2018/9, Trimester 2, Face-to-Face, Edinburgh Napier University
| Occurrence: | 002 |
| Primary mode of delivery: | Face-to-Face |
| Location of delivery: | MERCHISTON |
| Partner: | Edinburgh Napier University |
| Member of staff responsible for delivering module: | Jon Stinson |
| Module Organiser: | |
| Learning, Teaching and Assessment (LTA) Approach: |
The methods for teaching 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. An emphasis is given to advancements and innovations in architectural technology, which are occurring at research & development level and ahead of its implementation into mainstream professional practice.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 modules 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 educational building. 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 features of non-domestic educational buildings. The students are evaluated on the quality of their verbal and graphical information. Each student is evaluated on their knowledge and demonstration of the designer’s ethos and the building’s function and form focusing on: the building’s appearance; the split of areas for different users; security; pedagogy; circulation; structural materials; construction methods; cultural relevance and environmental factors. Element 2: Building’s architectural designFollowing on from the precedent student in element 1, the students are required to work within their groups to design an educational building with specific requirements. The assessment evaluates the student’s transfer of knowledge from the first assessment; transfer of knowledge from Design Information Technology 2; interpretation of the client’s brief; design solution specific to the site; appearance of the building and its effect on the local and national community. This provides the student with another opportunity to refine and expand on their presentation skills. Element 3: Building’s technological design and energy performance Following on from the design of an educational building, the students are required to work within their groups to develop technological solutions for their educational building. This is designed to allow each student to demonstrate the buildability and usability of the design from element 2. The assessment evaluates the student’s transfer of knowledge from the second assessment; transfer of knowledge from building design technology 2; application of knowledge on structural materials; building materials; hygrothermal performance; energy consumption; thermal comfort; renewable energy technologies; environmentally sensitive design; and the mathematics & physics which underpins a non-domestic buildings sustainability characteristics. Element 4: 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. This is delivered individually for each student.
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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 | 18 |
| Independent Learning | Guided independent study | 22 |
| Independent Learning | Guided independent study | 100 |
| 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 | 1,2,3 | 3 | HOURS= 0, WORDS= 0 |
| Project - Written | 50 | 4 | 8 | HOURS= 0, WORDS= 2 A1 DRAW |
| Project - Written | 25 | 5 | 12 | HOURS= 0, WORDS= A1 DRAWING |
| Portfolio | 5 | 6 | 13 | HOURS= 0, WORDS= 0 |
| Component 1 subtotal: | 100 | |
| Component 2 subtotal: | 0 | | | |
| Module subtotal: | 100 | | | |