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Slide 1
From MPL to VPL
Upping the visibility of Management Practice & Law
Jolle Darby
3rd March 2015
The players
The players
Year group of approx 110 3rd year BA Architecture and Interiors Little or no practice experience Little or no knowledge of MPL
The players
Year group of approx 110 3rd year BA Architecture and Interiors Little or no practice experience Little or no knowledge of MPL
Module leader 25 years in practice 1 in teaching
The players
Year group of approx 110 3rd year BA Architecture and Interiors Little or no practice experience Little or no knowledge of MPL
Module leader 25 years in practice 1 in teaching
Specialist lecturers from industry
The ScriptExtract from Module Descriptor
The module covers issues that arise from the practice of architecture and interior architecture within a diverse society. The module introduces the cultural, legal, organisational and managerial conditions that affect the architectural and interior architectural professions, and is intended as a preparation for students about to enter practice on successful completion of their degree (and Part 1 exemption for AR students).
The ScriptThere are NINE Learning Outcomes that need to align with professional body (RIBA) criteria. Here are three:
1. Statutory Procedures Knowledge of current planning policy and development control legislation, including social, environmental and economic aspects, and the relevance of these to design development;
2. Duties & responsibilities Understanding of the nature of professionalism and the duties and responsibilities of architects to clients, building users, constructors, co- professionals and society as a whole;
3. Project & financial management Ability to critically examine the financial factors implied in varying building types, constructional systems, and specification choices, and the impact of these on architectural design;
The Script.and Graduate Attributes of:
Research Literacy
Global Citizenship
Academic Literacy
Critical Self-awareness
Personal Literacy
Digital and Information Literacy
For a 15 credit module. Its a heavy load
The Theatre
The Story so far.
Theme 1Theme 2etc
The Challenges
Largely unfamiliar subject area & language cultural, legal, organisational and managerial Students have range of expectations help me answer the assignment, prepare me for practice, greater understanding of architecture as a business Inclusivity diverse cohort different subjects, large number of overseas students
Delivery method misaligned with learning outcomes passive rather than interactive
Unglamorous imageStudents are more interested in design (80 credits)
Use this as a basis, do not be limited by it, put yourselves in the position of setting up in business11
knowledgecomprehensionapplicationanalysissynthesisevaluationBlooms Taxonomy (1956)
knowledgecomprehensionapplicationanalysissynthesisevaluationBlooms Taxonomy (1956)
Students need to build mental models Eric Mazur
Assimilate knowledge
Apply knowledge
Mentoring scheme experiential, improved knowledge, language, application..
.then analysis, synthesis and evaluation professional attributes
Feedback (40% return on feedback)
Keen to learn but struggled with concepts & dry lectures Lectures variable & engagement depended upon good delivery
Lecture sessions too long
Group work session were more successful as led to discussion between students & with tutor but few people did any preparation
Demand for more tutorial style sessions
Submission at end of each theme
Make design tutors aware of MPL content
Lecture room too warm & stuffy, not conducive to group working
Learnt a lot from the mentoring scheme
Use this as a basis, do not be limited by it, put yourselves in the position of setting up in business15
Aims & Actions
Go back to basics HOW rather than WHAT (Eric Mazur) Variety of methods of delivery
Make it personal learn by doing, use studio project
Shorten delivery session to 15 min blocks with activity between
Consider introducing seminar sessions
Submission at end of each theme
Make design tutors aware of MPL content
Change venue - room too warm & stuffy & not conducive to group working
Continue dialogue with colleagues, attend workshop session
EXCITEMENT
Use this as a basis, do not be limited by it, put yourselves in the position of setting up in business16ReferencesAtherton J S (2013) Learning and Teaching; Bloom's taxonomy [On-line: UK] retrieved 4 March 2015 from http://www.learningandteaching.info/learning/bloomtax.htm
http://www.slideshare.net/DianaMQuinn/john-biggs-and-catherine-tang-2008-presentation
Atherton J S (2013) Learning and Teaching; SOLO taxonomy [On-line: UK] retrieved 4 March 2015 from http://www.learningandteaching.info/learning/solo.htm https://www.youtube.com/watch?v=WwslBPj8GgI