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An Australian/UK comparison of contemporary teaching and learning technologies

Wilkinson, Sara J. and Shelbourne, Mark 2011, An Australian/UK comparison of contemporary teaching and learning technologies, in AUBEA 2011 : Proceedings of the 36th Annual Conference for Australasian Universities' Building Educators Association, AUBEA, [Gold Coast, Qld.], pp. 403-417.

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Title An Australian/UK comparison of contemporary teaching and learning technologies
Author(s) Wilkinson, Sara J.
Shelbourne, Mark
Conference name Australasian University Building Educators Association. Conference (36th : 2011 : Gold Coast, Qld.)
Conference location Gold Coast, Qld.
Conference dates 27-29 April 2011
Title of proceedings AUBEA 2011 : Proceedings of the 36th Annual Conference for Australasian Universities' Building Educators Association
Editor(s) [unknown]
Publication date 2011
Conference series Australasian Universities' Building Educators Association Conference
Start page 403
End page 417
Publisher AUBEA
Place of publication [Gold Coast, Qld.]
Keyword(s) construction
property
education
e-technologies
distance learning
Summary The last decade has delivered substantial changes in construction and property education in Australia and the UK. There has been an increase in the number of courses offered in built environment education and the profile of a typical student has changed. In both countries students are under pressure to balance study and work due to the higher costs of living and education. This has placed demands on providers to deliver teaching and learning which meets student, industry and professional needs. Simultaneously there has been an increase in the application of technology in the business and corporate world which has resulted in increased efficiencies and new challenges. This paper evaluates changes in construction and property education courses to embrace new technology. The focus is on the delivery of innovative teaching and learning materials and the interaction between students, staff and the community. Results from questionnaires from new and existing students at Deakin University and Nottingham Trent University were used alongside examples of teaching and learning as illustrative case studies, the emphasis is placed on pushing the boundaries of the conventional built environment education process. The findings show that by embracing technology there can be a „win-win‟ scenario for students, staff and industry stakeholders. Whilst courses adopt varying levels of technology, it seems inevitable that educators must evolve the delivery of education to become efficient and effective as the century progresses.
Notes Reproduced with the kind permission of the copyright owner.
Language eng
Field of Research 130212 Science, Technology and Engineering Curriculum and Pedagogy
130213 Vocational Education and Training Curriculum and Pedagogy
Socio Economic Objective 930599 Education and Training Systems not elsewhere classified
HERDC Research category E1 Full written paper - refereed
Copyright notice ©2011, AUBEA
Persistent URL http://hdl.handle.net/10536/DRO/DU:30040150

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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.