Emerging technologies in building envelopes

Advancements in engineering and space technology are increasingly finding application in buildings. Building envelopes are utilising components of high-technological solutions resulting in better visibility, greater light transmission, increased energy generation and storage capacity, improved shading and ventilation and integration with the external environment. This report summarises several technological advancements and suggests forthcoming directions for building envelope design. Many of the technologies presented here have been invented and developed in Australia, yet are not commonly used by the building construction industry.

Emerging technologies in ventilation

Innovation in ventilation systems is becoming an increasingly popular and targeted topic of architectural discourse. Architects, consultants and contractors are introducing new products and proposing new systems, subject to client requests for an environmentally responsive architecture. The authors, in compiling the research for this guide, experienced a large increase in Australian constructed buildings that focused specifically on ventilation strategies and systems. This note presents and discusses the underlying principles of different ventilation techniques. Applications of specific ventilation techniques are demonstrated through building examples constructed in Australia as well as overseas. Although a particular building design may demonstrate several ventilation concepts simultaneously, this note illustrates the most dominant ventilation features in each example.

An IT Bachelor degree using modern technologies to illustrate core concepts and principles and building generic skills

Information Technology (IT) changes very quickly and influences business, industry and the public in an enormous manner. Outsourcing of IT jobs to cheaper overseas labor and globalization of IT companies become a common practice. Graduates of IT university courses must be well prepared to address the needs and expectations of business, industry and every day life. Many factors in an Information Technology curriculum influence graduates’ professional preparation and image. The most important of them is to reflect technology change, the current state of knowledge of computing, business and industry demands and students’ expectations. The aim of our project was to develop a new Bachelor of IT curriculum that satisfies these requirements. In this report we concentrate our attention on two critical aspects of IT curriculum content, the modern technologies to be used to illustrate basic concepts and principles of computing, and the generic skills that each graduate is expected to acquire to get a job in Australia.

The dimensions of self-service technologies and the relation to 'self'

This paper assesses the “behavioural” notion of “self” across the various dimensions of self-service technologies (SSTs). In the context of SSTs, it is acknowledged that the customer role is extended to include that of “service employee”. Therefore, the authors propose the need to explore this new role, from the customer’s perspective, across a diverse range of SSTs. This proposition is supported in that prior research has looked generally across a broad range of SSTs, as opposed to drawing comparisons across the different types of SSTs. In bringing together two classification schemes of SSTs, which does not appear to have been done previously, the authors draw on past research and industry examples to explore the customer experience across different categories of SSTs. It is proposed that the dimensions of SSTs, including level of customer participation as influenced by the purpose of the SST, location of the SST, and type of technology employed, will uniquely influence the notion of “self”, and thus the customer’s SST experience. These propositions have implications for both future research and practice. Future research is needed to study empirically the characteristics of specific SSTs, and compare the many different types of SSTs, and how their unique characteristics influence the customer’s production/consumption experience. When marketers gain a better understanding of the dimensions of individual SSTs, and their influence on the customer, more effective management and use of SSTs will result.

What can we learn from McLuhan? Electronic communication technologies and the future of schooling

In the 1960's, Marshall McLuhan predicted that schooling, among other things, would be transformed as society embraced electronic communication technologies. McLuhan and other medium theorists provided an evocative but controversial discussion of the effects of technological development on society and its institutions. McLuhan's ideas were widely criticised by his contemporaries, particularly educationalists; however, his ideas are not so radical today and visions similar to those formulated by McLuhan can now be found in mainstream educational literature. Predictions made by medium theorists about the future of schooling are consistent with both the reforms advocated by current-day educationalists and the speculations of technologists.

In this paper, I revisit McLuhan's predictions for the future of education. I then draw parallels between McLuhan's vision and those espoused by contemporary educationalists. I argue that, although McLuhan's predictions have re-emerged, his analysis of the interaction between new technologies and old ways of doing have not re-emerged to the same extent, with many commentators neglecting to take account of the resilience of the institutionalised practices, structures and roles of traditional schooling.

Introducing new building technologies : lessons from a case study

Hypocaust systems, where conditioned or non-conditioned air is passed through ducts within the concrete floor or ceiling of a building prior to its delivery to the rooms, are starting to appear in new buildings in Australia.

This paper describes the lessons that can be learned from the early experiences with a hypocaust system, installed in a new building in Melbourne. It concludes that a more cooperative process between all those involved in introducing and using a new 'technology' is essential if the problems described are to be avoided or at least minimized.

Using online technologies: does culture matter?

There has been an increase in the number of international students studying information technology programmes in Australia. There is little information about how this group uses online technologies. The overall aim of this research was to investigate how students use online technologies and teaching resources. A secondary aim was to determine whether there were any differences between international and local students using the online environment. The study consisted of two parts: an online survey  questionnaire and an analysis of the student’s use of the online environment. The overall results showed very little difference between two cohorts and that these results would be enhanced by further research into educational and cultural backgrounds.

Beyond pretence: new sensibilities for computing and communication technologies in teacher education

Making particular reference to schools’ traditional relationships with CCTS (and the kinds of ‘pretend’ and ‘artificial’ learning/assessment tasks that this relationship has historically produced), this paper details a research and teaching agenda focused on exploring the potential of having students work on tasks with value to local and/or school communities. The paper maps the informing theories and current practices of schools
participating in the ‘knowledge producing schools’ (KPS) agenda. Particular attention is given to the ways in which KPS schools are better positioned to respond to the needs of diverse student/community populations, particularly those students traditionally perceived as ‘at risk’.

Re-envisioning literacy instruction with adolescents: multiliteracies, multimodality and new technologies

Engaging students' lifeworlds and the concerns of their communities in globalised, semiotic and information societies is imperative in New Times. As youth continue to exhibit their proficiency with new literacies emerging from Internet communication technologies (leTs), education-particularly curriculum and instruction-remains largely focused around monomodal, print-only literacy practices, often ignoring students' hybrid multiple voices. This paper reports on two curricular interruptions to the progressive reading and writing workshop that acknowledged adolescents' engagement with digital technologies and their new multimodalliteracy practices in a year eight public classroom within a small urban academy of technology.

Re-envisioning teacher education in the new media age: multiliteracies, multimodality and internet communication technologies

Multiliteracies pedagogy and research (New London Group, 1996) addresses the range of literacies needed by diverse students to effectively negotiate the increasing multimodality of texts, both inside and outside of schools. Yet, few university teachers understand how youth are able to express themselves, their experiences and lives, in new, empowering and perception-shifting ways as designers in the 21st century. Several theorists (Bruce, 2000; Lemke, 1998; Luke, 2000; Bolter, 1998; Glister, 1997) argue literacy education must be reconceptualised to recognize the importance of teaching and supporting multimedia literacy in a world where internet communication technologies (ICTs) incorporate all semiotic resources. Expression through multiple media and more recently hypermedia—is common to youth—but has often been demonized by historically logocentric approaches to teaching and assessment by privileging print, over all other forms of expression (Albright & Walsh, 2003; Lemke, 1998; McCloud, 1993). As digital media becomes more pervasive in a post-typographic world, tertiary education will need to engage with its representational resources for acquiring traditional school literacy and knowledge. This paper reports on initiatives in Multiliteracies instruction for both pre-service and in-service teachers to more adequately attend to the multisemiotic landscapes of students’ changing worlds in New Times (Hall, 1996).