Abstract:

Curricula must enable learners to acquire competences which allow them to properly address the requirements of a demanding labour market, all in a complex and fast changing environment due to Industry 4.0 and Artificial Intelligence influences. The current research paper proposes a project and team-based problem-centered approach to the curriculum design of an Intensive Summer School Programme in smart product development, under the aegis of an Erasmus+ project. Designed using a process-oriented model the Summer School Programme curriculum involved the engagement of international student teams in the development of multi-disciplinary projects in the area of smart product development using additive manufacturing applications. Curriculum was designed considering the following main aspects: learning objectives in correspondence with Bloom’s revised taxonomy for learning levels; assessment based instructional strategies; course structure; complexity levels; delivering format; necessary prerequisites. The main learning objective of the Summer School Programme was for the student teams to Develop and Defend a 3D printing Start-up. Twenty-two secondary learning objectives were defined in correspondence with each learning module from the course curricula and based on the six levels of Bloom’s revised taxonomy. A five-module curriculum structure was designed and presented in correspondence with the main learning objective of the summer school programme. Students acquired skills from all seven skill sets: content, process, social, complex problem solving, technical, system and resource management. After completing the Summer School Programme participants also acquired theoretical and practical knowledge in five key areas: Business and management; Manufacturing and production; Engineering and technology; Education and training and Communications. Cognitive, psychomotor, physical and sensory abilities were developed and refined by completing the proposed course.