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The use of ICTs to facilitate work integrated learning in engineering education: introducing the Open Architecture case study
Jolanda MorkelSenior 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 workshopCSIR International Convention Centre, 8 June 2015.
Session: Improving Pedagogy and Practice of Undergraduate Engineering Teaching
DBRS - DESIGN BUILD 2014 DEC.mp4
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
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/
challenges facing studio traditionchanging practice & learning landscapepractice specialization, diversification, transformation
changing roles and responsibilities, identityacademy diverse, non-traditional students, growing
numbers, student-lecturer ratio, demographicstechnology information & communicationresources limited, unequally spreadtime ubiquitous: anytime &place anywhere: campus, community, office, online
What are the relevant knowledges that will best equip students to become responsible practitioners in an ever-changing world?
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?
social constructivistlifelongentrepreneurialcompetency-baseddiscovery-basedexperientialproblem-basedentrepreneurial
current trends in education
student-centredon-demandself-paced personalisedscaffoldedblendedmulti modalubiquitousmobileenquiry-basedmediated
openflippeddisruptiveconstructivistcreativeinnovative
connectedcollaborativenetworkedconversationalreflectivemeta-cognitivesituatedauthentic
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)
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)
information & communication Technology (ICT)
community
office
university
Learning in practice
Learning through
practice
Learning for practice
How might emerging digital technologies contribute to and enable relevant and authentic learning experiences?How does it promote access and transformation?
http://www.elearning-africa.com/media_library_publications_ela_report_2014.php
How can affordances of different teaching modalities, strategies and tools be optimised as part of a relevant learning design?
Learning [experience] design bridges the gap between the future offered by technologies and existing limitations of our courses. (Conole 2014)
...practice & academy…f2f & online...on-campus & off-campus...real & virtu(re)al...physical & digital
blurring the boundaries
Shrock 2012 http://www.schrockguide.net/bloomin-apps.html
different technologies for different learning taxonomies
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
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
ModellingExplanationCoachingScaffoldingArticulationReflectionExploration
Cognitive Apprenticeship Methods
(Collins 1991)
different technologies for different learning engagements
qr codesSCANNING
TAGGING
TELLINGDIGITAL STORYTELLING
PROMPTING
Cowbird. Moviemaker. photostory
TEDEd. Cognician. Oppia.
Twitter. Instagram. facebook
different technologies for different learning experiences
"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, 2013CEO 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.
‘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
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
on campus
off campus
face
-to-
face
onlin
e
technology
tech
nolo
gy
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
“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.
practice-academic collaborationThe 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.
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.
course outcomes
assessment method &
criteria
learning activities, projects, assignments
outputs, artefactsevidence portfolio
building
course materials/ resources
CHALLENGE
on campus
off campus
face
-to-
face
onlin
e
office-based ‘block release’
online
Part time BTech Architectural Technology (Applied Design)
using technology f2f
OA PROGRAMMEOpenArchitecture 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]
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:
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.
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.
Facebook group
A closed facebook group provides informal social interaction, discussions and sharing of resources
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
please join the conversation.
www.openarchiteture.co.za
www.cput.ac.za
www.jolandastudio.blogspot.com
http://www.elearning-africa.com/media_library_publications_ela_report_2014.php
http://www.elearning-africa.com/media_library_publications_ela_report_2014.php