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Innovative Approach to Assist Architecture Teachers in Choosing Practical Sessions

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  • Oriol Pons-Valladares

    (Department of Architectural Technology, Universitat Politècnica de Catalunya, Av. Diagonal 649, 08028 Barcelona, Spain)

  • S. M. Amin Hosseini

    (RESUME Tech, America St., 08041 Barcelona, Spain)

  • Jordi Franquesa

    (Department of Urbanism and Regional Planning, Universitat Politècnica de Catalunya, Av. Diagonal 649, 08028 Barcelona, Spain)

Abstract

This article presents the first results of the project Architecture 360, which focuses on learning alternatives for developing working skills in higher education courses, and specifically construction competences for architecture students. The project aims to help teachers to choose the best learning solutions for their classes from numerous alternatives of strategies, dynamics and activities. The assistance is based on developing a new approach that combines several methods (strengths, weaknesses, opportunities and threats (SWOT); multi-criteria decision-making; Delphi; and the Knapsack problem) and draws from teachers’ experience, a panel of experts’ expertise, the revised Bloom Taxonomy and neuroscience for education. The new approach to assisting university teachers in choosing the best practical learning alternatives was successfully developed and validated for the case study of a course at Barcelona Architecture School. In general, the approach defined the main strengths, weaknesses, opportunities and threats of 26 learning alternatives. In the case study, the following optimized set of alternatives were identified: blended learning, challenge-based learning, reflective learning, videos of real cases, case studies, site visits, interactive simulation and gamification. Moreover, 23 activities were analysed. It was concluded, for instance, that active alternatives would improve implementation, including teachers’ available teaching materials and dedication outside class.

Suggested Citation

  • Oriol Pons-Valladares & S. M. Amin Hosseini & Jordi Franquesa, 2022. "Innovative Approach to Assist Architecture Teachers in Choosing Practical Sessions," Sustainability, MDPI, vol. 14(12), pages 1-27, June.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:12:p:7081-:d:835007
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    References listed on IDEAS

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    1. Oriol Pons-Valladares & Jelena Nikolic, 2020. "Sustainable Design, Construction, Refurbishment and Restoration of Architecture: A Review," Sustainability, MDPI, vol. 12(22), pages 1-18, November.
    2. Casanovas-Rubio, Maria del Mar & Armengou, Jaume, 2018. "Decision-making tool for the optimal selection of a domestic water-heating system considering economic, environmental and social criteria: Application to Barcelona (Spain)," Renewable and Sustainable Energy Reviews, Elsevier, vol. 91(C), pages 741-753.
    3. Jordi Colomer & Teresa Serra & Dolors Cañabate & Remigijus Bubnys, 2020. "Reflective Learning in Higher Education: Active Methodologies for Transformative Practices," Sustainability, MDPI, vol. 12(9), pages 1-8, May.
    4. Oriol Pons & Jordi Franquesa & S. M. Amin Hosseini, 2019. "Integrated Value Model to Assess the Sustainability of Active Learning Activities and Strategies in Architecture Lectures for Large Groups," Sustainability, MDPI, vol. 11(10), pages 1-19, May.
    5. Joseph Westlin & Eric Anthony Day & Michael G. Hughes, 2019. "Learner-Controlled Practice Difficulty and Task Exploration in an Active-Learning Gaming Environment," Simulation & Gaming, , vol. 50(6), pages 812-831, December.
    6. May Portuguez Castro & Marcela Georgina Gómez Zermeño, 2020. "Challenge Based Learning: Innovative Pedagogy for Sustainability through e-Learning in Higher Education," Sustainability, MDPI, vol. 12(10), pages 1-15, May.
    7. Oriol Pons & Albert De la Fuente & Antonio Aguado, 2016. "The Use of MIVES as a Sustainability Assessment MCDM Method for Architecture and Civil Engineering Applications," Sustainability, MDPI, vol. 8(5), pages 1-15, May.
    8. Esther Salmerón-Manzano & Francisco Manzano-Agugliaro, 2018. "The Higher Education Sustainability through Virtual Laboratories: The Spanish University as Case of Study," Sustainability, MDPI, vol. 10(11), pages 1-22, November.
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