Aiming to enhance the capacity of graduates to engage quickly and effectively in their chosen profession, this assignment addresses the challenges of providing work-integrated learning experiences and authentic assessment for large cohorts of architecture students. The assignment is the second of three inter-related assignments that aim to replicate the iterative, research-driven design development process used by multi-disciplinary teams in practice.
In Assignment 1, students work in teams using a given 'design generator' architect and a tight functional project brief, to prepare a schematic design for a 7-8 storey building. In Assignment 2, students use a virtual learning environment to individually examine how a schematic design is developed into larger scale technical details. This learning is then applied to the development of Assignment 1. In Assignment 3, students again operate in teams to synthesise the individual work undertaken in Assignment 2 into a coordinated whole and prepare a set of construction drawings that enhance the original Assignment 1 schematic design intent.
Assignment 2 requires each student to prepare a critical written and diagrammatic report. Part 1 requires a 4-dimensional analysis of a given construction detail in terms of material properties, component selection and construction methods over time. Each team is provided with a section drawing from a real construction project located in an interactive digital learning environment (http://4dconstruction.architecture.uq.edu.au/virtual-tour-site-library). The environment integrates 3-dimensional photographic surveys taken at weekly intervals of a real construction project with other resources, including technical drawings and interviews. Students select one detail each, analyse 2-dimensional drawings, make a 3-dimensional physical model and annotate screen shots of the construction process over time. Part 2 requires a similar 3-dimensional analysis and resolution of two details from a selected section of the team's Assignment 1 – Schematic design.
Advantages
This assignment uses a safe virtual learning environment to foster student engagement in a real-world construction project. Problem-based learning is used to develop skills in independent thinking, problem-solving and critical judgement. Active learning is used to support the development of iterative architectural design and construction detailing skills and team working.
Challenges
Establishing the virtual learning environment, which requires the digital capture of 'live' projects over the course of construction and associated technical documentation, is complex and expensive.
Tips for implementation
Teaching in an appropriate collaborative learning space and using well-briefed practicing architects as tutors is central to encouraging effective team-based discussion. It is important to emphasise the cumulative relationship between the individual details developed in Assignment 2 and the team design as a concept in Assignment 1 and documented in technical detail Assignment 3.
How it supports academic integrity
Assessment is based on the iterative application of knowledge gained from the exploration of a given construction detail in a virtual learning environment. This knowledge is applied, through discussion and drawings, to the resolution of a construction detail for a unique team-based design developed in the first assignment of the semester.
