Open AccessA Curriculum Design Approach by the Means of a General Morphological Analysis
Author(s) -
Alexander Vera Tasamá,
Jorge Iván Marín Hurtado,
Jaiber Evelio Cardona Aristizábal,
Francisco Javier Ibargüen Ocampo
Publication year - 2019
Publication title -
revista ingenierías universidad de medellín/revista ingenierías universidad de medellín
Language(s) - English
Resource type - Journals
eISSN - 2248-4094
pISSN - 1692-3324
DOI - 10.22395/rium.v19n37a3
Subject(s) - cdio , curriculum , consistency (knowledge bases) , context (archaeology) , computer science , engineering education , engineering management , mathematics education , systems engineering , engineering , mathematics , artificial intelligence , pedagogy , sociology , paleontology , biology
The context of conceiving, designing, implementing, and operating real-world systems and products, namely the CDIO initiative, is a framework for engineering education. It considers 12 standards, which are the reference for curriculum design and assessment. A good implementation of the CDIO standards can be considered as a multi-dimensional complex problem. In order to propose strategies for implementing the CDIO initiative in the Electronic Engineering curriculum at Universidad del Quindío, the General Morphological Analysis (GMA) was used. Some relevant dimensions of the curriculum and their values were contrasted in a cross-consistency assessment (CCA), where 8 dimensions were established, and a total of 34,560 combinations were obtained in the problem space. Through the CCA, the number of coherent combinations was significantly reduced. Finally, these combinations were analyzed to propose the corresponding strategies that are the input for the implementation of the CDIO curriculum in the Electronic Engineering program.