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Enhancing and assessing group and team learning in architecture and related design contexts

Citation

Tucker, R and Abbasi, N and Thorpe, G and Ostwald, M and Williams, A and Wallis, L, Enhancing and assessing group and team learning in architecture and related design contexts, Office for Learning and Teaching, Department of Education, Sydney (2014) [Government or Industry Research]


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Copyright Statement

Copyright 2014 The Authors. Licensed under Creative Commons Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) https://creativecommons.org/licenses/by-sa/4.0/

Official URL: http://hdl.handle.net/10536/DRO/DU:30069902

Abstract

Teamwork skills are essential in the design industry where practitioners negotiate often-conflicting design options in multi-disciplinary teams. Indeed, many of the bodies that accredit design courses explicitly list teamwork skills as essential attributes of design graduates e.g., the Australian Institute of Architects (AIA), Royal Institute of British Architects (RIBA), the National Council of Architectural Registration Boards (NCARB) of the United States and the Institution of Engineers, Australia (IEAust). In addition to the need to meet the demands of the accrediting bodies, there are many reasons for the ubiquitous use of teamwork assignments in design schools. For instance, teamwork learning is seen as being representative of work in practice where design is nearly always a collaborative activity.

Item Details

Item Type:Government or Industry Research
Keywords:teamwork, assessment, architectural design, team learning
Research Division:Built Environment and Design
Research Group:Architecture
Research Field:Architectural design
Objective Division:Education and Training
Objective Group:Learner and learning
Objective Field:Learner and learning not elsewhere classified
UTAS Author:Wallis, L (Dr Louise Wallis)
ID Code:136474
Year Published:2014
Deposited By:Architecture and Design
Deposited On:2019-12-23
Last Modified:2019-12-23
Downloads:0

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