+ All Categories
Home > Documents > From MPL to VPL Upping the visibility of Management Practice & Law Joëlle Darby 3 rd March 2015.

From MPL to VPL Upping the visibility of Management Practice & Law Joëlle Darby 3 rd March 2015.

Date post: 13-Jan-2016
Category:
Upload: douglas-ford
View: 219 times
Download: 0 times
Share this document with a friend
Popular Tags:
17
From MPL to VPL Upping the visibility of Management Practice & Law Joëlle Darby 3 rd March 2015
Transcript

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


Recommended