ACTIVE LEARNING IN QUALITY CONTROL AND STANDARDIZATION IN PRINTING AND PACKAGING

U. Tangkijviwat, N. Kuptasthien (2019). ACTIVE LEARNING IN QUALITY CONTROL AND STANDARDIZATION IN PRINTING AND PACKAGING. 9.

2019 15th International CDIO Conference, Aarhus University, Denmark

134.pdf

A Quality Control and Standardization in Printing and Packaging course in Digital Printing and Packaging Technology program, Faculty of Mass Communication Technology at Rajamangala University of Technology Thanyaburi (RMUTT) has adopted a CDIO framework in developing better teaching and learning strategy. Students who take this course will develop knowledge in basic concepts of Quality Control (QC), recognize quality tools and understand a process of QC planning. In the past, only traditional lectures, midterm and final examinations were used as tools for teaching activities and assessment methods. The student struggled in class and could not nurture deep learning. Thus, the instructor seeks for methods to overcome this challenge. This paper, hence, aims to share the redesign of active learning activities to encourage students for learning (standard 8). Formative and summative assessments (standard 11) were adapted to the class. In addition, to provide the student with design-build experience, project-based learning was initiated. Feedback from students in redesigned classrooms was expressed regarding the student engagement and the pedagogical improvement process

Authors (New):

Uravis Tangkijviwat

Natha Kuptasthien

Pages:

Affiliations:

Rajamangala University of Technology, Thailand

Keywords:

Active learning

quality control

printing and packaging

CDIO Standard 2

CDIO Standard 5

CDIO Standard 8

CDIO Standard 11

Year:

2019

Reference:

Bonwell, C. C. and Eison, J. A. (1991) Active Learning: Creating Excitement in the Classroom, ASHEERIC Higher Education Report No. 1. The George Washington University, School of Education and Human Development, Washington D.C.:

Crawley, E., Malmqvist, J., Ostlund, S., and Brodeur, D. (2007). Rethinking engineering education. The CDIO Approach, 302, 60-62.:

Crawley, E., Malmqvist, J., Lucas, W. A., and Brodeur, D. R. (2011). The CDIO syllabus v.2.0. An updated statement of goals for engineering education. Proceedings of the 7th International CDIO Conference, Copenhagen.:

Crawley, E., Malmqvist, J., Őstlund, S., Brodeur, D. R., and Edström, K. (2014). Design-implement experiences and engineering workspaces. In Rethinking Engineering Education: The CDIO Approach. pp. 117-142. Springer International Publishings.:

Doan, T. T. M., Nguyen, N. H., Ngo, T. D., Tran, H. V., Nguyen, C. Q., Mai, T. T. (2014) The results and achievements of five years in applying CDIO: From pilot to widespread implementation, Proceedings of the 2014 CDIO Conference, Ho Chi Minh City.:

European Union. (2014). Future skills in the graphical industry. Intergraf, UNI Europa Graphical and EGIN, 52.:

Hladik, S., Behjat, L., and Nygren, A. (2017). Modified CDIO framework for elementary teacher training in computational thinking. Proceedings of the 13th International CDIO Conference, Calgary. 581-594.:

Kilkki, K., Mäntylä, M., Karhu, K., Hämmäinen, H, and Ailisto, H. (2018). A disruption framework. Technological Forecasting and Social Change, 129, 275-284.:

Leslie, L. J., Gorman, P. C., and Junaid, S. (2018). From group to independent project work: Does CDIO prepare learners?. Proceedings of The 14th International CDIO Conference, Kanazawa. 550-559. Malmqvist, J. (2015). Applying the CDIO approach to non-engineering education. CDIO Asian Regional Meeting, Ho Chi Minh City:

Malmqvist, J., Huay, H. L. K., Kontio, J., and Minh, T. D. T. (2016). Application of CDIO in nonengineering programmes – motives, implementation and experiences. Proceedings of The 12th International CDIO Conference, Turku:

Meikleham, A., Hugo, R., and Brennan, R. (2018). Blended and project-based learning: The good, the bad, and the ugly. Proceedings of The 14th International CDIO Conference, Kanazawa. 511-525.:

Rotellar, C. and Cain, J. (2016). Research, perspectives, and recommendations on implementing the flipped classroom. American Journal of Pharmaceutical Education, 80, 1-9.:

Segers, M., and Dochy, F. (2010). New assessment forms in problem-based learning: The value-added of the students’ perspective. Journal of Studies in Higher Education. 26, 327-343.:

Shimizu, Y., Thollar, S., Anada, Y., and Hayata, N. (2018). The application of CDIO standards to clinical engineering education. Proceedings of The 14th International CDIO Conference, Kanazawa. 385-394.:

Sivan, A., Leung, R. W., Woon, C. C., and Kember, D. (2000). An implementation of active learning and its effect on the quality of student learning. Journal of Innovations in Education and Training International. 37, 381-389.:

Smyth, S. (2017). The future of global printing to 2022. Smithers Pira.:

Tangkijviwat, U., Sunthorn, W., Meeusah, N., and Kuptasthien, N. (2018). CDIO-based curriculum development for non-engineering programs at Mass Communication Technology faculty. Proceedings of The 14th International CDIO Conference, Kanazawa:

Weerakoon, A., and Dunbar, N. (2018). A framework for second language, communication and engineering learning outcomes. Proceedings of The 14th International CDIO Conference, Kanazawa. 572-582:

Worldwide CDIO Initiative. (2019). CDIO syllabus 2.0. Retrieved January 27, 2019, from www.cdio.org/benefits-cdio/cdio-syllabus/cdio-syllabus-topical-form:

on September 22, 2019 - 11:25 Tyrone Machado

ACTIVE LEARNING IN QUALITY CONTROL AND STANDARDIZATION IN PRINTING AND PACKAGING

Navigation

ACTIVE LEARNING IN QUALITY CONTROL AND STANDARDIZATION IN PRINTING AND PACKAGING

Share this content.