The Royal Institute of Technology (KTH) in Stockholm, Sweden, is one of the four founding members of the CDIO Initiative, together with Chalmers, Linköping University and Massachusetts Institute of Technology in USA. After ten years, over 50 universities worldwide participate actively. The main idea of the CDIO model is to systematically integrate engineering skills development with the technical knowledge throughout the program.

CDIO - Educating engineers who can really engineer, Kristina Edström (keynote)
What are the main ideas of the CDIO approach to reforming engineering education?
Ten years on, what are the expected and unexpected outcomes? What have we learned about leading educational change in universities? What could an institution get out of joining the international CDIO initiative as a collaborator?

Learning-driven design of project-based courses, Jakob Kuttenkeuler and Kristina Edström (workshop)

From the experience of implementing CDIO we derive principles for enhancing learning and teaching in project-based courses, and use concrete examples to illustrate their implications. Each principle can be seen in the light of how it improves the student learning outcomes, and simultaneously, how it improves the cost-effectiveness of teaching. One condition is the practice of individual grading of student achievements in a group setting.

As this type of course is often assumed to be expensive and require unreasonable effort from the teachers, we propose approaches for making project-based learning cost-effective, sustainable and fun to teach. The learning perspective is emphasized, by identifying trade-offs where there is a tension between learning outcomes and other factors in project-based courses (such as project goal, product performance, technical sophistication, teacher popularity, student satisfaction).