The document discusses pedagogical approaches for teaching architectural building construction. It notes that traditional lecture-based instruction does not align well with the visual and kinesthetic learning preferences of many architecture students. It suggests integrating hands-on activities and case studies to complement lectures. The use of 3D modeling, multimedia, and visual manuals are recommended to help students better understand construction processes, sequences, and techniques. Developing instruction that engages different learning styles can improve student comprehension and learning outcomes.
Peer Assessment in Architecture Education - Brno - ICTPI'14 - Mafalda Teixeir...David Sousa-Rodrigues
The role of peer assessment in education has become of particular interest in recent years, mainly because of its potential benefits in improving student’s learning and benefits in time management by allowing teachers and tutors to use their time more efficiently to get the results of student’s assessments quicker. Peer assessment has also relevant in the context of distance learning and massive open online courses (MOOCs).
The discipline of architecture is dominated by an artistic language that has its own way of being discussed and applied. The architecture project analysis and criticism goes beyond the technical compon- ents and programme requirements that need to be fulfilled. Dominating the architecture language is an essential tool in the architect’s toolbox. In this context peer assessment activities can help them develop skills early in their undergraduate education.
In this work we show how peer assessment acts as a formative activity in architecture teaching. Peer assessment leads the students to develop critical and higher order thinking processes that are fundamental for the analysis of architecture projects. The applicability of this strategy to massive open online education systems has to be considered as the heterogeneous and unsupervised environment requires confidence in the usefulness of this approach. To study this we designed a local experiment to investigate the role of peer experiment in architecture teaching.
This experiment showed that students reacted positively to the peer assessment exercise and looked forward to participating when it was announced. Previously to the assessment students felt engaged by the responsibility of marking their colleagues. Subsequently to the first iteration of the peer assessment, professors registered that students used elements of the qualitative assessment in their architecture discourse, and tried to answer the criticisms pointed to their projects by their colleagues. This led their work in directions some hadn’t considered before.
The marks awarded by the students are in good agreement with the final scores awarded by the professors. Only in 5 cases the average score of the peer assessment differed more than 10% from marks given by the professors. It was also observed that the professor’s marks where slightly higher than the average of the peer marking. No correlation was observed between the marks given by a student as marker and the final score given to that student by the professors.
The data produced in this experiment shows peer assessment as a feedback mechanism in the construction of a critical thought process and in the development of an architectural discourse. Also it shows that students tend to mark their colleagues with great accuracy. Both of these results are of great importance for possible application of peer assessment strategies to massive open online courses and distance education.
Final-Developing Surface and Deep Level Knowledge and Skill through Project B...mmcdowell13
The following presentation is centered on supporting educators who are working towards ensuring students are developing mastery in content, cognate, and cognitive learning outcomes in their classroom. The presentation focuses on strategies, underpinned by research, that elevate a teachers practice to inspect daily instructional and assessment strategies, build and inspect curriculum to enable surface and deep level knowledge construction, and to design a learning environment that builds the capacity of and involves learners in understanding their learning and taking action to constantly improve.
The slide deck goes further, providing guidance to site and district leaders to develop systems of deeper level learning.
Core outcomes of the presentation:
- Understand specific practices that limit the impact potential of problem and project based learning in the substantial enhancement of student learning
- Understand specific practices that have a high probability of enhancing student learning in the learning environments that utilize problem and project based learning.
- Understand underlying cognitive principles and specific strategies teachers may utilize to create a learning community to discuss learning, design and implement projects to ensure surface and deep level knowledge, and work collaboratively to review the impact of learning with students.
- Understand key tactical approaches that support site and district leaders in building and sustaining deeper learning systems.
project based learning(architecture)
Learning by doing
Application
Examples
Architectural projects lend themselves well to projectbased
learning
Conclusion: The tension of design and learning
Summary
Peer Assessment in Architecture Education - Brno - ICTPI'14 - Mafalda Teixeir...David Sousa-Rodrigues
The role of peer assessment in education has become of particular interest in recent years, mainly because of its potential benefits in improving student’s learning and benefits in time management by allowing teachers and tutors to use their time more efficiently to get the results of student’s assessments quicker. Peer assessment has also relevant in the context of distance learning and massive open online courses (MOOCs).
The discipline of architecture is dominated by an artistic language that has its own way of being discussed and applied. The architecture project analysis and criticism goes beyond the technical compon- ents and programme requirements that need to be fulfilled. Dominating the architecture language is an essential tool in the architect’s toolbox. In this context peer assessment activities can help them develop skills early in their undergraduate education.
In this work we show how peer assessment acts as a formative activity in architecture teaching. Peer assessment leads the students to develop critical and higher order thinking processes that are fundamental for the analysis of architecture projects. The applicability of this strategy to massive open online education systems has to be considered as the heterogeneous and unsupervised environment requires confidence in the usefulness of this approach. To study this we designed a local experiment to investigate the role of peer experiment in architecture teaching.
This experiment showed that students reacted positively to the peer assessment exercise and looked forward to participating when it was announced. Previously to the assessment students felt engaged by the responsibility of marking their colleagues. Subsequently to the first iteration of the peer assessment, professors registered that students used elements of the qualitative assessment in their architecture discourse, and tried to answer the criticisms pointed to their projects by their colleagues. This led their work in directions some hadn’t considered before.
The marks awarded by the students are in good agreement with the final scores awarded by the professors. Only in 5 cases the average score of the peer assessment differed more than 10% from marks given by the professors. It was also observed that the professor’s marks where slightly higher than the average of the peer marking. No correlation was observed between the marks given by a student as marker and the final score given to that student by the professors.
The data produced in this experiment shows peer assessment as a feedback mechanism in the construction of a critical thought process and in the development of an architectural discourse. Also it shows that students tend to mark their colleagues with great accuracy. Both of these results are of great importance for possible application of peer assessment strategies to massive open online courses and distance education.
Final-Developing Surface and Deep Level Knowledge and Skill through Project B...mmcdowell13
The following presentation is centered on supporting educators who are working towards ensuring students are developing mastery in content, cognate, and cognitive learning outcomes in their classroom. The presentation focuses on strategies, underpinned by research, that elevate a teachers practice to inspect daily instructional and assessment strategies, build and inspect curriculum to enable surface and deep level knowledge construction, and to design a learning environment that builds the capacity of and involves learners in understanding their learning and taking action to constantly improve.
The slide deck goes further, providing guidance to site and district leaders to develop systems of deeper level learning.
Core outcomes of the presentation:
- Understand specific practices that limit the impact potential of problem and project based learning in the substantial enhancement of student learning
- Understand specific practices that have a high probability of enhancing student learning in the learning environments that utilize problem and project based learning.
- Understand underlying cognitive principles and specific strategies teachers may utilize to create a learning community to discuss learning, design and implement projects to ensure surface and deep level knowledge, and work collaboratively to review the impact of learning with students.
- Understand key tactical approaches that support site and district leaders in building and sustaining deeper learning systems.
project based learning(architecture)
Learning by doing
Application
Examples
Architectural projects lend themselves well to projectbased
learning
Conclusion: The tension of design and learning
Summary
A paper presented at the 2012 Design, Development and Research conference. A student’s experience in a tertiary programme should develop the professional skills needed after graduation as well as equip students with necessary skills to navigate real world situations. In the design field students work and learn in an educational design studio which mirrors the working model of professional design industries. Design students’ learning experiences can be investigated from both an external point of view, by establishing the level of student involvement, as well as from an internal point of view through the level of engagement encouraged by the method of teaching and learning. Student involvement, as explored in this paper relates to the framework develop by Astin (1984) in which he states: “Quite simply, student involvement refers to the amount of physical and psychological energy that the student devotes to the academic experience.” If a student is involved they stand to gain more from the educational experience. This experience could further be enhanced by developing an engaging learning situation. The term ‘engagement theory’, as explored by Kearsley and Shneiderman (1999), is grounded in technology based education but can be applied to most learning environments : “The fundamental idea underpinning engagement theory is that students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks”. The Schlechty Centre (2009) describes students who are engaged by their learning environment as able to learn at high levels with a clear and comprehensive understanding of what is being learnt, as well as being able to retain what they have learnt and that they are able to apply this new knowledge to different contexts . The three characteristics of an engaged learning experience are collaboration, project orientated assessment and authentic (real-world) learning . These characteristics are similar to practical studio based education practices which focus on problem based projects, grounded in real world contexts.
This paper investigates the level of student involvement of Industrial Design 3 students as well as whether engagement is encouraged within the theoretical subjects associated with this programme. To establish the level of student involvement students completed the 2012 National Survey of Student Engagement (NSSE) and findings are compared to corresponding data from America, Europe and Australia. The level of engagement experienced by third year Industrial Design students in the theoretical subject was documented through video and photographic ethnography. The aim of the research is to establish whether design students, with varying levels of student involvement, would have a more engaged learning experience in theoretical subjects if the learning experience was collaborative, project orientated and based in a real world context.
Taking It Further: The Practical Implications of Action Research in the Field...Vikki du Preez
This presentation was given at the 2011 Design, Development and Research conference and aims to showcase the positive implications of Action Research as a methodology when investigating design areas of interest. The practice of design, as well as design thinking, is compared to Action Research, and in particularly Participatory Action Research, to highlight the similarities in processes and knowledge generation. Participatory Action Research compliments the practical nature of design, which is often solution or goal orientated. The benefit of Action research is two-fold: firstly, it allows the researcher to gain general knowledge about the area of study while, secondly, generating specific information which can be used to change the situation. The presentation and paper draws on findings from an MTech Degree study entitled Networks For Design, Through Design which used Participatory Action Research as the main methodology of the project. The presentation discusses the various phases of the study in relation to Participatory Action Research and describes how this methodology supported and guided the project outcomes.
A paper presented at the 2012 Design, Development and Research conference. A student’s experience in a tertiary programme should develop the professional skills needed after graduation as well as equip students with necessary skills to navigate real world situations. In the design field students work and learn in an educational design studio which mirrors the working model of professional design industries. Design students’ learning experiences can be investigated from both an external point of view, by establishing the level of student involvement, as well as from an internal point of view through the level of engagement encouraged by the method of teaching and learning. Student involvement, as explored in this paper relates to the framework develop by Astin (1984) in which he states: “Quite simply, student involvement refers to the amount of physical and psychological energy that the student devotes to the academic experience.” If a student is involved they stand to gain more from the educational experience. This experience could further be enhanced by developing an engaging learning situation. The term ‘engagement theory’, as explored by Kearsley and Shneiderman (1999), is grounded in technology based education but can be applied to most learning environments : “The fundamental idea underpinning engagement theory is that students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks”. The Schlechty Centre (2009) describes students who are engaged by their learning environment as able to learn at high levels with a clear and comprehensive understanding of what is being learnt, as well as being able to retain what they have learnt and that they are able to apply this new knowledge to different contexts . The three characteristics of an engaged learning experience are collaboration, project orientated assessment and authentic (real-world) learning . These characteristics are similar to practical studio based education practices which focus on problem based projects, grounded in real world contexts.
This paper investigates the level of student involvement of Industrial Design 3 students as well as whether engagement is encouraged within the theoretical subjects associated with this programme. To establish the level of student involvement students completed the 2012 National Survey of Student Engagement (NSSE) and findings are compared to corresponding data from America, Europe and Australia. The level of engagement experienced by third year Industrial Design students in the theoretical subject was documented through video and photographic ethnography. The aim of the research is to establish whether design students, with varying levels of student involvement, would have a more engaged learning experience in theoretical subjects if the learning experience was collaborative, project orientated and based in a real world context.
Taking It Further: The Practical Implications of Action Research in the Field...Vikki du Preez
This presentation was given at the 2011 Design, Development and Research conference and aims to showcase the positive implications of Action Research as a methodology when investigating design areas of interest. The practice of design, as well as design thinking, is compared to Action Research, and in particularly Participatory Action Research, to highlight the similarities in processes and knowledge generation. Participatory Action Research compliments the practical nature of design, which is often solution or goal orientated. The benefit of Action research is two-fold: firstly, it allows the researcher to gain general knowledge about the area of study while, secondly, generating specific information which can be used to change the situation. The presentation and paper draws on findings from an MTech Degree study entitled Networks For Design, Through Design which used Participatory Action Research as the main methodology of the project. The presentation discusses the various phases of the study in relation to Participatory Action Research and describes how this methodology supported and guided the project outcomes.
Architect's Act 1972 of India, Registration of Architects, Practise of Architecture, Standards of Education & traning of an Architect, Council of Architecture
How to assemble your DIY geodesic greenhouse or biodome greenhouse. Specifically created for those who want to build
geodesic greenhouses and geodesic domes but don't want to pay someone else to do it for you.
Brief explanation on the classification of climates.
Each of classification with details of climate elements.
The characteristics of building built in those of climate conditions.
Developing an ITE framework for D&T (TERC 2012)Alison Hardy
This presentation reports on the development of a new framework for an undergraduate design and technology teacher training programme at a university in England.
The outcome of the research was a framework with five elements that reflects the team’s philosophy of design and technology with a particular emphasis on the integration of the subject content of designing, making and technology, and related pedagogical knowledge.
Presentation for TERC 2012 with Dr David Barlex
http://www.griffith.edu.au/conference/technology-education-research-conference-2012
Rationalise, Response, Results - Keynote Presentation by Dr. Daniel Tan REC:all project
This presentation was given by Dr. Daniel Tan, Director of the Centre for Excellence in Learning and Teaching (CELT) Nanyang Technological University, Singapore on 11 December at the REC:all workshop 2013 "Lecture Capture: Moving beyond the pilot stage: large-scale implementation of lecture capture in European Higher Education" in Leuven, Belgium.
Some of the theories are now certainly outdated and have little interest to a modern builder, but some contain still valid information about important goals of building, notably on the questions of functionality, construction, economy and ecology. While theory of design is intended to help design, it does not necessarily precede design. On the contrary, the first building where a new architectural style is exposed, is usually created intuitively, without the help of any theory, just by the skill of a brilliant architect. The design theory comes a little later, and even less brilliant architects can then base their work on it.
Theories can be seen as building-specific branches of the general goal-specific theories which pertain to all types of products and are listed in Paradigms Of Design Theory. Thematic or "analytic" theories are treatises which aim at the fulfilment of one principal goal of architecture. Theories of architectural synthesis are examples of theories which aim at fulfilling simultaneously several goals, usually all the goals that are known.
In present day, the design theory of architecture includes all that is presented in the handbooks of architects: legislation, norms and standards of building. All of them are intended to aid the work of the architect and improve its product -- the quality of buildings technology and production in general: proven theory helps designers to do their work better and more effectively. It occasionally even helps to do things that were believed to be impossible earlier on. As an old saying goes, there is nothing more practical than a good theory. The aesthetization of utilitarian ideas is the primacy of architecture as a vessel of life, accommodating the needs of human beings .
Copy of sustainable urban development ppt presentation
Bldg const pedagogy
1. Pedagogy for teaching Architectural Building
construction
By Prof K S Mukunda.
Dean School of Architecture
DAYANAND SAGAR ACADEMY OF TECHNOLOGY & MANAGEMENT, Bangalore 560081
2. Background
• As dedicated educators, it is our inherent desire to facilitate student learning.
The keyword here is facilitate, which implies that both the student and the
teacher have a responsibility. The same is in any communicative activity where
both the speaker and listener, or writer and reader, must share some common
framework of intercourse
• Communication is most successful when the method of delivery utilizes the
same language preferred by both parties. Teaching is most successful when the
same method of delivery is preferred by both the student and the teacher.
• In the presentation of coursework content, the method of delivery is
sometimes referred to as the teaching style, and this is most successful when it
matches a students’ preferred learning style. While this concept of style can
apply across the broad spectrum of higher education coursework,
• engineering curricula is uniquely challenged with it technical complexity and
sometimes abstract concepts. For example, teaching three-dimensional rigid
body statics and mechanics using a lecture format and chalkboard is not only
difficult for some students to mentally grasp, but it can be equally difficult for
the instructor to simply draw the rigid body and corresponding x, y, and z axes
on the two-dimensional board. Here, the method of delivery is a very
important factor for successful student learning of this subject matter.
Complicating this issue further.
3.
4. • programs in Architecture (ARCH), Architectural Engineering (ARCE) and Construction
Management (CM) are fairly integrated in the first two years of coursework
• Besides the typical challenge of conveying technical engineering topics, instructors are
faced with a group of students with varying aptitudes for this material. This diversity
within the classroom increases the importance of communication with each student.
• These students have all been attracted to their field of study from their desire to
manipulate the visual and physical form. What has attracted them to their field of study
unfortunately challenges them to thrive in traditional modes of instruction where
information is offered in a static auditory and written form.
• Traditional instruction methods are less about visual and physical engagement and more
about lecturing, reading, writing, and arithmetic. one-hour lectures per week to (2) one-
hour lectures with an added two-hour hands-on activity./ case study site visits.
• A significant objective of the change was to provide a method of delivery that responded
to the Kinesthetic learning ( Feeling movements of various parts) style to illuminate and reinforce the
technical lecture content (.preferably in groups of 8 students) This instruction format is in place today.
The philosophy behind this discussion was to force the students to acknowledge their
inherent learning preference and the resultant need to branch out and aggressively learn
in different formats with a better comprehensive of the practical aspects
• It is generally accepted that people learn in many different ways and that most students
have a preferred style of learning. Teachers are most successful when information is
exchanged in multiple styles to capture and engage all students in a course.
•
5. • In rigorous engineering courses there is a strong need for faculty to be aware of
and accommodate where possible the students’ preferred mode of
instruction/learning the construction Disciplines: we will examine the methods
and materials used in the construction of traditionally built houses, and the
systems of heating, lighting and sanitation . Air-condioning ,lift & escalator services
adopted for vertical movement in tall structures. & Fire Fighting Services
• In the final section, we look briefly at some non-traditional methods of housing
construction, including a discussion of their advantages and some problems.
identify some common building problems which occur in dwellings;- describe
some approaches to remedying common defects; Perhaps the most significant is
the British Standards Institution (BSI) who regularly publish detailed guidance on a
variety of technical matters.
• These include:- British Standards which cover such areas as the quality and
dimensions of materials; - Codes of Practice which cover wider issues such as
building design and construction method.
6. Conclusions
• Currently the structure of the courses utilizes a traditional lecture format
coupled with hands-on activities. These lecture and activity components
have been developed to embrace various learning preferences in
conjunction with active learning.
• The majority of the students in each discipline have a preference for the
same two learning styles preferences; Visual and Kinesthetic.
• Yet these two predominate preferences are a mismatch with traditional
teaching styles. the preferred learning styles of the three separate majors
enrolled students in these courses and investigation & correlations with
existing instruction delivery modes,
• Conclusions have been made and suggestions offered for other institutions
to improve course delivery and through these avenues improve learning for
all students.
• Learning Building Construction
• “technical practice” is not sufficient if one did not learn “the art of
composition”. In Bldg Constn drg , Using Various Pedagogical Styles to Unify
the Learning Process.
7. Industrialised construction
• The rate of house building had not kept pace with
housing needs. Accelerating slum clearance
programmes and the anticipated post- war
population boom, were creating a huge housing
deficit and drastic measures were required. A vast
number of modular building systems were
developed using new techniques, materials and
maximum use of factory produced and assembled
components, which could be so arranged on site as
to provide some variation in the external
appearance of the dwellings, or internally, to
permit the use of a standardised bathroom layout
within houses of varying plan arrangements. They
generally consisted of a structural frame of timber,
steel or concrete, usually with infill panels, or
sometimes with an outer skin of brickwork to
create a more traditional appearance.
• We , the Teachers, set about developing and
delivering a new curriculum based on modern
methods of construction and sustainable practice.
Now we have stronger teamwork, more active
learning, more confident staff and happier learners
- not to mention easier staff recruitment as staff
are attracted to a forward-looking college that
contributes to a low carbon economy. The college's
teaching and learning observations show a 17%
improvement in the proportion of good and better
teaching and, importantly, teaching and learning
are focused on learning by students not teaching
by teachers
8.
9. Mobile buildings
• Buildings have been built in one
place and reassembled in another
throughout history. Possibly the
first advertised prefab house was
the Manning Portable Cottage. A
London carpenter, Henry Manning,
constructed a house that was built
in components, then shipped and
assembled by British emigrants.
This was published at the time
(advertisement, South Australian
Record, 1837) and a few thousand
still stand in Australia
11. Advice to student Learners.
• the most important lessons does not come from the curriculum, but from
what you discovered along the way. In no particular order, Consider Your
tutor as your client Similar to a client, your tutor needs to see,
understand and be convinced by your design & detail process and
resolution. You need to be able to convince your tutor that your design is
well-considered; at minimum, addressing the requirements of the brief.
Taking the time to know your tutor (like you would a client) will give you a
greater understanding of their knowledge, values and motivations.
• Tutors hope to see progress every single week and if you start developing
your design from day one without stopping, it is unlikely you will feel the
need to pull an all-nighter before submission time (this being the
quintessential anti-momentum). The most successful projects are unlikely
to be developed in just 1 night and design tutors are well aware of the
students who haven’t slept based on the thoroughness of their project.
Make some key models of custruction details to a reduced scale for a
better understanding.
12. • A web-based online lecture makes the world closer thanks to the internet
communication protocol. It is possible to take honorable lectures anytime, anywhere.
A combined multi-media tool among pictures, 3D animation, and video as well as
conventional texts are used for better communication between the teacher and
students in the university. It is strongly required to develop a new teaching method to
understand the basics of building components and sequence of construction easier
than the conventional method. It is not easy for undergraduate students to imagine
the final shape of constructed facility with floor plan, section and elevation. From the
lecturer’s viewpoint, it is also not easy to explain the dynamic process and
components with flat information. The process of developing the web-based lecture
contents using multi-media tools including texts, 3D visual model, picture and video for
building construction, Estimation. It is expected that the result of this paper will
contribute to an innovative teaching method to angle the viewpoint of the new
generation.
• The idea of the new teaching method mentioned contents using BIM (building
information modeling) and multi-media tools to provide practical guidelines and
teaching aids. Will develop a web-based Visual Manual for building quantity take-off
for university education purpose Quantity take-off is the most essential process for
construction project cost estimation in the pre-construction stage. Therefore,
multimedia type of manuals including video and 3D simulation shall be sufficiently
provided for learning quantity take-off.
• `````````````````````````````````````END & THANK YOU’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’