Workshop on Conceiving, Designing, Implementing, Operating (CDIO) in Engineering Education



Date : 27 Feb- 2 Mar 2023

Venue: Jen Johor Puteri Harbour by Shangri-La, Johor, Malaysia


Part 1. CDIO as Idea, Methodology and Community
CDIO is an approach for engineering education development, taking its starting point in a vision for the graduates’ competence. The idea is to better align engineering education with professional practice and with student motivation, while also providing a deeper working understanding of the technical fundamentals. To realise this vision, the CDIO educational model takes an outcomes-based approach. The curriculum development methodology is based on the strategy of integrating students’ development of engineering skills with their acquisition of technical knowledge, with progression throughout the program. The opportunities of a program-driven approach are demonstrated through examples. PBL is a prominent component in the curriculum, and the focus is also on improving the contribution of the subject-based courses. We discuss similarities and differences between CDIO and PBL. The CDIO Initiative was founded by MIT in the United States and three Swedish universities. It is now a community that consists of more than 180 institutions worldwide, sharing experiences and collaborating on improving their strategies.

How can you benefit from this community?
Reflections: We will discuss and digest the matters addressed today.
What are the most useful ideas, and what are our reactions and worries?

Part 2. Enhancing Learning in Subject Courses
We will investigate the CDIO approach through examples of its implementation, and we start with discussing various ways to develop teaching and assessment in subject-based courses. When we want to improve student learning, it is commonly assumed that any new methods would require a higher teaching effort. But while anyone can improve a course by spending much more teaching time, this is obviously not a sustainable strategy. So how can student learning be improved within a given level of time for teaching and assessment? The key principle is that teachers should spend more of their time doing things that lead to high quality learning, and less time on such things that are less productive. Concrete examples will be used to illustrate the principle, challenge old ways of thinking and question some taken-for-granted practices in education. The examples show how disciplinary knowledge can be taught in a way that also contributes to students’ development of engineering skills. Reflections: We will discuss and digest the matters addressed today. What are the most useful ideas, and what are our reactions and worries?

Part 3. Enhancing Learning in Project-based Courses
Project courses are often assumed to be expensive and require high teaching effort. To challenge this perception, we will investigate experiences from courses based on student design projects at KTH. We will derive principles for improving both student learning and cost-effectiveness of teaching. Most principles apply also to subject courses.

How can such complex learning outcomes of individual students be assessed in a group project setting?
How can project courses be made cost-effective, sustainable and fun to teach?
Reflections: We will discuss and digest the matters addressed today, and yesterday.
What are the most useful ideas, and what are our reactions and worries?



Part 1. The nature of change and lessons learned
There are many kinds of change in higher education, but here the focus is on deliberate change for the better, driven by faculty. Such educational development initiatives often focus on strengthening the professional preparation and introducing more authentic learning, for instance through active learning and project-based learning. We will consider what is the fundamental nature of the desired development. In this workshop, we will share our own experiences of such development and consider strategies that work – and analysing why they work. We will also discuss the worries that students or colleagues may have with regards to such change and recognise that some resistance is perfectly legitimate. We will consider our own rhetoric, how to explain and discuss the development in ways that are appealing. As contrast, accounts of unsustainable change will invite a critical view of engineering education development. We will consider a model for change with two change strategies, each with different availability, risks, resource demands, and sustainability of results.

How can we make change that “sticks”? The critique suggests widening the perspective from curriculum development per se, to exploring the organisational conditions.

Part 2. Strategies for sustainable change
We will consider strategies for developing education in a deep sense, that is, working on the organisational aspects:

Competence development
How can we support faculty and equip them with the knowledge and skills needed to successfully develop their teaching?
How can we stimulate them to keep developing?

Individual and collegial approaches
How can we promote change that goes beyond single courses?
What can be achieved with a program-driven approach?
What are the barriers or drivers for collegial collaboration across the curriculum?

Faculty recruitment and promotion
What competences do faculty need to have, so that the university as a whole has the necessary capacity for education and for educational development?
How can we assess such competence and take them into account in recruitment and promotion?
Given the critical views of the conditions for our work, we will also discuss how to create a more sustainable role for champions and those working in an educational development role.
How can we achieve recognition for our work and expertise?



SessionFee (for local participants)Fee (for international participants)
Workshop 1 (1-pax)RM 850USD 250
Workshop 2 (1-pax)RM 850USD 250
Workshop 1 & 2 (1-pax)RM 1380USD 350
Grouping Package - Workshop 1 (4-Pax)RM 2650USD 650
Grouping Package - Workshop 2 (4-Pax)RM 2650USD 650

*Please be informed that prices are inclusive of 6% service tax
** For international participants, please contact Ms. Nur Hidayah at

Please make the registration fee payment before filling in the registration form. Proof of payment should be uploaded together with the submission of the registration form.

All online banking, cash bank-in or cheque should be crossed and payable to: –


Bank : CIMB Bank


Account No : 8006057477

Swift Code : CIBBMYKL

Branch : Taman Universiti


To register, please fill in the registration form by clicking the button below:

Should you have any inquiries, contact:

Ms. Hidayah : +607-5610225

Dr. Milah Zainal :, +607-5610227

Ms. Wan Akmal Izzati:, +607-5610226


📷 📷 📷 Photos of the workshop can be viewed/ downloaded here.

*last updated on 28/2/2023