Assessment in virtual design and construction education
Puolitaival, Taija; Kestle, Linda; Davies, Kathryn; Forsythe, P.
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Citation:Puolitaival, T., Kestle, L., Davies, K., & Forsythe, P. (2015, July). Assessment in virtual design and construction education. In RICS (Ed.), Paper presented at Royal Institution of Chartered Surveyors COBRA-AUBEA Joint International Conference (pp.65-74).
Permanent link to Research Bank record:https://hdl.handle.net/10652/3398
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.