Evaluation Methods of CDIO Project at Duy Tan University

Using the CDIO framework in project teaching has been proven to help improve students’ teamwork, communication, and critical thinking skills. However, the CDIO class at Duy Tan University (DTU) was at risk of significant fragmentation, as groups working on different projects were not interested in participating in discussions and sharing with other groups. It happened because their knowledge is insufficient to discuss another project in-depth, the time spent in cross-group discussions is short, or simply because of student apathy. Moreover, the Covid-19 pandemic has made implementing learning groups in CDIO much more difficult. Numerous ways have been tried to engage students in learning and adapt to specific conditions before, during, and after the pandemic. Before the pandemic, we increased the enjoyment of learning for students by creating a "fun competition" using DTU-Clicker, the electronic voting device for end-of-class quizzes. The winning team in the poll will receive bonus points, while the other groups will receive the knowledge that the CDIO instructor wants to convey. During Covid-19, we must shift the CDIO projects to an online teaching format. Accordingly, we use Kahoot! to create games in learning CDIO for class members, as well as members of a group. Back after the pandemic, we used Plicker as an enhancement to DTU-Clicker. This paper presents some sharing and comparisons about implementing CDIO teaching at DTU regarding the mentioned techniques. We emphasize the importance of the CDIO instructor’s method of imparting knowledge and students’ excitement and passion when learning CDIO. At the same time, the results show DTU’s efforts in adapting to different teaching conditions.