Students form groups and collaboratively complete supervised paper-based tasks

Delivered in an active learning environment, this work-integrated learning experience and authentic assessment task requires preparation of a written and diagrammatic report. Students critically analyse a given construction detail in 4-dimensions using an interactive digital learning environment, then apply their learning to a 3-dimensional analysis and resolution of two construction details derived from a team-based schematic design completed in the previous assignment.

An internship, reflective activities and two reflective assessments scaffolded students to create posters evidencing their employability, graduate attributes and their unique personal brand developed in workplace projects. Articulating their abilities, showing how they added value to current and potential employers, students demonstrated how these experiences can support future transition to their careers. Posters also showing their LinkedIn profile, career ambitions and skills assessments were displayed to industry representatives who provided feedback. Posters can be used as a resource during recruitment complementing a resume.

This practice-led technique integrates design/production methods to execute a multifaceted project. The piece can take any form as process is emphasised over output. The technique comprises several scaffolded assessments: an oral pitch/proposal (20%); workbook (10%); portfolio (prototype + report) (50%); and reflection (20%).