S. Shannon

Engaging with blended learning to improve students’ learning outcomes

When blended learning is embraced to enhance learning in engineering (architectural), design and architecture, we argue it is a best-practice instructional mode. Blended learning is the seamless amalgamation of carefully selected online modules with face-to-face instruction. This paper evaluates case studies of the introduction of blended learning in these disciplines. It demonstrates that students who do not engage with blended learning are academically disadvantaged. Alignment of the blended mode of delivery and the mode of assessment is next considered. Two case studies of the introduction of blended modes of assessment, for improved student satisfaction with feedback, are evaluated. Finally, the reliance upon non-faculty to provide both blended learning and assessment is evaluated using qualitative research methods to establish the barriers to adoption of what is now considered best educational practice.

LeaD-In: A Cultural Change Model for Peer Review of Teaching in Higher Education.

Peer review of teaching is recognized increasingly as one strategy for academic development even though historically peer review of teaching is often unsupported by policy, action and culture in many Australian universities. Higher education leaders report that academics generally do not engage with peer review of teaching in a systematic or constructive manner, and this paper advances and analyses a conceptual model to highlight conditions and strategies necessary for the implementation of sustainable peer review in higher education institutions. The model highlights leadership, development and implementation, which are critical to the success and formation of a culture of peer review of teaching. The work arises from collaborative research funded by the Office for Learning and Teaching to foster and advance a culture of peer review of teaching across several universities in Australia.

Iteration as a strategy for teaching architectural technologies in an architecture studio

The linking of architectural technologies and design is problematic in the education of architects. While students can understand how environment, building performance, structure, construction and building services interact and work in a particular building, they often find devising strategies and technologies for designs of their own to be difficult. In this article, we describe the learning outcomes and student responses to an experimental integrated building design studio that explored whether planned iteration would promote learning of these issues and technologies. By planned iteration we mean the programming of the explicit cycles in which the same issues and technologies are revisited several times in a way that recognizes and develops a students increasing understanding. This positions design (in a broad sense) as a cyclical process of reflective practice, where the design situation and potential are only fully understood through the process of postulating and reflecting on design proposals. The design knowledge needed is only fully apparent once the process is underway. Results indicate that ‘low-risk attempt followed by feedback’ is an effective mode of learning. Such an approach has dangers of requiring unrealistic staff time in providing feedback; in this experimental studio most feedback was offered to groups rather than individuals.

Approaches to the use of blended learning in teaching tectonics of design to architecture/design and architectural engineering students

The introduction of online components into traditional face-to-face tertiary learning environments is commonplace to develop what is termed as an integrated blended learning environment. This research uses case study methodology to report on the introduction of blended learning for architecture and architectural engineering students in a construction and design subject that had predominantly been taught face to face. Using quantitative and qualitative measures of engagement, it evaluates the relationship between what students do to learn and their learning outcomes. This study finds that students who refrain from engagement in the blended online environment do not prosper academically; conversely, there is no loss of academic conceptualization when face-to-face teaching is replaced by other forms of engagement. Clarifying subject information, balancing independent and group learning, making staff expectations clear and providing adequate feedback are recommended for the adoption of blended learning in similar subjects.

Games in Early Design Education

Play and design can be put into metaphorical relation. To do so is to let each inform the other. As part of a larger project, we have used the metaphor of play in creating and using learning resources for early design education. In doing so, it became apparent that the entailments of play, the other metaphors that both frame and are framed by play, needs to be better understood. We discuss seven metaphors related to play: games, exploration, balance of forces, tactility, intrinsic reward, embodiment and rules and how we use these in learning games.