THE EFFECTS OF INDUSTRY 4.0 ON TEACHING AND LEARNING CDIO PROJECT AT DUY TAN UNIVERSITY

The current world education trend is to associate training with scientific research and learning to experience. In that spirit, Duy Tan University (DTU) always aims to deploy a new training model for modern, scientific and creative education, serve the purpose of creating a knowledgeable human. “Education 4.0” is considered the education models that DTU is heading to. It is the future of education, which is a student-centred, peer-to-peer, active learning model, flexibility in both time and place, project-based and experience learning, responds to the needs of Industry 4.0. It is a great challenge to transform the traditional education model into a new model, but DTU is making every effort to launch, starting with the CDIO curriculum. Our students have implemented a number of CDIO projects for the practical application of the Internet of Things (IoT) in Industry 4.0. CDIO instructors use a variety of products in Cloud Computing during the CDIO training process. In this article, we will present the effects of Industry 4.0 on teaching and learning CDIO at DTU. In order to improve the efficiency of deploying IoT applications in CDIO projects, we implemented a Flipped classroom approach. Instructors act as a learning supporter, sharing aspirations, cocreating of knowledge with students. The duty of students is to read and understand the material at home. The amount of class time spent will be discussed: student issues, student-led problems, the advantages and disadvantages of the sample designs and how to improve it to suit the actual conditions in Vietnam. To evaluate the quality of students, we propose a Process-oriented assessment approach: research, feedback, and presentation. Finally, we use quantitative parameters to evaluate the effectiveness of proposed methods: percentage of students achieving proficiency or better in ABET outcomes d, e, g, i; the total studying time; the level of satisfaction of students.