Teaching and learning in collaborative group design projects

Tucker, Richard and Rollo, John 2006, Teaching and learning in collaborative group design projects, Architectural engineering and design management, vol. 2, pp. 19-30.

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Title Teaching and learning in collaborative group design projects
Author(s) Tucker, RichardORCID iD for Tucker, Richard orcid.org/0000-0001-9989-251X
Rollo, JohnORCID iD for Rollo, John orcid.org/0000-0003-3888-1977
Journal name Architectural engineering and design management
Volume number 2
Start page 19
End page 30
Publisher Earthscan
Place of publication London, England
Publication date 2006
ISSN 1745-2007
Keyword(s) collaborative learning
group assessment
design andragogy
Summary The 200 years of apprentice/master tradition that underpins the atelier studio system is still at the core of much present-day architectural design education. Yet this tradition poses uncertainties for a large number of lecturers faced with changes in the funding of tertiary education. With reductions in one-to-one staff/student contact time, many educators are finding it increasingly difficult to maintain an atelier teaching model. If these deficiencies remain unchecked and design-based schools are unable to implement strategies to reduce the resource intensity of one-to-one studio teaching programmes, then, for many higher-education providers, current architectural education may be based on an untenable course structure. Rather than spreading their time thinly over a large number of individual projects, an increasing number of lecturers are setting group projects. This allows them to coordinate longer and more in-depth review sessions on a smaller number of assignment submissions. However, while the group model may reflect the realities of the design process in professional practice, the approach is not without shortcomings as a teaching and learning archetype for the assessment of individual student skill competencies. Hence, what is clear is the need for a readily adoptable andragogy for the teaching and assessment of group design projects. The following is a position paper that describes – with a focus on effective group structures and assemblage and fair assessment models – the background, methodology and early results of a Strategic Teaching and Learning Grant currently running at the School of Architecture and Building at Deakin University in Australia.
Language eng
Field of Research 129999 Built Environment and Design not elsewhere classified
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2006, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30003696

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