Using transactional learning to teach building contract management and administration
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Slides from the presentation given by Andrew Agapiou (University of Strathclyde) at the Open Educational Resources in the disciplines: a joint conference in October 2010.
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Using transactional learning to teach building contract management and administration
- 1. Using Transactional Learning to teach building contract management and administration Dr Andrew Agapiou Department of Architecture University of Strathclyde
- 6. example of a NED
Editor's Notes
- Transactional learning is active learning, not passive. In that sense, we want students to be involved in activities within legal actions, rather than standing back from the actions and merely learning about them. transactional learning goes beyond learning about legal actions to learning from legal actions we aim to give them experience of legal transactions. Transactional learning involves thinking about transactions. It includes the ability to rise above detail, and "helicopter" above a transaction; or the ability to disengage oneself from potentially damaging views of the group process, and re-construct that view Students are valuable resources for each other. Collaborative learning breaks down the isolation and alienation of what might be regarded as isolated or cellular learning. There is of course a place for individual learning, silent study, and the like. But students can help each other enormously to understand legal concepts and procedures by discussing issues, reviewing actions in a group, giving peer feedback on work undertaken in the group, and so on. And perhaps what is even more important is that they begin to trust each other to carry out work that is important. In other words, students begin to learn how to leverage knowledge amongst themselves, and to trust each other’s developing professionality (learning about know-who, know-why, as well as know-what within the firm). Often, we have found, if there are firms that are not producing good work or keeping to deadlines, it is because they do not know how to work together effectively; and this often arises from a lack of trust. Transactional learning ought to be based on a more holistic approach. Allowing students to experience the whole transaction- and all the different parts- not just the actual procedure but how this may affect the client and how you may have to report this to the client. Transactional learning of necessity draws upon ethical learning and professional standards. There are many examples of how students have had to face ethical situations within the environment – some are ones where we have created a situation with an ethical issue- others have arisen unexpectedly. E.g mandate example ( if time) 7 & 8: Students are taking part in a sophisticated process that involves taking on the role of a professional lawyer within the confines of the virtual town and firm. In order to enhance the learning experience they must be immersed in the role play- and to do that they must be undertaking authentic tasks. Research suggests that when students are involved with online environment similar to the virtual village- that these authentic settings have the capability to motivate and encourage learner participation by facilitating students ‘willing suspension of disbelief’. This allows them to become immersed in the setting.
- The project aimed to address the educational and management issues of implementing an environment such as the one we have just demonstrated to you. These have been identified elsewhere in this presentation and are brought together this slide. Personalized and collaborative learning, how you use a simulation project and how this relates to other modes of learning, use of rich media and finally the matter of creating an authentic environment with authentic tasks.
- So what are we doing in the project: We are creating- indeed have created – tools which allow academics to build simulations similar to the one you’ve seen here. These can be highly structured, closed boundary simulations as well as loosely-structured, open-field simulations We’re developing guidelines for academics, support staff, IT staff and students. There is a tool for the creation of the map and directory and communication tools. We are mentoring a number of partner projects and also evaluating the experience for future users.
- Improved letter writing skills Skills: Increased awareness of client care skills - time recording - planning, organising and managing - groupworking Improved IT skills Improved understanding of the subject IT Skills: Students require basic IT and confidence Students noted: - lack of instant messaging - need to always create a document for every message Dull interface Minor IT irritations But: system is robust- over 10,000 documents sent by over 500 students Authenticity Students were not conscious of who was replying to them i.e. was it a lecturer, admin assistant, the computer? Students thought using practitioners to respond would add to the realism Monitoring of students/simulations Students were concerned about names being attached to/owned by emails Students aware everything being recorded Simulation acted as a check on what students were doing for tutor. Feedback Need for effective feedback - Warwick: weekly - Architecture: mark at end of 16 part activity Feedback more important in open field transactions