The use of ICTs to facilitate work integrated learning in engineering education: introducing the Open Architecture case study
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Presentation made in the session: Improving Pedagogy and Practice of Undergraduate Engineering Teaching session at the Higher Education Partnership Models for South Africa: A co-design workshop, CSIR International Convention Centre, 8 June 2015.
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The use of ICTs to facilitate work integrated learning in engineering education: introducing the Open Architecture case study
- 1. The use of ICTs to facilitate work integrated learning in engineering education: introducing the Open Architecture case study Jolanda Morkel Senior lecturer, Architectural Technology, Faculty of Informatics and Design, Cape Peninsula University of Technology CPUT part-time coordinator, OpenArchitecture Higher Education Partnership Models for South Africa: A co-design workshop CSIR International Convention Centre, 8 June 2015. Session: Improving Pedagogy and Practice of Undergraduate Engineering Teaching
- 2. Hangberg Community Project: video Emerging themes: - Blurring of boundaries between Industry/ Practice, Community and Academia - Different roles and responsibilities - Different kinds of practices require different approaches to teaching and learning - Learning drawing on students’ indigenous knowledge, sense of care and contribution - That it’s all about people
- 3. Education lies at a peculiar crossroad in society. On one hand it has the responsibility of anticipating real-life skills by preparing us for an increasingly complex world – but education methodologies can only be formalized after practices have been defined. This dichotomy is particularly aggravated when it comes to technology, where fast-paced innovation and perpetual change is the only constant. http://www.teachthought.com/technology/6-characteristics-of-tomorrows-classroom-technology/
- 4. challenges facing studio traditionchanging practice & learning landscape practice specialization, diversification, transformation changing roles and responsibilities, identity academy diverse, non-traditional students, growing numbers, student-lecturer ratio, demographics technology information & communication resources limited, unequally spread time ubiquitous: anytime & place anywhere: campus, community, office, online
- 5. What are the relevant knowledges that will best equip students to become responsible practitioners in an ever-changing world?
- 7. What are the most appropriate ways to make such learning happen? What are the different activity systems/ communities of practice where such learning can happen and how do they work?
- 8. social constructivist lifelong entrepreneurial competency-based discovery-based experiential problem-based entrepreneurial current trends in education student-centred on-demand self-paced personalised scaffolded blended multi modal ubiquitous mobile enquiry-based mediated open flipped disruptive constructivist creative innovative connected collaborative networked conversational reflective meta-cognitive situated authentic
- 9. Work-Integrated Learning (WIL) is a methodology of curriculum design that integrates academic learning (including theoretical, problem-based and project- based learning) at CPUT with industry-based and/or community-based experiential learning that is structured, monitored and assessed to meet the outcomes of a learning programme. From: INSTITUTIONAL POSITION STATEMENT ON WORK INTEGRATED LEARNING - DISCUSSION DOCUMENT (1ST DRAFT)
- 10. But it’s about more than just the content and more than just the place… The learning environment is the content taught, the pedagogical methods employed, the sequencing of learning activities, and the sociology of learning. (Collins et al 1991:1)
- 11. information & communication Technology (ICT) community office university
- 12. How might emerging digital technologies contribute to and enable relevant and authentic learning experiences? How does it promote access and transformation?
- 14. How can affordances of different teaching modalities, strategies and tools be optimised as part of a relevant learning design?
- 15. Learning [experience] design bridges the gap between the future offered by technologies and existing limitations of our courses. (Conole 2014)
- 16. ...practice & academy …f2f & online ...on-campus & off-campus ...real & virtu(re)al ...physical & digital blurring the boundaries
- 17. Shrock 2012 http://www.schrockguide.net/bloomin-apps.html different technologies for different learning taxonomies
- 18. Based on Anderson and Krathwohl's Taxonomy 2000 (adapted Bloom’s Taxonomy 1956 remembering understanding applying analyzing creating evaluating . http://www.schrockguide.net /bloomin-apps.html
- 19. behaviourist: change in actions constructivist: construct new ideas based on existing knowledge situated: authentic context and culture collaborative: social interaction informal and lifelong: outside dedicated learning spaces [Naismith, Lonsdale, Vavoula and Sharples 2004] different technologies for different learning paradigms
- 20. Modelling Explanation Coaching Scaffolding Articulation Reflection Exploration Cognitive Apprenticeship Methods (Collins 1991) different technologies for different learning engagements
- 21. qr codes SCANNING TAGGING TELLING DIGITAL STORYTELLING PROMPTING Cowbird. Moviemaker. photostory TEDEd. Cognician. Oppia. Twitter. Instagram. facebook different technologies for different learning experiences
- 22. "We will have students in face-to-face traditional environments when that makes sense, in the workplace when that makes sense, and out in the world exploring when that makes sense, plus…the value and advantages of online flexible learning...” Stephen Kossakoski, 2013 CEO of the Virtual Learning Academy Charter School …as long as it’s appropriate, relevant & makes sense employing ICTs in blended learning liberate face to face sessions to becoming truly interactive: no more lectures.
- 23. ‘The purpose and aim of a blended approach remains to ‘enhance the learning experiences for students and teachers by enabling them to engage in ways that would not normally be available or effective in their usual environment...’ Bath & Bourke, 2010 why blended learning
- 24. Blended learning “Learning that uses multiple strategies, methods and delivery systems”. The Node Learning Technologies Network, 2003 “Learning methods that combine e-learning with other forms of flexible learning and more traditional forms of learning.” Flexible Learning Advisory Group, 2004
- 25. on campus off campus face-to-faceonline technology technology
- 26. taking architectural learning online the use of digital technologies to facilitate the formative studio critique (crit) more than just the tool… learning is the relationships between people Smith, M. K. 2003. Communities of practice, the encyclopedia of informal education www.infed.org/biblio/communities_of_practice.htm. Accessed 10 July 2011
- 27. “A part time blended architectural learning programme” OpenArchitecture provides part time Architectural studies through a blended learning programme whereby an online learning portal supports office-based mentoring, occasional regional studios and face-to-face block release sessions on campus.
- 28. practice-academic collaboration The first programme to be presented in this way is the two year part-time BTech Architectural Technology (Applied Design) in collaboration with the Cape Peninsula University of Technology (CPUT) which started in January 2014.
- 29. practice-academic collaboration In response to the shortage of Professional Architects in South Africa, the need for transformation in the Architectural Profession and growing numbers of non- traditional students with work and family commitments, OpenArchitecture (OA) was conceived as a South African Institute of Architects (SAIA) initiative. Collaborating with Architectural Learning Sites (ALS) at different Higher Education Institutions (HEI) it aims to offer universally recognised alternatives to main-stream graduate and post-graduate architecture education.
- 30. course outcomes assessment method & criteria learning activities, projects, assignments outputs, artefacts evidence portfolio building course materials/ resources
- 31. CHALLENGE
- 32. on campus off campus face-to-faceonline office-based‘block release’ online Part time BTech Architectural Technology (Applied Design) using technology f2f
- 33. OA PROGRAMME OpenArchitecture provides four different forms of engagement office based mentoring [WIL] online learning portal [formal online] facebook group [Informal online] face-to-face block release [on campus, community]
- 34. Announcements are made by lecturers and visible to students Calendar entries are regularly updated to reflect all online meetings (crits), submissions and assessment dates, including portfolio reviews. Hangout topics are created by staff and students and discussed online. The online learning portal contains the following virtual spaces for learning:
- 35. Course work is shared by educators and organised per subject and assignment. Learning material includes: recorded lectures, short videos, written briefs, document resources and links to available online material. All staff and students have access to the course work folders. Student work is submitted for feedback and assessment. Work is mostly created in Word or Powerpoint formats and then uploaded in pdf format. Only staff can view and access the submitted student work, not the students.
- 36. Design Journal (asynchronous) students are required to keep a design journal for every design project. It resembles a blog and contains drawings and text, arranged in chronological order, to reflect on their individual design process and receive feedback from tutors and peers. Online crits (synchronous) are held weekly through a webinar where staff and students discuss projects, using audio and digital on- screen sketching. Crits are recorded and uploaded to the learning portal.
- 37. Facebook group A closed facebook group provides informal social interaction, discussions and sharing of resources
- 38. The OpenArchitecture virtual learning interface has demonstrated that it is possible to successfully enable studio-based learning in a virtual environment through the various face to face interactions of the blended programme
Editor's Notes
- Since the late 19th Century project-based learning has been central to the pedagogy of architectural education when the primary training for architects shifted from practice where the student would be apprenticed to the architect, to HE establishments (Cuff 1998). This education practice has remained mostly unchanged for the last hundred years. However, changes in architectural practice, the nature of the student body, demands on resources such as time and space, as well as major developments in how we interact, communicate and function in the 21st Century, demand a critical relook at traditional studio teaching and learning strategies.
- The emergence of information and communication technologies presents interesting opportunities for design collaboration that were not available before. They are often referred to as “disruptive” technologies but where disruption is used in a positive sense. In design education, these technologies have formed new design platforms for interactive and engaged learning as part of a blended programme or where students are situated in remote locations. I am using a framework formulated by Naismith, Lonsdale, Vavoula and Sharples for understanding mobile learning, to present the main threads in the literature and then illustrate each one with a relevant project or related research. Students learn through various interactions mediated through drawing, speech and gestures, in a process known as the critique or crit (Lymer 2010). So I will look at how ict might support design learning through behaviourist, constructivist, situated, collaborative and informal lifelong learning strategies.
- The role of ICT is seen as part of a blended learning offering. There are many definitions for the term “blended learning, also known as “hybrid” or “mixed-mode” learning. The Node Learning Technologies Network (2003) defines Blended Learning as learning that uses “multiple strategies, methods and delivery systems”. Good educators have always used a mix of strategies, methods and media to reach their objectives – that’s not new. What is new is that today’s internet-based tools can facilitate communication, interaction, and collaborative learning in ways that were not possible before. It is on this basis that the OpenArchitecture programmes have been conceptualised, as learning happening in the office, online and on campus in block release intensive workshop style sessions.
- The course outcomes will be directly aligned with the approved and accredited fulltime programmes at the respective collaborating Architectural Learning Sites, but the learning activities and material will be designed to support learning in a range of learning modes and spaces.