2020/1, Trimester 1, Blended,
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| Occurrence: | 001 |
| Primary mode of delivery: | Blended |
| Location of delivery: | MERCHISTON |
| Partner: | |
| Member of staff responsible for delivering module: | Mark Deakin |
| Module Organiser: | |
| Learning, Teaching and Assessment (LTA) Approach: |
This shall comprise a lecture/seminar of up to 2 hours with a linked 1-hour tutorial/seminar period and group work learning, held twice per day over a consecutive five day period. The face-to-face teaching and group work learning delivered in Week 1 shall be supported by independent guided study when back in the office and completing in the assessments set for the module (Weeks 2-12).The module teaches the elemental components of building design and technology as they align with the linear sequence of domestic construction, and a domestic building in use. The module starts by simulating the start of a house construction, then progresses by presenting and discussing the design and technology of the building as it evolves from foundation to roof, then to internal finishes and services. The module finishes after demonstrating the effects of deterioration, retrofitting and regenerating buildings through their operational live. A variety of absorptive teaching methods - including face-to-face, group work, guided independent study and work-based learning, enhance the experience and generate an immersive environment. The module employs the use of computer generated models and animations to support LO1. The module also uses quizzes to embed LO 2, 3 and 4.
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The provision of formative feedback is a key component of the LTA approach underpinning this module. Formative feedback opportunities are built into each practical session where you will be encouraged to engage with and reflect upon module themes via a series of different learning tasks. These provide opportunities for the module tutor to help with your understanding and interpretation of module topics. This formative feedback is delivered in class time in response to student contributions both individually and collectively. Formative feedback arises via the discussion and analysis of tutorial questions, practical examples/cases and associated reflection on a range of learning tasks.
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There is one component of assessment in two parts. Part 1: Groupwork tasksThis assessment is in 2 elements, and this is undertaken as a group exercise to promote collaboration and enhance soft skills. Element 1: Foundation, ground, wall system - The students must identify the building materials necessary to construct the system; graphically assemble these materials to arrange components to interact; then demonstrate that the technology used + component created meets the structural and occupant requirements, i.e. wind and water tight + ventilated and thermally efficient. Element 2: Window, wall, eaves, roof system – as above.The students are encouraged, plus the facility exists, to engage with BIM level 1 software to undertake and complete these assessments. Equally, and to align with the variety of incoming skills and competencies the assessment can be achieved in a more traditional off-line paper method. For both assessments, the students work in small groups to:- assign labels and annotations to the provided, incomplete, technical drawings of the 2 systems- hatch the materials within each system systems- identify the embedded flaws within the system that would result in the system failing - critically discuss the flaws, infer what the flaw means for the structure and the occupants- explain proposed solutions to correct the flawsThree different building technologies are used to create the 2 systems. This enhances diversity and interactive conversation between the groups. The assessments are presented by the student groups during class contact time. Rich, formative feedback is provided that allows for all of the module’s students to learn about the different systems. This meets LO 1 and 2.Part 2 ReportThis is a culmination of all of the delivered material and formative tasks experienced by the student during the module. This takes the form of a written, technical report and delivers LO 3 and 4. The report is an individual exercise which contains 3 elements. Each element has been rationalised to stimulate the variety of disciplines within the module. All disciplines undertake each of the 3 elements which provides context and an appreciation for each other’s skillset. These elements focus on technology, design and building performance and is designed to reinforce the LOs.The assessment is orientated around a real world-building site, where the student must:- explain the different methods of construction used to construct the building.- select and discuss the most appropriate method of construction to the construct the building under a set of given conditions2. Relate the performance criterion to the selected method of construction: - outline the structural, thermal, and energy use advantages of this method over the others methods of construction- predicting and listing the potential structural and material defects that may occur due to environmental, site and occupation.3. Discuss the operational life cycle and longevity building in its surrounding.- summarising the remedial and retrofit technology which would be appropriate to repair and improve the resale value of the building.
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| Student Activity (Notional Equivalent Study Hours (NESH)) |
| Mode of activity | Learning & Teaching Activity | NESH (Study Hours) |
| Face To Face | Lecture | 12 |
| Face To Face | Groupwork (Scheduled) | 12 |
| Face To Face | Practical classes and workshops | 12 |
| Independent Learning | Guided independent study | 164 |
| Total Study Hours | 200 |
| Expected Total Study Hours for Module | 200 |
| Assessment |
| Type of Assessment | Weighting % | LOs covered | Week due | Length in Hours/Words |
| Oral Presentation | 50 | 1, 2 | 1 | HOURS= 4, WORDS= 0 |
| Project - Written | 50 | 3, 4 | 12 | HOURS= 0, WORDS= 1500 |
| Component 1 subtotal: | 100 | |
| Component 2 subtotal: | 0 | | | |
| Module subtotal: | 100 | | | |