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History

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. History. 1994 RMIT initiative for quality learning

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History

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

  2. History • 1994 RMIT initiative for quality learning • 1994-2004 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

  3. 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

  4. 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

  5. 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

  6. 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

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

  8. 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”

  9. 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

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