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Procedia Computer Science 00 (2019) 000–000
Procedia Computer Science 00 (2019) 000–000 www.elsevier.com/locate/procedia
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Procedia Computer Science 190 (2021) 812–816

2020 Annual International Conference on Brain-Inspired Cognitive Architectures for Artificial

2020 Annual International Conference
Intelligence: Eleventh on Brain-Inspired
Annual Meeting ofCognitive
the BICAArchitectures
Society for Artificial
Intelligence: Eleventh Annual Meeting of the BICA Society
Application of the CDIO standards for cyber-physical education in
Application of the CDIO standards for cyber-physical education in
mechatronics and robotics in a research university on the example of
mechatronics and robotics in a research university on the example of
development of 3D-modeling and design skills
development of 3D-modeling and design skills
Igor Yudina*, Aleksandr Berestova, Aleksandr Mosheva, Evgeny Ovcharenkoa, Alina
Igor Yudina*, Aleksandr Berestova, Aleksandr
SetyanovaMoshev
a a
, Evgeny Ovcharenkoa, Alina
Setyanovaa a
115409, 31 Kashirskoye shosse, Moscow, Russia
a
115409, 31 Kashirskoye shosse, Moscow, Russia

Abstract
Abstract
In this article we will discuss the problem of application of the CDIO standards for cyber-physical education in mechatronics and
robotics in thewe
In this article area of discuss
will nuclear the
physics
problemand of
technologies,
application nuclear reactors
of the CDIO and materials.
standards During the education
for cyber-physical education process it is decisive
in mechatronics and
to use theintools
robotics that of
the area satisfy newphysics
nuclear requirements for modernization
and technologies, nuclear education programs.
reactors and materials.It is principal
During to create new
the education technologies
process and
it is decisive
methods
to use theoftools
development practical
that satisfy engineeringfor
new requirements skills of students since
modernization the fourth
education industrial
programs. It isrevolution.
principal toAtcreate
National
newResearch Nuclear
technologies and
University
methods ofMEPhI, we have
development excellent
practical experience
engineering of organizing
skills of studentsstudents'
since theeducation in mechatronics
fourth industrial and
revolution. Atrobotics
Nationalusing 3D-modeling
Research Nuclear
and design MEPhI,
University in accordance
we have with the CDIO
excellent standards.
experience of organizing students' education in mechatronics and robotics using 3D-modeling
©
and2021 TheinAuthors.
design accordancePublished byCDIO
with the ELSEVIER B.V.
standards.
© 2021
© 2021
This The
is an Authors.
open
The Published
accessPublished
Authors. by ELSEVIER
article under
by Elsevier B.V.B.V.
the CC BY-NC-ND license (https://creativecommons.org/licenses/by-nc-nd/4.0)
This is an open
Peer-review access
under article under
responsibility the scientific
of the CC BY-NC-NDcommitteelicense (https://creativecommons.org/licenses/by-nc-nd/4.0)
of the 2020 Annual International Conference on Brain-Inspired
This is an open access article under CC BY-NC-ND license (https://creativecommons.org/licenses/by-nc-nd/4.0)
Peer-review under responsibility of the scientific committee of the 2020 Annual International Conference on Brain-Inspired
Cognitive
Peer-review Architectures for Artificial
under responsibility of theIntelligence: Eleventh Annual
scientific committee Meeting
of the 2020 of the
Annual BICA Society
International Conference on Brain-Inspired
Cognitive Architectures for Artificial Intelligence: Eleventh Annual Meeting of the BICA Society
Cognitive computer
Keywords: Architectures foreducation;
sciences ArtificialCDIO
Intelligence:
standards;Eleventh Annual
cyber-physical Meetingmechatronic
education; of the BICA andSociety
robotics; 3D-modeling
Keywords: computer sciences education; CDIO standards; cyber-physical education; mechatronic and robotics; 3D-modeling

1. Introduction
1. Introduction
In today's higher education there is a problem of quality educational programs that should give practical engineering
In today's
skills, higherineducation
particularly the area there is a problem ofeducation
of cyber-physical quality educational programs
in mechatronics andthat should
robotics give The
[1-5]. practical engineering
fourth industrial
skills, particularly
revolution in the areaeducation
forces traditional of cyber-physical education
methods and in mechatronics
programs to transform, and robotics
it caused [1-5]. The technologies
by disruptive fourth industrial
and
revolution forces traditional education methods and programs to transform, it caused by disruptive technologies and

* Corresponding author. Tel.: +7-495-788-56-99.

* E-mail IAYudin@mephi.ru
address:author.
Corresponding Tel.: +7-495-788-56-99.
E-mail address: IAYudin@mephi.ru
1877-0509 © 2021 The Authors. Published by ELSEVIER B.V.
This is an open
1877-0509 access
© 2021 Thearticle under
Authors. the CC BY-NC-ND
Published by ELSEVIER license
B.V.(https://creativecommons.org/licenses/by-nc-nd/4.0)
Peer-review under
This is an open responsibility
access of the scientific
article under CC BY-NC-NDcommittee of the
license 2020 Annual International Conference on Brain-Inspired Cognitive
(https://creativecommons.org/licenses/by-nc-nd/4.0)
Architectures for Artificial
Peer-review under Intelligence:
responsibility Eleventhcommittee
of the scientific Annual Meeting of theAnnual
of the 2020 BICA Society
International Conference on Brain-Inspired Cognitive
Architectures for Artificial Intelligence: Eleventh Annual Meeting of the BICA Society
1877-0509 © 2021 The Authors. Published by Elsevier B.V.
This is an open access article under the CC BY-NC-ND license (https://creativecommons.org/licenses/by-nc-nd/4.0)
Peer-review under responsibility of the scientific committee of the 2020 Annual International Conference on Brain-Inspired Cognitive
Architectures for Artificial Intelligence: Eleventh Annual Meeting of the BICA Society
10.1016/j.procs.2021.06.095
 Igor Yudin et al. / Procedia Computer Science 190 (2021) 812–816 813
2 Author name / Procedia Computer Science 00 (2019) 000–000

trends [6-7]. The application of СDIO standards is key in the development of engineering education, as it helps to
create effective and modern curricula. These Standards’ principles make it possible to train bachelors, specialists or
masters who has a base of theoretical knowledge and impressive practical skills, as well as ability to work in a team
and planning [8-11]. Advanced educational methods are applied at the National Research University MEPhI in
compliance with CDIO standards in order to solve the problem of quality of education of 3D-modeling and design in
the field of mechatronics and robotics and it gives very good results [10-13].

2. The CDIO Standards

The meaning of the CDIO (Conceive - Design - Implement - Operate) standards is making engineering educational
programs the most effective for nowadays level of technologies and requirements of employers. The 12 CDIO
standards dictate certain provisions to the curricula. It allows to build modern processes of cyber-physical education,
especially nuclear physics and technologies, and reform the programs, as well as create the conditions of continuous
improvement. Subsequently the Syllabus can be used to define new educational initiatives, and it can be employed as
the foundation for an assessment process.
The 12 CDIO Standards define the requirements to:
• Concept of engineering educational program (Standard 1)
• Formation of the curriculum (Standards 2, 3)
• Practice-oriented educational environment (standards 4, 5, 6)
• Methods of the teachers’ training and level of proficiency (Standards 7, 8, 9, 10)
• Methods of the assessment of the students’ educational results and of the program in the whole (Standards 11
and 12).
CDIO Syllabus (Planned educational results) determine the competencies that a bachelor, specialist or master must
have belong to one of the four main sections:
• Engineering base and disciplinary knowledge
• Personal qualities and professional competence
• Interpersonal competencies: teamwork and communication
• Planning, design, production and use of products (systems) in the context of an enterprise, society and the
environment.
These four high level expectations map directly to the highest first level organization of the CDIO Syllabus.
Reviewing Syllabus first level points to these four expectations, we can capture that a individual interested in technical
possesses a set of Personal and Professional Skills, which are central to the practice. In order to develop complex
engineering systems, students must have mastered the fundamentals of the appropriate Technical Knowledge and
Reasoning. In case of working in a modern team-based environment, students must have developed the Interpersonal
Skills of teamwork and communications. After all, in order to actually be able to create and operate products and
systems, a student must understand something of Conceiving, Designing, Implementing, and Operating Systems in
the Enterprise and Societal Context.

Fig. 1. Building blocks of knowledge, skills, and attitudes necessary to CDIO.

814 Igor Yudin et al. / Procedia Computer Science 190 (2021) 812–816
Author name / Procedia Computer Science 00 (2019) 000–000 3

The fulfillment of the requirements of these standards is based on specific methods applicable to an engineering
educational program. The relevant issue is the formulation of a methodological basis for the effective organization of
project-based training of students in the field of cyber-physical education at a research university.

3. Application CDIO standards for cyber-physical education in mechatronics and robotics

At National Research Nuclear University MEPhI, we have excellent experience of organizing students' education
in mechatronics and robotics in accordance with the CDIO standards. A future research scientist should care not only
about the quality of education he or she gets, but exactly about the quality of practical work and future challenges.
Moreover, an approach to teaching the disciplines related to creation and design of devices now. Today construct and
apply qualitative and competitive product as important as knowledge of theory and essential fundamentals. The
relevant provisions in compliance with CDIO Standards have been developed to comply with these guidelines, which
meet the new requirements. Using of these provisions made possible to establish advanced methodological
recommendations that do not conflict traditional views and have accumulated years of experience in teaching electrical
disciplines at the National Research Nuclear University MEPhI.
According to Standard 5 which the academic plan of an educational program should include at least two projects
involving the acquainting of a student with project implementation, plays a significant role in the implementation of
the CDIO concept. A project is understood as a training and practical task related to the design and production of
products, which is implemented using the help of the engineering disciplines complex. By solving the training and
practical tasks integrated in the curriculum, the students improve their skills of the design and production of new
products and systems, as well as their ability to apply theoretical knowledge in the engineering practice.
We solved the methodic task of organizing of student work in mechatronic and robotics and development of
students' project management skills for nuclear engineering education in accordance with the CDIO standards. There
was developed and approved the curriculum, in which CDIO skills are integrated with the technical content of
disciplines. In the context of the fourth industrial revolution, experience in creating products and complex systems is
one of the principal skills that higher cyber-physical education in mechatronics and robotics gives.

4. Organization of student work in 3D-modeling and design in research university

The discipline "Fundamentals of Design, Construction and Engineering" enables students to develop and design
various devices that are relevant for the nuclear and aerospace industries, engineering protection systems, etc. The
process of creating a device is impossible today without using of CAD (Computer-aided design) like Kompas-3D or
SolidWorks. The examples of 3D models made in these environments are shown in Fig. 2.

Fig. 2. (a) 3d-model of the dry chamber-type storage; (b) 3d-model of the radiation therapy complex; (c) 3d-model of the device for determining
the composition of metal wires using the method of specific electric resistance.
 Igor Yudin et al. / Procedia Computer Science 190 (2021) 812–816 815
4 Author name / Procedia Computer Science 00 (2019) 000–000

Designing and constructing products and systems in the context of real engineering practice allows students to
identify areas of their future professional interests. The technique has been successfully tested at the Department's
bachelor degree. This project is hands-on training aimed at developing technology, engineering, design and other work
in real-life conditions.
The most interested to us stages of these work projects are:
• Drawing up technical specifications for the design and development of a specific device, which includes
analysis of the literature, composition a matrix for choosing the optimal design solution, carrying out engineering
calculations, etc.;
• Creating of the 3D-model and design of the construction, design documentation (see Fig. 3)
•

Fig. 3. (a) 3d-model of the quality control device for anchoring systems; (b) design of the quality control device for anchoring systems.

Hereby, this project was included in the bachelor student’s academic plan. Each project includes both third- and
fourth-year student’s participation. Third year students, starting from the fifth term, get knowledge in disciplines that
require the solvation of practical problems, work in specialized modeling programs, make up design documentation.
The solutions of the tasks and acquired skills in CAD are used in development of projects.

5. Conclusion

In this way, 3D-modeling and design in cyber-physical education is an inalienable and needful component of the
realization of the international nuclear engineering education standards of the Worldwide Initiative of CDIO.
Academic programs and methods compiled according to these Standards allow to graduate the qualified specialists
who have practical skills that are considerable in the work of the engineer.
Appliance of CDIO standards increasing the worldwide acceptance and availability of the educational programs in
the National Research Nuclear University MEPhI.

References

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