Harnessing the power of web-based technologies in construction education

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Tony Burke presentation at the Associated Schools of Construction / Council of Heads of Built Environment Conference - Birmingham (UK) 12th April 2012

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Harnessing the power of web-based technologies in construction education

  1. 1. Not proposing a shift to online delivery
  2. 2. Not presentingtechnologies asradically new orinnovative
  3. 3. Context…….
  4. 4. Tuition fees
  5. 5. More demanding students
  6. 6. Most universities have welldeveloped VLEs:
  7. 7. So what’s the problem?
  8. 8. We are not fullyexploiting thepotential of newtechnologies
  9. 9. Traditional model of higher education
  10. 10. INNATE RESISTANCE TO TECHNOLOGY: Dilutes the learning experience Ephemeral Superficial approach to learning. Deprives students of social aspects Forces students to learn in isolation. A way of reducing costs
  11. 11. “For most of thetwentieth century oureducational system hasbeen built on theassumption that teachingis necessary for learningto occur …. This modelsimply cannot keep upwith the rapid rate ofchange in the twenty-firstcentury.”
  12. 12. CONSTRUCTION EDUCATION Shift away from….
  13. 13. OLD MODEL:•Instructional•Behaviourist•Outcomes-based•Didactic•Focus on the individual Towards…..
  14. 14. NEW MODEL•Constructivist•Active learning•Student engagement•Group work•Enquiry-based approaches•Collaboration•Participation•Reflection
  15. 15. Becoming part of aCommunity of Practice
  16. 16. Are we overlooking something?
  17. 17. The technologies we now haveavailable to us fit in perfectlywith this approach to education
  18. 18. Citing Conole (2008):“Arguably…. there hasnever been a betteralignment of currentthinking in terms ofgood pedagogy ……with current practices inthe use of technologies”
  19. 19. Wikis
  20. 20. Discussion boards
  21. 21. Blogs
  22. 22. Social networking
  23. 23. Social bookmarking
  24. 24. Videos, images, screencasts…
  25. 25. Personal learning environment
  26. 26. “…learning should be viewed in terms of anenvironment – combined with the rich resourcesprovided by the digital information network –where the context in which learning happens, theboundaries that define it, and the students,teachers, and information within it, all coexist andshape each other in a mutually reinforcing way.”
  27. 27. A perfectalignment…
  28. 28. Digital natives?
  29. 29. Survey of new Undergraduate Construction Studies Students – Westminster - Sept 2011
  30. 30. Survey of new Undergraduate Construction Studies Students – Westminster - Sept 2011
  31. 31. Survey of new Undergraduate Construction Studies Students – Westminster - Sept 2011 • 89% had PC / laptop • 16% had iPad or similar • 87% had smart phone
  32. 32. Survey of new Undergraduate Construction Studies Students – Westminster - Sept 2011 • 66% did not regularly update their Facebook status • 80% did not have a Twitter account
  33. 33. Survey of new Undergraduate Construction Studies Students – Westminster - Sept 2011 • 86% had never maintained a blog • 73% had never, or rarely, read a blog
  34. 34. Survey of new Undergraduate Construction Studies Students – Westminster - Sept 2011 • 72% had never contributed to a wiki • 54% had never contributed to a discussion board
  35. 35. Survey of new Undergraduate Construction Studies Students – Westminster - Sept 2011 • 53% had never used image hosting services • 78% had never used social bookmarking services What does this tell us?
  36. 36. We can’t assumeour students aredigitally literate
  37. 37. BLENDED LEARNING Personal study in library Must be properly designed Face- to-face small group working Online discussion boards Mobile Online private study learning
  38. 38. New 15 credit module for first year students taken intensively over a six week period at start of course GROUP PROJECT INDIVIDUAL E-PORTFOLIO Collaborative project. Students A personal electronic portfolio work in groups to undertake prepared using Google Sites.research and create a wiki based Portfolio contains a range ofon a recently completed building. evidence to demonstrate Use of other technologies • Information skills strongly encouraged. • Digital literacies • IT Skills • Study skills informs feeds into • Reflection • Evaluation • Personal development planning GROUP PRESENTATION • NumeracyStudents work in groups to prepare • Self-management and deliver a brief presentation • Problem solving using MS PowerPoint
  39. 39. A suggestion…..
  40. 40. Establishing an online community of construction academics
  41. 41. Further reading…
  42. 42. Image creditsSlide No. Slide No. http://lonewolflibrarian.wordpress.com/tag/cloud- http://www.generalinformatics.com/overview.html 1 computing/ 18 http://www.playgroundchildren.com/computer-futures- http://karmnirvan.wordpress.com/2012/02/06/how-to-buy- 2 right-strategy-to-let-you-know-cloud-computing-technology 21 a-telescope/ http://www.flickr.com/photos/zanzo/ http://asiasociety.org/education/resources- 4 22 schools/professional-learning/get-started-web-20-and-global- learning http://eandt.theiet.org/explore/students/2011/tuition-fees- http://seo-hacker.com/web-20-link-building-branding/ 6 intro.cfm 24 http://www.nerditorial.com/ http://3forward.com/lead-lifecycle-management/sales-and- 7 33 marketing-alignment-aint-happening/ http://www.braintrack.com/college-and-work- http://career-engagement.blogspot.co.uk/2011/08/dancing- 9 news/articles/higher-education-state-funding-at-record- 34 with-digital-natives-book.html low-11030901 http://www.guardian.co.uk/education/2010/dec/15/crowd http://nowmediamarketing.com/internet-marketing/digital- 13 ed-lectures-harm-top-students 42 natives-marketing/ http://www.innovatrs.com/blog/innovations-mean-cloud- 14 computing-has-reached-maturity http://www.jiscinfonet.ac.uk/InfoKits/effective-use-of- 15 VLEs/intro-to-VLEs/introtovle-approaches

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