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