Truong V TRUONG, Binh D HA, Bao N LE

 Duy Tan University, VIETNAM

ABSTRACT

The current world education trend is to associate training with scientific research and learning to experience. In that spirit, Duy Tan University always aims to change the way of deploying and building new training models for modern, scientific and creative education, serving the purpose of creating a knowledgeable human resource that can meet the demands of the era. “Education 4.0” is considered the education model that Duy Tan is heading to. Education 4.0 is the future of education, which is a student-centered learning model, peer-to-peer learning, active learning, flexibility in both time and place learning, project-based learning, actual experience learning and responds to the needs of Industry 4.0. It is great challenge to transform the traditional education model into a Education 4.0 model, but Duy Tan University 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 instructers use a variety of products in the 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 Duy Tan University. In order to improve the efficiency of deploying IoT applications in CDIO projects, we implemented a flipped classroom approach. Instructors act as a supporter of learning, sharing aspirations, co-creating of knowledge with students. The duty of students is to read and understand the material at home (Remember and Understand in the Bloom). The amount of time spent on the class will be discussed: discussing student issues, discussing some of the student-led problems, discussing the advantages and disadvantages of the sample designs students take and how to improve to suit the actual conditions in Vietnam, discuss the real problems from the instructor's experience (Application, Analysis, Evaluation and Creation in the Bloom). 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, h, i; the total studying time spent of student in the class; the level of satisfaction of students participating in the class.