1,720,958 research outputs found
Understanding feedback and feed-forward: insights drawn from project-based learning
Full text linkFeedback plays an integral role in the success of Project-based learning (PBL). It is very important that students recognise when feedback is being provided and that it is constructive; not just backward-looking, and includes explanations on aspects of the work which are relevant to subsequent assessments (HEA, 2013; Doughney, 2014). Focusing on particular factors therefore helps feedback to function as feed-forward for future work (Nicol and Macfarlane-Dick, 2006). PBL is an active and dynamic pedagogy where students learn by enacting and solving real case scenarios involving, in this case, the design and construction of buildings and infrastructure. Project-based design modules mostly involve group work which leads to enhanced communication and the development of inter-personal skills (HEA, 2103). Assessment in PBL is often via group and individual submissions with the individual submission set to determine each student’s overall contribution. This normally requires reflection on group interaction and is based on gained experience of how concept and final designs, procedures and time management are developed (Choi and Kim, 2016; Royalty, 2017). The student output expected in PBL requires thinking and creativity focussed on seeking satisfactory solutions which are usually balanced against client needs (Adams et.al., 2011). Assessment tasks in PBL need to be carefully defined to ensure they allow for personal decision making and also cover learning outcomes (Saidani and Rizzuto, 2000; May, 2009). Students rely on good quality, effective and timely feedback to identify areas in which they are doing well and areas in need of development (QAA, 2018). Students’ understanding of the feedback they receive is therefore very important. This is seen as an activity that helps accelerate student learning as continual discourse creates a positive educational environment which enhances student performance and outcome.
The presentation of this Abstract will highlight how feedback and feed-forward is implemented to benefit student learning in PBL.
References
Adams, R.S., Daly, S.R, & Mann, L.M (2011) Being a professional: Three lenses into design thinking, acting and being. Design Studies 32(6) November 2011.
Choi, H.H. & Kim, M.J. (2016) The effects of analogical and metaphorical reasoning on design thinking. Thinking skills and Creativity 23: 29-41.
Doughney, L. (2014) Providing effective feedback to students. Centre for the Study of Higher Education, University of Melbourne. Available at: https://arts.unimelb.edu.au/__data/assets/pdf_file/0004/1722397/providing-effective-feedback-to-students.pdf
Higher Education Academy. (2013) HEA Feedback toolkit. Available at:
ttps://www.heacademy.ac.uk/system/files/resources/feedback_toolkit_whole1.pdf
Higher Education Academy (2014) Assessment and feedback. Teaching International Students Project. Available at: https://www.heacademy.ac.uk/system/files/resources/assessment_and_feedback.pdf
May, I.M (2009) What should we teach in structural engineering design. ICE Proceedings, Civil Engineering, 162:187-191.
Nicol, D.J & Macfarlane-Dick (2006) Formative assessment and self-regulated learning; a model and seven principles of good feedback practice. Studies in Higher Education, 3(2):199-218.
Quality Assurance Agency - QAA (2018). UK quality code for higher education. Advice and Guidance; Assessment. UK Standing Committee for higher education.
Royalty, A. (2017) Design based pedagogy; Investigating an emerging approach to teaching design to non-designers. Mechanism and Machine theory 125.
Saidani, M. & Rizzuto, J.P. (2000) Engineering Design Assisted by physical Models, Proc. Int. Colloquium on Structural Morphology Delft, The Netherlands, The International Association for Shell and Spatial Structures: 422-426
Implementation of project-based learning in structural design and architectural modules to achieve improved graduate employability
Full text linkMany UK civil engineering and architectural programmes address industry's requirements for graduates that can identify and solve complex problems, understand ethical, environmental and the business aspects of Built Environment projects. Project-based learning (PBL) is a successful learning strategy for the development of graduate employability skills that has a considerable impact on work-readiness. PBL group projects lead to enhanced employability skills and provide ample scope for the development of original and innovative design solutions (Rizzuto, 2018; Rizzuto and Balodimou, 2019). Input from industry practitioners, in the form of guest lectures, site visits and work shadowing (Rizzuto and Chauhan, 2018) ensures that students get a tangible insight into the world of work. PBL covers holistic design projects which investigate authentic complex scenarios. Reflective of Industry practice, students are required to interpret a client’s design brief, establish preliminary outline designs, review, and critique these and finally produce a detailed design for one of their approved schemes. The briefs must be formulated to realise the full structural, architectural, economic, aesthetic and sustainability benefits (May, 2009). Students engage in group work which leads to subject-specific knowledge and helps develop inter-personal skills (HEA, 2103) as well as skills such as ‘critical thinking’, ‘problem solving’, ‘teamwork’ and 'communication' as these are among the graduate skills most valued by employers (Du et al 2009, UK-SPEC, 2013). Group interaction is based on gained experience from PBL activities encouraging creativity and good time management (Adams et.al., 2011, Choi and Kim, 2016; Royalty, 2017). Industry's changing expectations must be accounted for and embedded in the curriculum to develop graduate skills that are needed by industry. It was found that PBL in the form of realistic group projects supported by Industry motivates students, improves learning, and encourages engagement with work related activities which enhance and improve graduate employability
Perceptions and Reuse of Concrete Building Structures
Full text linkConcrete has gone through significant changes in popularity in the United Kingdom. This paper explores factors associated with shifts in the perception, and reuse of concrete buildings. and how these changes have influenced the use of concrete in Architecture and Design in the UK. The popularity of concrete has fluctuated over the past few decades. This is driven by a combination of cultural, aesthetic and sustainability factors. In the 1980’s and 90’s fairfaced, textured, bush-hammered concrete acquired a reputation which took some three decades to reverse. UK public opinion on concrete ‘Brutalist’ buildings of these decades is mixed, but tends to often be negative, where terms used include ‘Depressing’, ‘Hideous’, ‘Monstrosities’, ‘Eyesores’. There is currently a growing appreciation for the history and cultural significance of concrete and specifically ‘Brutalist’ architecture. Although these buildings were previously despised, they are now recognised as part of the UK’s architectural heritage and efforts are made to preserve them for future generations. Buildings and complexes, which were once run-down urban environments, are now changed into more desirable housing complexes often leading to drastic social changes in the area. Concrete has been generally seen as a material that has significant environmental impact, especially in terms of carbon emissions. Concrete’s durability, thermal mass and fire protection properties paired with advances in technology that can improve the appearance and consistency of finishes, have all improved the popularity of concrete. Strides are also being made to improve the sustainability of concrete constituent materials. The positioning of concrete as a sustainable, energy efficient building material that can also have an aesthetic appeal, combined with its versatility and durability, make concrete once again a popular choice for contemporary architecture and Interior design
Perceptions and Reuse of Concrete Building Structures
No full textConcrete has gone through significant changes in popularity in the United Kingdom. This paper explores factors associated with shifts in the perception, and reuse of concrete buildings. and how these changes have influenced the use of concrete in Architecture and Design in the UK. The popularity of concrete has fluctuated over the past few decades. This is driven by a combination of cultural, aesthetic and sustainability factors. In the 1980’s and 90’s fairfaced, textured, bush-hammered concrete acquired a reputation which took some three decades to reverse. UK public opinion on concrete ‘Brutalist’ buildings of these decades is mixed, but tends to often be negative, where terms used include ‘Depressing’, ‘Hideous’, ‘Monstrosities’, ‘Eyesores’. There is currently a growing appreciation for the history and cultural significance of concrete and specifically ‘Brutalist’ architecture. Although these buildings were previously despised, they are now recognised as part of the UK’s architectural heritage and efforts are made to preserve them for future generations. Buildings and complexes, which were once run-down urban environments, are now changed into more desirable housing complexes often leading to drastic social changes in the area. Concrete has been generally seen as a material that has significant environmental impact, especially in terms of carbon emissions. Concrete’s durability, thermal mass and fire protection properties paired with advances in technology that can improve the appearance and consistency of finishes, have all improved the popularity of concrete. Strides are also being made to improve the sustainability of concrete constituent materials. The positioning of concrete as a sustainable, energy efficient building material that can also have an aesthetic appeal, combined with its versatility and durability, make concrete once again a popular choice for contemporary architecture and Interior design
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
- …
