Having lectured on the Architectural Technology programme at GMIT for a number of years, a lot of my hours are now concentrated in years 2 and 3.
As a result, it has facilitated a greater transference of knowledge between my Architectural Technology module into my CAD/BIM module. Project work is based around Detail & Design studio projects in second year, for which I am a tutor as well, so this means that I can learn the project in studio, teach the necessary underlining technology (if I can keep up) and get students to CAD up, all within the one week.
The best thing I have tried this year was to get students to write reflections on their details on a post-it, immediately after they have had a critique of their detail in technology. I remind them to take out their rough work details in the next subsequent CAD class, and get them to adjust their detail as they CAD it up (hopefully for the first time... hand-drawn first, details from first principles, then we move on to electronic drafting).
They can then tick off the list on the post-it as they work through a proper scaled detail in CAD class.
It is amazing how much can be forgotten over a weekend, and I can not give detailed feedback to every student in every class... it is their own memory jogger!
Next years' plan is to try different coloured post-its for different building regulation requirements, post-its for reflective practices in Studio (perhaps?) or even a different coloured template on a sheet to mimic post-its (for specific project elements, or specific building regulations, for example)....I'll re-blog if it works out!
Massive open online courses (MOOCs) are becoming prevalent in some countries, particularly in the US. The question of whether a MOOC is appropriate for a particular programme or a module within a programme is a very interesting one. Badges can be gained for completing competence based tasks, which essentially cannot be failed. Every student has the opportunity to repeat assignments / submissions through MOOCs until they are successful.
The difficulty I have with them is what is to stop all-out plagarism or the instant black market which must become available with solutions for MOOCs, as soon as an online course is rolled out? And what measures are taken to ensure that the submission is the students' own work in the first place? They could have given their IP address and log-in details to a paid adversary to do their submissions for them?!
Perhaps I do not fully understand the IT side of MOOCs, nor do I think it wise to freely map random MOOCs back with a wide range of topics to gain a subsequent award, unless it was fitting to do so. I do think that forethought and greater controls should be at the forefront of new technologies and award systems, and that not all vocational training is suitable for MOOC transfer.
And I secretly love the idea of mobile learning in bite-size pieces, to break down barriers between those who are studying and those who are afraid to try. Lets just hope all grannies and grandads of the next generation are more techno-savy, so that they can join in the fun too! I firmly advocate open access for all.