Abstract:

This article examines a goal of design and formation of the planned Conceiving — Designing — Implementing — Operating (CDIO) Syllabus education components, an innovative educational adaptive environment for the engineering education. As key conceptions of the environment a graduating student competency model, an initiative of CDIO, project education method and ontological engineering are taken. This research objective is development of content forming mechanism for educational components of the planned educating of CDIO Syllabus. This mechanism is presented by the bearing and concretizing concepts of SWEBOK field of knowledge and expressions of knowledge that are adapted for storage and computer processing.

The given paper considers an important aspect of the developing innovative educational adaptive environment of the engineering education related to the educational components of the planned CDIO Syllabus education knowledge formation technology and their application in educational disciplines projection and subsequent individual trajectories planning for students’ education.
Relevance of the research lies in the need to improve the engineering education efficiency considering an adequate reaction on scientific, technical and technological demands and labour market calls.

The conducted studies are related to application of the ontological engineering for the design of fundamental technical knowledge for educational components within the developing project-oriented adaptive environment of engineering education. For the purpose of assured achievement of the goal set CDIO initiative is examined as a technological process that uses CDIO Standards and competency models of each of CDIO initiative stages. As a competency model represents a determinative model of the project-oriented context of the educational adaptive environment in the engineering education, ontology of bearing and concretizing concepts of a competency model’s professional, fundamental and additional competences and their knowledge expressions specification, determine required and sufficient knowledge content for education, and also for a program’s disciplines planning and individual trajectories planning for students’ education.
The adaptability of the engineering education environment is achieved by means of applying intercommunity and volatility properties while describing supporting and specifying concepts of educational content of knowledge.

References:
[1] Edward F. Crawley. Program CDIO : Description of aims and tasks of bachelor engineering education, Lecture of CDIO №1, Publ. МIТ, 2001. Accessible on reference: http://www.cdio.org/
[2] B.Kubekov, J.Kuandykova, I.Utepbergenov, A.Utegenova. Applying of the conceptual model of knowledge for formalization of concepts of educational content. 9th International Conference "Applying of information and communication technologies-AICT2015", Rostov-on-Don, Russia, 14-16 October 2015. 588-594 pp.
[3] B.Kubekov, A.Muslimova, M.Ishimova, I.Utepbergenov. The use of multiparadigm approach to knowledge modeling. 7th International Conference on Education and New Learning Technologies. Barselona (SPAIN) 6th-8th of July, 2015. 8366-8368 pp.

Keywords:

A competency model, the project education method, an initiative of CDIO, an adaptive educational environment, ontology, knowledge expression.