An Australian/UK comparison of contemporary teaching and learning technologies

Wilkinson, S; Shelbourn, M

An Australian/UK comparison of contemporary teaching and learning technologies

Wilkinson, S

Shelbourn, M

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Publisher:: AUBEA
Publication Type:: Conference Proceeding
Citation:: Proceedings of the 36th Annual Conference for Australasian University Building Educators Association, 2011, pp. 403 - 417
Issue Date:: 2011-01

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Field	Value	Language
dc.contributor.author	Wilkinson, S https://orcid.org/0000-0001-9266-1858	en_US
dc.contributor.author	Shelbourn, M	en_US
dc.contributor.editor	-	en_US
dc.date	2011-04-27	en_US
dc.date.issued	2011-01	en_US
dc.identifier.citation	Proceedings of the 36th Annual Conference for Australasian University Building Educators Association, 2011, pp. 403 - 417	en_US
dc.identifier.uri	http://hdl.handle.net/10453/31071
dc.description.abstract	The last decade has delivered substantial changes in construction and property education in Australia and the UK. There has been an increase in the number of courses offered in built environment education and the profile of a typical student has changed. In both countries students are under pressure to balance study and work due to the higher costs of living and education. This has placed demands on providers to deliver teaching and learning which meets student, industry and professional needs. Simultaneously there has been an increase in the application of technology in the business and corporate world which has resulted in increased efficiencies and new challenges. This paper evaluates changes in construction and property education courses to embrace new technology. The focus is on the delivery of innovative teaching and learning materials and the interaction between students, staff and the community. Results from questionnaires from new and existing students at Deakin University and Nottingham Trent University were used alongside examples of teaching and learning as illustrative case studies, the emphasis is placed on pushing the boundaries of the conventional built environment education process. The findings show that by embracing technology there can be a win-win' scenario for students, staff and industry stakeholders. Whilst courses adopt varying levels of technology, it seems inevitable that educators must evolve the delivery of education to become efficient and effective as the century progresses.	en_US
dc.publisher	AUBEA	en_US
dc.relation.ispartof	Proceedings of the 36th Annual Conference for Australasian University Building Educators Association	en_US
dc.relation.ispartof	Australian Universities Building Education Association Annual Conference	en_US
dc.title	An Australian/UK comparison of contemporary teaching and learning technologies	en_US
dc.type	Conference Proceeding
utslib.location	Gold Coast	en_US
utslib.location.activity	Bond University, Gold Coast	en_US
utslib.for	1299 Other Built Environment and Design	en_US
dc.location.activity	Bond University, Gold Coast
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	false	en_US
pubs.finish-date	2011-04-29	en_US
pubs.place-of-publication	Gold Coast	en_US
pubs.start-date	2011-04-27	en_US

Abstract:

The last decade has delivered substantial changes in construction and property education in Australia and the UK. There has been an increase in the number of courses offered in built environment education and the profile of a typical student has changed. In both countries students are under pressure to balance study and work due to the higher costs of living and education. This has placed demands on providers to deliver teaching and learning which meets student, industry and professional needs. Simultaneously there has been an increase in the application of technology in the business and corporate world which has resulted in increased efficiencies and new challenges. This paper evaluates changes in construction and property education courses to embrace new technology. The focus is on the delivery of innovative teaching and learning materials and the interaction between students, staff and the community. Results from questionnaires from new and existing students at Deakin University and Nottingham Trent University were used alongside examples of teaching and learning as illustrative case studies, the emphasis is placed on pushing the boundaries of the conventional built environment education process. The findings show that by embracing technology there can be a win-win' scenario for students, staff and industry stakeholders. Whilst courses adopt varying levels of technology, it seems inevitable that educators must evolve the delivery of education to become efficient and effective as the century progresses.

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http://hdl.handle.net/10453/31071