2019/0, Trimester 2, BLENDED, Edinburgh Napier University
| Occurrence: | 001 |
| Primary mode of delivery: | BLENDED |
| Location of delivery: | MERCHISTON |
| Partner: | Edinburgh Napier University |
| Member of staff responsible for delivering module: | Julio Bros Williamson |
| Module Organiser: | |
| Learning, Teaching and Assessment (LTA) Approach: |
The aim is to advance the learner’s knowledge, comprehension and problem solving abilities using a combination of lectures and tutorials. Use is made of practitioners from outside agencies, together with research and consultancy input, to ensure that the learning experience is based on current real-life Design issuesEmbedding of employability/PDP/scholarship skills;Leading construction sector professions have identified energy performance and sustainability as a key challenge for the industry. A number have introduced a need for building performance to be tested out in their assessments of professional competence. Learning & teaching methods including their alignment to LOsLectures provide the stimulation and knowledge of the key factors that must be considered when developing an environmentally sustainable design solution (LOs:1-5). Case studies will be used to illustrate these issues in real design situations (LOs:3-5). Research/teaching linkages:A substantial amount of research material generated by the Building Performance Centre, Centre for Timber Engineering and the Scottish Energy Centre is embedded in the teaching material of this module.
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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 tutorial 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. These informal formative assessments conducted during the learning process provides opportunities to modify teaching and learning activities to improve student attainment. CW 1 and CW2 address formative learning and assimilate the summative elements of the learning outcomes.
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Assessment:The module is assessed by two courseworks. Coursework 1 is used to develop research and evaluation techniques on building technology with regards to energy efficiency and sustainability of a building. It addresses formative learning and assimilates the summative elements of LO1- 4. Coursework 2 addresses formative learning and assimilates the summative elements of LO 1-5 in a practical client focussed project in relation to energy performance detailing and Building Regulations which is based on real life sustainable design problems. This assessment scheme is used to develop research and evaluation techniques and to provide formative feedback. The module will also be available on a Virtual Learning Environment.
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| Student Activity (Notional Equivalent Study Hours (NESH)) |
| Mode of activity | Learning & Teaching Activity | NESH (Study Hours) |
| Face To Face | Lecture | 36 |
| Face To Face | Tutorial | 12 |
| Independent Learning | Guided independent study | 152 |
| Total Study Hours | 200 |
| Expected Total Study Hours for Module | 200 |
| Assessment |
| Type of Assessment | Weighting % | LOs covered | Week due | Length in Hours/Words |
| Report | 50 | 1-3 | 9 | HOURS= 0, WORDS= 3000 |
| Report | 50 | 1-5 | 14/15 | HOURS= 0, WORDS= 3000 |
| Component 1 subtotal: | 100 | |
| Component 2 subtotal: | 0 | | | |
| Module subtotal: | 100 | | | |