2022/3, Trimester 2, Face-to-Face, Edinburgh Napier University
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| Occurrence: | 002 |
| Primary mode of delivery: | Face-to-Face |
| Location of delivery: | MERCHISTON |
| Partner: | Edinburgh Napier University |
| Member of staff responsible for delivering module: | Masoud Sajjadian |
| Module Organiser: | |
| Learning, Teaching and Assessment (LTA) Approach: |
Research and teaching linkagesThe methods are employed by staff who are active researchers for the Institute for Sustainable Construction and Scottish energy Centre within the School or Engineering and the Built Environment. Real world examples, case studies, videos, photographs, etc. are naturally embedded within the module content and shape both the methods and LOs.Research blending Methods include:energy consumption, heat, electricity, water recycling and sustainable design calculations. Energy balancing with renewable, low carbon technology from the Scottish Energy Centre research centreConstruction logistics, advancements in modern methods of construction, system benefits and design decisions when considering timber, steel or masonry construction, on-site, off-site, and volumetric systems from the Centre of Off-site Construction and Innovative Structures research centre.
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The University is currently undertaking work to improve the quality of information provided on methods of assessment and feedback. Please refer to the section on Learning and Teaching Approaches above for further information about this module’s learning, teaching and assessment practices, including formative and summative approaches.
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The module is assessment driven. The students work in small groups to complete a design project. The students remain with their groups, working collaboratively to research, develop and present design solution for an ecological retreat. The students’ progress is reviewed a strategic points through the trimester which includes four main assessment elements. Each of these elements contribute to one component within the module. This affords the students the flexibility to explore and experiment with new concepts in architecture and technology in each element, whilst rewarding personal development with the core soft skills. The students are placed into small groups. each group is assigned a client brief and a site location. the students must work collaboratively to interpret the client’s wants into a set of clients needs and use the principles of low energy technology and sustainable designs to deliver the project at the end of the trimester. The students are guided through the thought process that simulates the methods undertaken by industry professionals = these are the elements with the assessment. Element 1: Precedent StudyStudents are required to work in small groups to explore, review and discuss the key design and technology features of dwellings which showcase innovation in low energy design, energy efficiency technology and sustainability. The students are evaluated on the quality of their verbal and graphical information as they present their findings. Each student is evaluated on their knowledge and demonstration of the designer’s ethos and the building’s function and form focusing on: the dwelling’s aesthetics; internal spaces and circulation; building materials; construction methods; renewable energy and water technology; cultural relevance and environmental influences.Element 2: Dwelling’s architectural designFollowing on directly from the precedent study, the students are required to work within their groups to design a place to dwelling to meet low energy and sustainability criteria. The assessment evaluates the student’s transfer of knowledge from the first assessment (precedent study); transfer of knowledge from building design technology 1; interpretation of the client’s brief; design solution specific to the site; appearance of the building; the student’s ability to work collaboratively. This provides the student with the opportunity to refine and expand on their presentation, verbal and graphical communication skills. Element 3: Dwelling’s technological design and energy performanceFollowing on from the architectural design element, the students are required to work within their groups to select and construction systems and energy technologies to deliver the sustainability criteria of the dwelling they’d designed in element 2: architectural design. The assessment evaluates the student’s transfer of knowledge from the second assessment; transfer of knowledge from building design technology 1; application of knowledge on sustainable building materials; renewable energy technologies; environmentally sensitive design; thermal comfort; building performance; achieving a low energy/off grid domestic dwelling; and the calculation methods to assess the dwelling’s low carbon/near zero energy characteristics. PortfolioThe students summarise their work on the three previous assessments to create an architectural portfolio. This portfolio affords the students to opportunity to enhance their graphically work from the feed-forward offered for the three assessments, and organise their work into a document optimised for presentation to potential future employers.
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| Student Activity (Notional Equivalent Study Hours (NESH)) |
| Mode of activity | Learning & Teaching Activity | NESH (Study Hours) |
| Face To Face | Tutorial | 60 |
| Face To Face | Practical classes and workshops | 12 |
| Independent Learning | Groupwork (Scheduled) | 24 |
| Independent Learning | Guided independent study | 104 |
| Total Study Hours | 200 |
| Expected Total Study Hours for Module | 200 |
| Assessment |
| Type of Assessment | Weighting % | LOs covered | Week due | Length in Hours/Words |
| Project - Written | 20 | LO1-LO4 | 3 | HOURS= 0, WORDS= 1-A1POSTER |
| Project - Written | 45 | LO3-LO5 | 8 | HOURS= 0, WORDS= 1-A1POSTER |
| Project - Written | 30 | LO3-5 | 12 | HOURS= 0, WORDS= 1-A1POSTER |
| Portfolio | 5 | 6 | 13 | HOURS= 0, WORDS= 0 |
| Component 1 subtotal: | 100 | |
| Component 2 subtotal: | 0 | | | |
| Module subtotal: | 100 | | | |