics have been explored (i.e. “car design”, “plane design” or “toys inspired on the machines of Leonardo”, among others). The result of this initial stage is a list of requisites with the basic information for the project (desired toy to be designed). From the need to the concept The teams continue to work on the list of requirements to identify main problems and to choose the best conceptual solutions for each issue, paying attention to manufacturability, time optimization and costs reduction. Drawing sketches and using computer-aided design programs, student groups obtain a pre-design of the components and select among main connecting options. A potential set of materials is also chosen according to the initial estimations of resistance required for the different components. From the concept to the design Once the most appropriate solution has been chosen from the different pre-designs, the different parts must be exactly defined. Following the concepts explained in the theory classes, the students use a design approach oriented to manufacture and assembly. In order to verify that the chosen materials are suitable, the initial estimations are further analyzed with the information provided by computer-aided engineering programs, considering the triad “geometry-material-process”. From the design to the implementation and operation In our course, implementation and operation are related to the design of molds and to the in silico evaluation of mass- production by injection molding, as the investment required for the manufacture of real molds is beyond our capabilities. The use of injection molding simulation programs is fundamental, in order to check that the choice of materials and injection molding conditions are appropriate, as well as to define: i) an optimum distribution of the cavities in the mold, ii) the adequate material inlets, iii) the filling channels and iv) the eventual cooling system. Molding simulations are carried out in order to choose the optimum (theoretical) injection point or to evaluate times and temperatures obtained when filling the mold and cavities. To promote student motivation, to check ergonomics and aesthetics and to perform limited functional validations, prototypes the best toys are manufactured using additive manufacturing resources. Assessment of students and projects Along the projects, the groups of students interact with the professors and present their results, which involves typically a public presentation linked to the concept and design and another linked to the implementation and operation. Final project results constitute a 70% of the global evaluation, as previously mentioned. Technical quality, product viability, creativity, teamwork and communication skills, among other outcomes, are evaluated.


SUMMARY OF RESULTS: A DECADE’S PERSPECTIVE As brief summary of results, Table 2 includes some figures related to student and teacher success, motivation and implication in the subject, as compared with subjects of the Industrial Engineering Degree before implementing student-centered activities, as a consequence of the adaptation to the European Area of Higher Education. The positive effect of shifting towards CDIO related methodologies can be clearly appreciated. It is necessary to indicate that the benefits affect not only learning and acquisition of outcomes, but also student and teacher motivation and mutual relation in a very special way, which is starting to influence the overall ambience of learning, collaboration and respect present in our novel Master’s Degree in Industrial Engineering, for which the “Design and manufacturing with polymers” course was a pioneer pilot experience. Such positive aspects clearly rely on an important increase of teacher dedication outside the classroom to the CDIO-based subject, but the general impression is that such additional dedication is compensated by the highly satisfactory results. However, this approach requires more resources than more traditional plenary master classes. In any case, as the topics covered can be of special interest for several enterprises, with which we normally collaborate by means of Enterprise-University Chairs, it is possible to search for additional funding and sponsorships. Our intention is to incorporate enterprises from the product design industry into the course, as key players for proposing complex projects, for implementing student competitions and even for evaluating our students. To further illustrate students’ results within the course, Figure 2 and 3 provide examples of computer-aided designs, simulations for design optimization and prototypes for design validation; while Figures 4 and 5 show examples of injection mold design towards mass-production, with analyses linked to filling time, part quality assessment and performance of refrigeration system. Main lessons learned, future perspectives and forthcoming challenges are additionally discussed in the following Section.

Table 2. Some figures related to student and teacher motivation and implication in the “Design and manufacturing with polymers” course along a whole decade.

Control aspect In conventional

subjects before the promotion of student-centered approaches

In play-based CDIO “Design and

manufacturing with polymers” course

along a decade Success ratio 45% – 75% >95%

Student attendance to scheduled lessons 35% – 65% >80%

Typical number of answers to debate questions 1 – 3 6 – 8

Typical number of student questions / hour 2 – 5 4 – 6

Frequency of meetings between the teachers of the same subject 2 / semester 3 / month

Num. of interactions with students outside the classroom / week 0 – 3 5 – 10

Resources needed for practical activities

0 – 100 € / student for practical sessions

300 – 500€ / group for prototyping tasks

Hours devoted by the teachers outside the classroom / class hour 0.5 – 1 3 – 4

PCPrC

roCa

oclgcega

C

eear

C

edry

Co

diy,

om

inC

m

gCa

mp

C

gs an

pu

Co

ona

ut

Fom(S

ofad

Fte

FimS

f tda

Fier

gmpSt

tha,

igr-

gupu

he J

gu-a

urud

e 1Ju

urai

reutede

13un

red

e een

3tne

e de

3er-nt

the

2ed

3.-ats

h I1

2.d

Eas’

In18

. d

Eid’ d

nte8-2

Ede

Exded

er2

Exe

xaee

rn2,

xas

amd

es

na,

asig

md dsi

at2

mg

mpdg

tio20

mpn

ple

gn

on01

ps

leesns

na7

les a

essis)

al7.

esa

s g).

l C

s an

fgn P

CD

fnd

fronsP

D

frd

os,

Pr

DIO

os

m, o

O

omsi

m s

oto

O C

mm

msimo

C

mm

mm

oty

Co

mu

momuy

on

mola

onulp

nfe

oat

nla

pe

er

nti

oate:

re

oo

ogtio U

en

ogon

groU

nc

grns

ran

UP

ce

ras

apnsPM

e,

apf

phs fM

U

pfo

hfo

M’

Un

hor

icor’s

ni

hicr d

c r

s

iv

c de

ydP

ve

ye

yedePr

ers

yees

eaesro

si

easig

asod

ity

ag

r igdu

y

ar n

dgnu

o

dn o

den c

of

deo

evo

ct

C

eop

vopD

Ca

vpt

opD

alg

votim

otetie

ga

otm

eim

ev

a

temi

edmve

ry

edz

d izel

y,

d za

tozalo

toat

o aop

oio

ttipm

o ton

toom

ton

oyonme

oy.

y n e

y (

pan

cS

plannt

caSt

andL

artu

andLa

r ud

ne pa

dde

e pb

dee

dro

bo

esn

deoor

snts

etora

igs

sotat

gn’

igtyto

nd

gypor

. de

npry

es

. e

y.

si

es

ig

s.

gn

ns

s

)..

PCPrC

Fp

roCa

Fpa

F

oclg

igar

F

cega

gurt

Fig

eear

uq

g

edry

requ

u

diy,

eu

ur

inC

e 4a

re

gCa

4ali

e 5

gs an

. ity

5

ona

Ey

5.

ofad

Exa

M

f tda

xas

M

tha,

as

Mo

he J

ams

ol

e 1Ju

mse

d

13un

pes

d

3tne

pless

c

the

esm

co

h I1

esm

on

In18

s ome

nc

nte8-2

oen

ce

er2

of n

e

rn2,

it,

p

na,

n,

pt

at2

njere

a

tio20

ee

an

on01

cfr

n

na7

ctirig

d

al7.

iog

d f

l C

onge

fi

CD

n er

n

D

mra

na

DIO

mat

al

O

motio

c

O C

olon

co

C

dn

o

Co

d s

om

on

dsy

m

nfe

dey

p

er

ess

pu

re

siste

ut

en

ge

te

nc

gnm

er

ce

n m

r-

e,

tod

a

U

ode

aid

Un

owe

d

ni

was

e

iv

asig

ed

ve

rdg

d

ers

dn

d

si

sn a

de

ity

s ma

es

y

man

si

o

mand

ig

of

ad

gn

C

sm

n

Ca

ssm

o

alg

s-mo

of

ga

pol

f

a

prd

th

ry

rod s

h

y,

ods

e

dutr

e m

ucru

m

cuc

mo

tict

o

otu

ld

onur

d.

n.re

.

. e.

(S

F.

S

Fil(S

St

lliS

u

inSt

ud

ngu

de

g d

en

tde

n

timen

ts

mnt

s’

mets

’ d

e s’

d

a’ d

e

and

es

nae

si

aes

g

alysi

gn

ysg

ns

sgn

s)

is

ns

).

s,s)

, ).


LESSONS LEARNED AND MAIN FUTURE CHALLEGES Main lesson for the professors of the course is that implementing courses following this CDIO “play-based” approach is extremely motivating and gratifying for students, whose learning is promoted, but also constitutes a source of continuous learning and improvement for the teachers, who every year live with the students the development of novel engineering products and processes. However, in order to promote quality of results, these courses must be re-invented every year, for instance by changing the topics for projects development or by adjusting the different steps of the methodology. This helps to avoid students’ copying from companions from previous years and to provide them with a feeling of exclusivity and innovation. All this is time-demanding for teachers but enormously enriching.

Computer-aided design and engineering resources The employment within the course of state-of-the-art computer-aided design and engineering resources, used by professionals in the plastic industry, helps to increase student motivation and to prepare them for their forthcoming professional practice, allowing them to obtain hands-on experience in relevant tools for daily engineering practice, as a complement to the technical knowledge acquired along the course.

“Fab-labs” and 3D printing hubs Access to prototyping facilities, as a support to the in silico assessment of design viability, is an additional source of motivation for students and can be cost-effective indeed, if only the best designs are manufactured, which promotes healthy competition and enhances results. e-Platforms for project management and collaborative design Among future proposals for continued improvement, we believe that the use of e-platforms for promoting collaborative design tasks among the different groups of student may help to tackle more demanding projects and to further promote teamwork skills. If adequately implemented and used, they can help to promote approaches linked to “Engineering Education for all” (Díaz Lantada, 2016).

Collaboration between academia and industry Regarding additional challenges, we would also like to explore the possibility of transforming the course into a whole-year subject with a larger amount of credits (i.e. 12 ECTS) for letting students live through an even more complete CDIO cycle, in which they could reach the mold manufacture stage and produce series of products to validate the whole approach and check the expected quality. Eventually we could link the design projects with real needs from the local industry, for instance aiming at the complete development of plastic parts for the automotive or aeronautic sectors, in which a polymeric component would be required to fit into a pre-existing assembly of parts of different materials and obtained with different processes. This would provide students with more complex specifications and let them work in an even more real professional environment. CONCLUSIONS We have presented a CDIO-based “complete toy design experience” within our course on “Design and manufacturing with polymers” and main results from implementation and evolution along a whole decade at ETSI Industriales – UPM. This experience constitutes one of the first integral applications of the CDIO methodology to the field of Industrial Engineering in our country and stands out its being linked to a “learning through play” approach. Around 500 students have taken part in these course and more than 200 real toys, together with the related injection molding mass-production tools, have been designed during the last ten years. The impact in the professional development of students and in teachers’ perspective about their own professional practice at University is noteworthy. This constitutes one of the longest running CDIO experiences in the field of product design and manufacturing.

PC

RC

CT

D

DMb

Do

DJ

LmC

St

Uh BD(rEJRo DEaEtTpUfI CPEc2a

PrC

RC

CT

D

DMba

Dof

DJo

LumC

Sta

Uht

BD(MreEJoRof

DEaEthTpUfoIn

CPEc/28ad

roCa

RECD

Crah

Da

DíaMu

a

Díaf

Díaou

umuCo

hau

ntt

BIDrMes

Eno

Ref

DrEn

nEnheero

UPornd

CoProET/ 8d

oclg

EFDI

awe

av

azuñs

azC

azu

mulon

huug

nitp

Or.

Mespngu

esth

r. ngndnge ecojPMr du

oro

TSJ

80dia

cega

FIO

we C

vie

z ñoe

z CD

z rn

mbti

nf

umgh

tep:/

OGA

ecpgiurseh

Jgid gi

chjeMSu

rrofSJo00az

eear

FEO

wlC

es

Loz

ed

LD

na

brdfe

mht

ed//w

GAcheinrnee

Juin1inG

hnec

M.Sts

re. I

os06z

edry

ERS

eCD

s

Laz

d l

LaIO

La

redisere

at?

d w

GRAnh

ecnenaa

e

une19neGnct. tustr

esDI

sé6

z@

diy,

RSt

yDI

,

aG

le

anO

Lal

erscre

an?

Nww

RndacteealarS

uaee99ee

GeotsH

udri

spDrné M

@

inC

REta

y, IO

I.

nGea

ntO a

ano

racin

n, C

Naww

RAd

antive oc

Sp

ane9eeoolos Hedea

pr.

ndG

M@e

gCa

Ean

EO

.,

ntaGaar

taac

ntof

asp

nc

LCa

atw

APdrniverio

chpa

n ri8rioroae eale

po A

duG

Maet

gs an

Nnd

EA

G

adarrn

adct

taE

s plice

L.an

tiow.u

Précein

of hea

din

8 inrgg

anr

ne

onAus

Guadts

ona

NCda

.FA

G

drcni

dativ

adEn

Mine,

.Jn

ou

PHéscaly

ngE

ern

dngre

nggegyndre

nt es

nAnstutdsi

ofad

Ca

Fp

re

acían

av

dang

Mna

C

J.t

nn

Hs al y.g Er nis

deg eg ey decA

s –

ndndtrtiérii.

f tda

CErd

., p

eg

a, ag

, it

a,g

aarC

, th

nsn.o

ICDE

. a

EnAs

e (s& in hceA–

didrriaéidu

tha,

ESds

pro

g

A,

g e

Aie

in

artryh

Bhe

s. o

CDEHatngAwh

J(Msp&W

n heff

– U

inréarrd,up

he J

Ss

Mo

o

AJex

A.es

Ane

tíy he

Beey

Srg

CADíaEnHet giw

h A

JuMpe& W1eivfaU

ngéslere S

pm

e 1Ju

S 2

Maa

ory

.,J.x

, s

A.ee

ns

en

esy

Sug/

ALíangeE

inwaA

uae

ecM

W19e iveaiUP

g s esezSm

13un

2.

alac

y

, p

Ha

. e

, seng

stb

us/s

Lazg ETnearAc

anecct

M. 9isersP

aD

s z

Spm.

3tne

0

lmch

,

LC

pe

Heat

(ri

Jetg-

tebe

stsu

L Iz inisTeerdca

nchtiva

9s ds M

auD–A

pae

the

0:

mh.

I.

LaCher

eE

(2n

J.t -D

ere a

taus

INL

nes TSed”ad

nehav

anW

96H

d ta

M

uDía– Aaies

h I1

h

qS

M

afohaie

rnET

20ng

, o

Du

rfia

aist

NLaeec

Sri” ad

esa

venuW6,Hethan.

utaUbins

In18

ht

vSp

M

oaen

náT

01g

Mofu,

ies

nta

FanecuI inae

s n

elyuf

Wo 2ehen

thazUban

nte8-2

ttp

visp

Mc

ncnc

áTS

16E

Mf ,

elds

naain

FOn

erurI

nganem

Mnicyfaoo2aed

hoz P

as(

er2

p

stri

c

t cóce

nSI

6)Ed

os

C

de

abna

Ontinrrng ndm

Mc.

acod0

ad “

d

orL

PMsc+

rn2,

://

t, in

G

Mónes

dI-

). du

ors

Ch

-Ses

bla

ORtangrend

Ed y

MáaH

ctd

00d “UIn

r LaMca+3

na,

/w

Jng

Gu

Mn s

de-U

uc

euhi

Sss

eb

Radg enduEt

y o

áral Htu

dr05oUnt

anM a34

at2

w

J.ge

ui

MoTi

ezUP

Eca

enbin

Sase

e Dble

Mda

ntusdho

rqEe

uru5 ofPte

nt

l 49

tio20

ww

., er

in

orTan

z P

Enat

nobjena

aced

Ded

MAa mtlyst

duheof

qEe ri

uffa

f tPMer

ta

29

on01

ww

Ör,

nn

rgan E

BPM

ngtio

o eta.

crd?

Dede

A

maytruce E

unisnf anthMrn

ad

2,91

na7

w

Ö1

n,

ganaE

BaM

gio

Rts

re?

eve

ATreaj

y Ariaca“

E

uengs

ng

nheM na

da

3

al7.

w.c

Ös1-

N

adarn

ay.

inn

Ros

e, J

vev

TIejoAaaUn

ezgi

cg Sde Ta

a

33

l C

cd

st-2

N

dorr

ng

yo1

ne,

omf

MJo

elve

IOcorAsleti

UPng

z ncuE

Scd 2

ETeati

36

CD

di

tlu28

N.

o,rogin

o,10

ee3

mfo

Mou

oelo

Ocer)ssesoPgi

SneuEnch2Eeio

6

D

io

un86

(

, o, n

, A0th

er32

meor

M.,ur

opop

ONeiv) sos

onMn

Seerrnh

20da

on

63

DIO

o.

nd6.

2

PE

e

Ath

ri2-

err

, rn

pmp

N vfro–

n M ne

Seerrego

00duacna

31

O

o

d.

20

P.E

ee

A.h I

n-B

rop

Mna

mm

eroc–aT

ee

evriengioo09uccha

12

O C

org

,

00

, E.,er

, In

gB,

o,pr

Mcal

eme

edocia– anTer

vinntnol9cahil

2

C

g/

S

02

M, in

Mnt

g 2

Aro

c l o

enen

d matUneri

illngtle . atnR

0

Co

/i

S

2)

MD

ng

Máte

E22

Aom

Gof

nt n

hm te

UPd

ean

lag y

eeoHti

ngRe

0)

on

m

.,

)

MuDeg

áern

Ed2

A.,m

Gf

Gt/

hiU

e Pd acng

anm

y AeroHeo

g e

nfe

mp

K

uñe E

rqn

d5

, mo

GoE

G/s

isUPMCchg

nmArif e

onI

ela

er

pl

B

Ke

ñol

Ed

qua

u55

Dot

ouEn

osu

s UnPMCDhto

noa

Asn

e hnanat

re

le

Br

ey

ozadu

uati

c5-

Dítin

urng

oaus

Mni

Pro. Dino

o ajossng

Mhalnnti

en

em

ro

y

z-a u

eio

ca2

íang

rtygi

alsst

MvoH

DIng Y

reosog Mal noo

nc

m

od

d

-GGc

ezon

ati22

azg

y,in

sa

.SveofeHOg Y

eoroa

MeasInovon

ce

me

de

de

GGua

z Sna

io27

z

, ne

: in

Seree

O I

Yo

ec) c

atecs nvans

e,

en

eu

eb

uue

ati

Sal

on71

Lth

Jee

1na

Scrss

e c

Inou

cef

ciat chlenas

U

nt

ur

ba

ijerio

Sel C

n 1.

Lah

. er

7ab

c.sidsois

connun

eifroatEhaedo

atia

Un

tin

r,

at

orr

on

evC

f

ane

(rin

7 Gb

d

ors onon

vote

ETad

ovioat

ni

ng

D

te

osran.

vilCD

fo

nte

(2ng

Gle

aa

r E

nog

veme T

an s

vaont t

CN

iv

g-

D

es

saa I

llaDI

or

taC

20g

Goe-

anadPE

ntav

g

edm

PS

niseatn th

CrNo

ve

-c

D.

s

a, O

In

anIO

r

adC

00E

oa-d

ndd PrEda

vaR

d U

PSIcetiA

he

reoD

ers

cd

R

in

JOcnt

nO

a

daD

05Ed

alde

d P

rodiacatRe

hUroI-

caevoAe

eaD

si

di

R.

n

J.ch.

oC

al

a,DI

5)d

lsev

PPofto

ct tioes

hino-U

al veonAw

S

atDe

ity

o

E

.MhJ

o, Co

l:

, AO

) du

s tve

PPofeoa

ons

snivfeU

ern waS

tiver

y

o/s

(2

Ed

Mo

Jo

eo

AO

Tuc

toel

Pholesriane

s vePE

raGa

Sc

veriv

o

st

20

du

.,oaou

etn

S

A.

Thca

o lo

h.itssiat A

ea

Mves

PMEalGrd

ch

e vs

of

ta

00

uc

, a, ur

t anfe

St

, m

heati

trop

Dtésoal U

Aar

M.erssMn rrod ho

Cs

C

an

0

ca

ME

rn

aler

tra

eme

e tio

rapm

D.écoB

UAwrc

. rssoM.ngreoi

o

Co3

Ca

nd

7

a

MuE

na

l. re

at

et et

Aon

anm

. cnr BP

wach

Ssidor

giesuino

o3.

alg

da

7)

ti

u.

al

(en

te

ath

ABn,

nsme

dnii

BoPMahe

Scdr Hnsep

n ol

m0

ga

a

R

o

ñ(o

(2nc

eg

alho

B, 9

sfen

deicinoaM

arde

c.ain

Henee

p 2o

mm U

a

rd

R

on

o(2of

20ce

gi

l. od

BE9

font

egcan a

M.drs

. adn e eeeao

20of

mU

ry

ds

Re

n,

oz20f E

01e

ie

(d

ET4

ort-g

ga trd

d”s”

ad

t

earof 01f

mon

y,

s/

et

C

z 01E

14,

es

(2o

T 4,

rmg

redhd H, ”

anP

thhrircf M1In

onnp

/1

th

C

S13

En

4)B

s

20olo

p4

m o

edehe

MHe

bin

ndPohean

chM3nd

Wnspo

12

hin

o

Sa3)ng

) Ba

a

01og

pr41

ooa

eee Me bon

d oe asngh

Ma3”d

Ws or

2-

nk

on

an) g.

Ear

an

15gy

ro1-

ouals

es D

Mer

ot2

PliD

s g a

an. u

WoA

rte

-c

ki

nti

nzTE

Evrc

nd

5y

of-5

urs/

s M

Dereth20

PtéDb

annH

us

orAte

cd

in

in

z,ToEd

voce

d

) .

fe55

r /

inMaemech 0

héce

bea

ndu

Hst

rkttd

di

ng

nu

, owd

olel

T

es5.

W

na

epmbcein1

h.c

epeeatd

ufaetr

k ri

d L

o

g

uu

Jw

du

ulo

c

Th1

ss

W

adpaben5

Dcnpaet e

ae ia

libL

o-

E

um

J.Lwauc

ution

ch

he1

sio

o

Indrareiv 2

5.

D.nica

en

edacisal

cbuic

s

E

m

Lardca

iona

ha

e 1th

o

orl

ndridrt

erve2.

dcrt

n Gd

cts l

ceutce

ta

n

m,

.,d

ati

ona.

al

Ih

n

ld

dd tmr e0

datmv

GeduucE

enioen

an

g

1

s

tio

n

le

IN

a

d.

ui

mod

01

ea dmvieucurcuEn

nsonns

nd

gin

1-

Es son

a

en

NGIn

al

usine

of d 14

egd

mesocainurng

sen-se

d

ne

-1

Ecsn,

an

ng

Gn

s

stn en

tth4,

gre

ensitoratngrrg

e-Ne

a

e

17

chu, 2

nd

g

GEte

sk

tr2

ntthh,

ree nttinrgtig rein

dNo.

ard

e

76

hác2

d

e

ENer

ki

ia20t heea

eeMt n

giaoE

enne

d o

d

eri

6

ávcc9

im

es

Nrn

lls

al0oe

e an

esMoga

onEntee

un

s

in

.

vace9(2

m

s.

NIAna

s

l 0

of I

“Und

s a

of g

nantlye

nnC

ng

ares2)

mp

Aat

,

E05

MInUd

iadf MpI

alngy

er

ndCo

g

rrss),

pl

In

A tio

c

En5 MntUP

t

ndrMprInl gi

Vin

deom

E

ri sf, 4

e

nt

Ino

ca

nga

MetePth

n rid

MeronsinnVng

em

Ed

Ofu4

em

te

nin

an

ganecerM

he

IndecofstnnneVicg

r:mm

d

Ol 7

me

er

itina

n

ginncrnM e

nd icfetitneecea

: m

u

Otep

76

e

rn

iaal

t

nd

chna

Y“

din

chestuoeeat

me

uc

erpr6-4

n

na

at

h

ed haatYM

dun hassutovri-Dt

er

ca

roro4

nta

at

ivC

e

ee2

anti

YoM

us1

ansotevainDE

rc

at

o,oje9

at

io

veCD

ey

er20nio

oue

st19niore atngDeET

cia

io

, e

90

ti

on

e:D

y

rin00ic

onuned

tr99icr

tiog eaT

al

on

Jc

0.

o

na

ADIO

b

n0cananda

ria9caiooa

aTS

l-

n:

.,t-

on

al

AO

be

g9alalgal

al3aln

ofn

atn

SI

:

, -

n

l

A O

e

g 9 l l

g l

l 3 l

n f n t

n I

Documents

TEN YEARS OF CDIO EXPERIENCES LINKED TO TOY DESIGN · teaching-learning strategies at ETSII-UPM along the implementation of the “Bologna process”, which has culminated with the