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EXPERIENTIAL LEARNING FOR UNDERGRADUATE STUDENTS: PROJECT BASED ACTIVITIES, PROBLEM SOLVING AND ROLE PLAYING Geoff Outhred, Senior Lecturer School of.

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Presentation on theme: "EXPERIENTIAL LEARNING FOR UNDERGRADUATE STUDENTS: PROJECT BASED ACTIVITIES, PROBLEM SOLVING AND ROLE PLAYING Geoff Outhred, Senior Lecturer School of."— Presentation transcript:

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2 EXPERIENTIAL LEARNING FOR UNDERGRADUATE STUDENTS: PROJECT BASED ACTIVITIES, PROBLEM SOLVING AND ROLE PLAYING Geoff Outhred, Senior Lecturer School of PCPM, RMIT University, GPO Box 2476V Melbourne, Victoria 3001

3 History 1994 RMIT initiative for quality learning subject designed for 65 Construction Management students 2005 applied to common PCPM first year 180 students from varied disciplines 2006 currently applied to 230 students

4 Educational Philosophy RMIT to create students who are knowledgeable, creative, critical, responsible, employable and leaders Boyle (1994) Characteristics of Quality Teaching: -Clearly articulated learning goals -Flexibility in approaches -Good organisation of subject matter -Effective communication -Enthusiasm -Facilitation of learning through interaction -Respect for students -Critically reflective orientation -Appropriateness and fairness in assessment

5 Learner ’ s Pleas – Mellander (1993) Don ’ t stifle my natural curiosity-awaken it! Just give me the information I need-not a lot I don ’ t need! Let me think things through myself and draw my own conclusions Help me find contents of the things I have understood Help me use my knowledge so it doesn ’ t whither away and become useless

6 Aims/Objectives of the Programme Students to identify processes for designing a house Students experience working together in a design, management and construction team. Simulation of activities. Group dynamics Students apply previously gained information and skills Expose students to frustrations, obstacles Develop communication skills-written and graphic Simulate construction procedures for a house Appreciate building structure and form

7 The Programme 13 weeks duration Students self-form in groups of four Given a client brief for a house, and a site Each group prepares Schematic Design drawings, Sketch Plans and then Working Drawings for their house Measurement and estimating exercises Calculate size and spacing of all framing members Calculate materials to build the house and order them for a scale model Build their house from balsa wood “ expert ” panel assesses their work

8 Assessment Criteria Drawings-clarity, accuracy and presentation Correctness of technology Involvement, input, management skills Models of “ built ” houses-presentation, accuracy and method

9 Student Reactions “ We ran out of materials ” “ Paul didn ’ t pull his weight ” “ I do all the work ” “ Not enough time to build our model ” “ I wanted to use our house design but the other group would not agree ” “ I did not know anyone to form a group with ”

10 Conclusions It was successful-96% of students claimed that they had real benefits from doing it Eight failed out of 180 We have observed improved approach of students in their second year of study Staff were exhausted at the end Met the RMIT teaching quality objectives Useful application of experiential learning

11 Some examples of the outcomes

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