Pedagogy for teaching Architectural Building construction

By Prof K S Mukunda.Dean School of Architecture

DAYANAND SAGAR ACADEMY OF TECHNOLOGY & MANAGEMENT, Bangalore 560081

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.

• 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.

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• 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.

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.

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

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

Prefabricated bathroom and kitchen units - Bathsystem

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.

• 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.

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