Multiple Student Generations
the first-generation students and the organization owning the topic. 6)The advisor assigned the students to design the user interface or the project prototype. 7)The student setup a meeting with the users to present the user interface/prototype. If there are many users, the students conduct a survey for the user requirement. This step represents the Conceive part of CDIO concept. Our experience suggests that the first generation students should be the presenters or get involved deeply. 8)The students create the project timeline for the entire academic year with the last 2 months are for the system's deployment, the user acceptance test, and the user satisfaction survey. 9)On the third week of the first semester, the students present their project proposal to the department committee. 10)The students present their project progress to the department committee every month along with their design and implementation. This step represents the Design and Implement part of CDIO concept. 11)In the last 2 months of the academic year, the students deploy the system and test the entire system. Then, the users test the system, and fill out the user satisfaction survey. This step represents the Operate part of CDIO concept. This step may repeat if needed. 12)In the last week of the academic year, the students present the final project. Unlike a normal senior project topic, the project advisor must prepare the project topics 2-3 months before the first semester starts, which is long before a normal topic preparation. Additionally, the next generation students must bond with the first generation students and the organization owning the topics strongly with monthly meeting or more often. They also must start the project user surveys, and verify the user requirements long before the first semester starts. Furthermore, they must reserve a few months at the end to deploy the system, testing thoroughly, and survey the user satisfaction. All of these must be done before the project final presentation. These extra works may cause many obstacles to the students and the project
Code Shoppy
To deliver real-world experiences to students, there are many approaches introduced. In Singapore, a curriculum is integrated with industrial-grade laboratory equipment and months of internships [3]. Turku University in Finland [4] introduces a center of a project-based learning environment, which is managed like a company. The center accepts small ICT projects from real customers and distributes to ICT students taking a project course or an internship. Some projects receive payments from customers. A joint Professional Summer School Sprint was organized among 3 universities in Finland [5]. It was a 2-week boot camp for multidisciplinary groups of students to seek for innovation to solve a real business problem from partner companies. Though, some students dropped out from the camp, but most of them enjoyed the experience. However, students suggested that the customer companies should be trained more for the course to have more realistic expectations what can be done in 2 weeks, or send an employee to participate the course full time. In Portugal, a curricular capstone-internships approach is introduced [6]. The approach is used in an Informatics Engineering curricular with capstone-internship project in the last semester. A web-based platform for the capstone project management between the external organizations and the course manager has been used since 2004. However, since the communication with external organizations became very important, the use of the web-based management system has been indispensable. Therefore, working with a real-world project from an external organization has never been easy in anywhere. C.Teaching and Learning in Our Senior Project Course Our senior project course includes 3 hours of class per week for 2 semesters. Project-based Learning is the main teaching and learning method. Therefore, the students practice their practical engineering skills in groups of at most three, and present their project progress every month. All student groups present their final project in the last week of the second semester. Furthermore, every group must be advised with their advisor every week, and submit their advisory form weekly https://codeshoppy.com/android-app-ideas-for-students-college-project.html
the first-generation students and the organization owning the topic. 6)The advisor assigned the students to design the user interface or the project prototype. 7)The student setup a meeting with the users to present the user interface/prototype. If there are many users, the students conduct a survey for the user requirement. This step represents the Conceive part of CDIO concept. Our experience suggests that the first generation students should be the presenters or get involved deeply. 8)The students create the project timeline for the entire academic year with the last 2 months are for the system's deployment, the user acceptance test, and the user satisfaction survey. 9)On the third week of the first semester, the students present their project proposal to the department committee. 10)The students present their project progress to the department committee every month along with their design and implementation. This step represents the Design and Implement part of CDIO concept. 11)In the last 2 months of the academic year, the students deploy the system and test the entire system. Then, the users test the system, and fill out the user satisfaction survey. This step represents the Operate part of CDIO concept. This step may repeat if needed. 12)In the last week of the academic year, the students present the final project. Unlike a normal senior project topic, the project advisor must prepare the project topics 2-3 months before the first semester starts, which is long before a normal topic preparation. Additionally, the next generation students must bond with the first generation students and the organization owning the topics strongly with monthly meeting or more often. They also must start the project user surveys, and verify the user requirements long before the first semester starts. Furthermore, they must reserve a few months at the end to deploy the system, testing thoroughly, and survey the user satisfaction. All of these must be done before the project final presentation. These extra works may cause many obstacles to the students and the project
Code Shoppy
To deliver real-world experiences to students, there are many approaches introduced. In Singapore, a curriculum is integrated with industrial-grade laboratory equipment and months of internships [3]. Turku University in Finland [4] introduces a center of a project-based learning environment, which is managed like a company. The center accepts small ICT projects from real customers and distributes to ICT students taking a project course or an internship. Some projects receive payments from customers. A joint Professional Summer School Sprint was organized among 3 universities in Finland [5]. It was a 2-week boot camp for multidisciplinary groups of students to seek for innovation to solve a real business problem from partner companies. Though, some students dropped out from the camp, but most of them enjoyed the experience. However, students suggested that the customer companies should be trained more for the course to have more realistic expectations what can be done in 2 weeks, or send an employee to participate the course full time. In Portugal, a curricular capstone-internships approach is introduced [6]. The approach is used in an Informatics Engineering curricular with capstone-internship project in the last semester. A web-based platform for the capstone project management between the external organizations and the course manager has been used since 2004. However, since the communication with external organizations became very important, the use of the web-based management system has been indispensable. Therefore, working with a real-world project from an external organization has never been easy in anywhere. C.Teaching and Learning in Our Senior Project Course Our senior project course includes 3 hours of class per week for 2 semesters. Project-based Learning is the main teaching and learning method. Therefore, the students practice their practical engineering skills in groups of at most three, and present their project progress every month. All student groups present their final project in the last week of the second semester. Furthermore, every group must be advised with their advisor every week, and submit their advisory form weekly https://codeshoppy.com/android-app-ideas-for-students-college-project.html
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