Assessment in virtual design and construction education

Puolitaival, T; Kestle, L; Davies, K; Forsythe, PJ

Assessment in virtual design and construction education

Puolitaival, T Kestle, L Davies, K Forsythe, PJ

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Publisher:: Royal Institution of Chartered Surveyors
Publication Type:: Conference Proceeding
Citation:: RICS COBRA AUBEA 2015, 2015, pp. 1 - 7
Issue Date:: 2015-07-08

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Field	Value	Language
dc.contributor.author	Puolitaival, T	en_US
dc.contributor.author	Kestle, L	en_US
dc.contributor.author	Davies, K	en_US
dc.contributor.author	Forsythe, PJ https://orcid.org/0000-0002-0997-9118	en_US
dc.date	2015-07-08	en_US
dc.date.issued	2015-07-08	en_US
dc.identifier.citation	RICS COBRA AUBEA 2015, 2015, pp. 1 - 7	en_US
dc.identifier.isbn	978-1-78321-071-8	en_US
dc.identifier.uri	http://hdl.handle.net/10453/37144
dc.description.abstract	Virtual Design and Construction (VDC) is effecting a fundamental change throughout the architectural, engineering and construction (AEC) industry, and educational institutes have taken different approaches in response. A few have adopted an integrated approach which adds VDC into existing curricula, others have concentrated on delivering separate content via dedicated subject or have focused more on the technology, Building Information Modelling (BIM), or taken a wider approach by also including the VDC process. Under these differing scenarios, appropriate assessment modes come into question, and need to be centred around intended learning outcomes. This paper focusses on the challenges of setting up and conducting assessments for VDC in a tertiary construction project management (CPM) education setting. A developmental action research methodology was adopted leading to a documented case study, built around an undergraduate level BCons CPM course (Planning and Organisation 2) at Unitec. VDC was used as a central delivery and assessment vehicle. The main challenges encountered were twofold, firstly, finding the balance between CPM knowledge and skills and BIM software skills, and secondly, the unfamiliarity of the VDC environment for both the students and the teaching staff.	en_US
dc.publisher	Royal Institution of Chartered Surveyors	en_US
dc.relation.ispartof	RICS COBRA AUBEA 2015	en_US
dc.relation.ispartof	Construction, Building and Real Estate Research Conference (COBRA)	en_US
dc.title	Assessment in virtual design and construction education	en_US
dc.type	Conference Proceeding
utslib.location	London	en_US
utslib.location.activity	Sydney, Australia	en_US
utslib.for	1299 Other Built Environment and Design	en_US
dc.location.activity	Sydney, Australia
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/e-Press
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building/School of Built Environment
pubs.organisational-group	/University of Technology Sydney/Strength - CCDP - Contemporary Design Practice
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.finish-date	2015-07-10	en_US
pubs.place-of-publication	London	en_US
pubs.publication-status	Published	en_US
pubs.start-date	2015-07-08	en_US

Abstract:

Virtual Design and Construction (VDC) is effecting a fundamental change throughout the architectural, engineering and construction (AEC) industry, and educational institutes have taken different approaches in response. A few have adopted an integrated approach which adds VDC into existing curricula, others have concentrated on delivering separate content via dedicated subject or have focused more on the technology, Building Information Modelling (BIM), or taken a wider approach by also including the VDC process. Under these differing scenarios, appropriate assessment modes come into question, and need to be centred around intended learning outcomes. This paper focusses on the challenges of setting up and conducting assessments for VDC in a tertiary construction project management (CPM) education setting. A developmental action research methodology was adopted leading to a documented case study, built around an undergraduate level BCons CPM course (Planning and Organisation 2) at Unitec. VDC was used as a central delivery and assessment vehicle. The main challenges encountered were twofold, firstly, finding the balance between CPM knowledge and skills and BIM software skills, and secondly, the unfamiliarity of the VDC environment for both the students and the teaching staff.

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http://hdl.handle.net/10453/37144