774 resultados para real world learning
Resumo:
Architectural education is beginning to recognise the potential of a more intensive relationship between the tasks of designing and building (Erdman et al., 2002) within a work integrated learning environment. The Bouncing Back Project, began after the Queensland, Australia floods in January 2011, and has organically grown through a number of architectural student exhibitions, initially displaying flood responsive designs. In September 2011, 10 Queensland University of Technology architecture students travelled to Sydney to work together in helping to construct a shelter in the Emergency Shelter Exhibition, at Customs House in Circular Quay. The construction and making of the shelter, was filmed. This film documents the student experience, of making, working with industry professionals, community engagement and it reveals how this activity promotes informal work integrated learning in a real world context.
Resumo:
The Making Connections: Innovations in Learning and Teaching Forum, jointly hosted by the Division of Technology, Information and Learning Support (TILS) and the Learning and Teaching Unit (LTU), was held on 20 June. The forum provided a snapshot of innovative practice across QUT, as well as an overview of services supporting innovation. Past events have attracted sizeable audiences and informal feedback has been very positive and encouraging. The objective of the forum is to give an opportunity to academic teaching staff to share their innovative practice with their peers, and it is planned that more events will be held to allow for further sharing of ideas. The program for the June 2012 forum included the following presentations: Ms Lindy Osborne: The 7pm Project Dr Ana Pavasovic: A multifaceted approach to teaching a first year unit Mr Paul Willis: Out of our comfort zone: How can Collaborate engage students in inclusive teaching practices Dr Kelly Zuniga: Can you draw what I see? Recasting the ‘crit’ to engage a larger classroom audience Dr Peter Bell, Dr Mark Lauchs, Amy Henderson and Edward Robinson: Crime Club: Lightbulb moments Dr Deboarh Peach: Improving student engagement through the integration of blended delivery approaches in WIL. Lindy Osborne Biography: As an early career academic, Lindy Osborne draws upon professional experience as a registered architect to offer students pioneering curricula that are firmly grounded in real-world practice. Since commencing her academic career in 2008, she has purposefully reconceptualised the delivery of Architectural Design, Technology, Professional Practice and Research subjects, using innovative digital technology and empowering students to direct their own learning. Lindy is cognisant of the impact that the physical learning environment has on students, and seeks to actively modify it to support students by enabling powerful enactive learning. Using technology embedded flexible learning spaces and innovative simulated office practice pedagogy,students actively learn in an authentic environment, redressing the structural and cyclical factors that have resulted in a lack of workplace learning opportunities. Lindy’s creative integration of interdisciplinary opportunities, popular culture, social media and Web-2.0 technologies connects with students on their level, while they develop critical professional skills both inside and perhaps more importantly outside, the formal classroom environment.
Resumo:
Ingredients: - 1 cup Vision - 100ml ‘Real World’ Application - 100ml Unit Structure/Organisation - 100ml Student-centric Approach [optional: Add Social Media/Popular Culture for extra goodness] - Large Dollop of Passion + Enthusiasm - Sprinkle of Approachability Mix all ingredients well. Cover and leave to rise in a Lecture Theatre for 1.5 hours. Cook in a Classroom for 1.5 hours. Garnish with a dash of Humour before serving. Serves 170 Students
Resumo:
QUT Learning and Teaching Unit Seminar Making a Real Difference: Learning and Teaching Grants Showcase This event recognised and shared teaching innovations, including those from faculty learning and teaching grants. The Showcase featured four ALTC Grant project leaders (Helen Partridge, Sylvia Edwards, Robyn Nash and Mary Ryan) who had recently completed or were about to complete their grants. Each QUT faculty nominated two 2010 faculty teaching and learning grant recipients to showcase grant outcomes via a poster. Poster: Shannon Satherley & Abbe Winter Changing Relationships: Engaging Students and Staff in the Design Studio 'In the design studio learning environment, traditional student and staff expectations are of close contact teaching and learning. However, in recent years increasing class sizes have meant students experiencing reduced personal staff attention, and increasingly feeling “anonymous” and correspondingly disengaged, to the detriment of quality learning (Carbone 1998: 8; Biggs 2003). Concurrently, there has been a necessary increase in teaching by sessional (casual) teaching staff at QUT, with varied levels of experience and assurance. While teachers primarily regard engagement as “cognitive and conative,” for students it is emotional: “... an essential need to feel that they were engaged with the context of their learning and that it was meaningful in some way” (Solomonides and Martin 2008: 18). As a response to these conditions, the Changing Relationships action-research project was run within a QUT School of Design studio unit in 2009 and 2010, based on the premise that engaged teaching can encourage emotionally engaged learning. The project inverted the structure of the traditional QUT studio unit, empowering both students and sessional staff with a sense of increased autonomy: literally changing the relationships within the studio learning environment.'