CON5103 - Construction Technology and Design 2

Objectives:

On successful completion of the module, apprentices will be able to:

1 - Develop deeper understanding of advanced assembly methods and technologies appropriate for large scale non-domestic buildings
2 - Analyse and synthesise the integration of design and structural framing principles associated with non-domestic buildings using modern software and technologies
3 - Develop skills in evaluating and selecting appropriate technologies and systems to enhance structural performance of non-domestic buildings.

Content:

This module will explore the characteristics of non-domestic buildings. Attention will be given to preparatory activities for below-ground level structures including stabilisation techniques in the ground with deep pockets of sulfates; deep retaining wall construction for basements and piling foundations, and composite framing for larger, more complex skyscrapers. Complex framing systems in the form of shear walls, exterior cladding systems of cladding, curtain walling systems, wide span roofs for sports facilities, and construction of civil infrastructure cofferdams. Attention will turn to the theoretical design of structural and non-structural elements as rooted in case study tall buildings around the world. Students will be introduced to design concepts applicable to tall buildings including building safety concerning fire safety. Considerable attention will also be given to the restoration challenges for listed and non-listed heritage assets - concerning the economic value contribution of Historic England and the value placed on extensive restoration, conservation and recycling of some rare heritage assets which are intrinsically linked to UK’s economic activity, with a large number of economic activities or events solely dependent on our old buildings. The conflict between Building Regulations – and the listed building consent will be covered and so are the issues of the Building Safety Act of 2022 as well as the Global conventions under the Climate Change Act 2008 (2050) target Amended 2019 also receive deeper consideration.

Learning and Teaching Information:

A variety of teaching and learning strategies will be employed throughout the module in order to ensure the acquisition and development of appropriate concepts, knowledge and skills and achievement of the stated learning outcomes. A variety of teaching and learning methods provide access to learning to meet a wide range of learner needs and are aimed at widening participation amongst learners to avoid exclusion and develop learner skills in academic studies and personal life situations.

The module will be delivered on a blended learning basis, with the apprentices attending delivery workshops to knowledge to complete all aspects of the module. The module will be taught on a block release basis and will include: lecture style knowledge content and seminar style activities to discuss the content and enabling the learner to place it into context. This module will also have virtual tutorial café (VTCs) sessions, these group sessions allow for reflective time following the delivery and will be utilised to support the learner in unpacking the content and the assessment requirements. VTC sessions will also be utilised as formative peer feedback sessions.

The apprentices will also participate in a variety of on-line activities throughout the duration of the module, using the VLE to further develop their academic skills.

Independent study time should be spent on specific pre learning (on-demand learning – available to all students on Moodle), for example, engaging in specific background reading of the topic and online exercises. Post learning activities will be provided by the module tutor but these will generally be assessment focused enabling the learner to achieve the assessment requirements.

All activities and materials provided on Moodle will support the module content for the module delivery including pre, live and post activities and resources. The sequencing of the sessions will provide re-enforcement of the theoretical concepts developed during the delivery in a progressive pattern, aimed at developing knowledge and overall understanding.

1. Lectures: For a vocational content these will be critical to delivering theoretical concepts, principles, and industry knowledge. Lectures will be supplemented with visual aids, case studies, Mock up Models, simulations and video content based on real-world examples to enhance understanding and engagement.

2. Group Discussions: With the lecturer as a facilitator of the learning, group activities will be used to explore and analyse construction and quality methods including contentious issues around design, procurement and sustainable construction methods. The debate will bring about different perspectives and empower students to develop critical thinking and problem-solving skills.

3. Case Studies: Case studies from industry will allow students to apply theoretical knowledge to real-world construction scenarios. Students will analyse and evaluate complex construction projects, identify challenges, and propose solutions based on their understanding of and needs of Quantity Surveyors.

4. Site Visits and Field Trips: Site visits and field trips allow students to interact and have exposure to real construction projects and to observe and interact with industry professionals and gain practical insights into construction QS practices.

5. Simulations: Simulations activities will be used to simulate Quantity Surveying practice and allow students to practice decision-making, problem-solving, and communication skills in a controlled environment.

6. Project-Based Learning: Project-based learning will be used so students work on real or simulated construction projects. Students will work in teams to plan, execute, and manage construction projects, applying their knowledge and skills to solve practical Quantity Surveying problems and to achieve project objectives.

7. Guest Lectures and Industry Experts: Invitations will be extended to guest lecturers and industry experts to share their experiences and insights from a broader perspective of quantity surveying practice. Guest lecturers will bring and share into a classroom real-world examples industry trends, and best practices, enhancing the relevance and applicability of the curriculum to Quantity Surveying.

8. Technology Integration: Incorporating technology and estimating software and planning tools of various software commonly used in the construction industry, such as Building Information Modelling (BIM) software, Bentley Virtuosity planning software, Catto, Autodesk take off, iTwo Cost X and other project management software, and virtual reality simulations. The negotiated demonstration room and dedicated computer lab for CBE programmes will help in creating live spaces for interactive learning, improve engagement and embedded the much needed employability skills based on real world industry tools.

Work-based learning will be provided as an alternative to the placement requirement in view of the danger hazards akin to construction sites and the reluctance by construction firms to engage untrained and inexperienced individuals to access and stay on site for longer than an hour.



Planned LTU Off-the-Job Delivery Learning

Lectures
Hours: 28
Intended Group Size: Cohort

Virtual Tutorial Cafe
Hours: 10
Intended Group Size: Cohort



Planned Off-the-Job Learning
Training Plan Activities
Hours: 58
Intended Group Size: Individual



Minimum Self-Directed Off-the-Job Learning and Practical Training
Hours: 204



Further Details Relating to Assessment

Overall, all assessments are designed to evaluate students' understanding of Quantity Surveying concepts, their ability to apply knowledge to real-world scenarios, and their critical thinking and problem-solving skills. It is important to note that a combination of different teaching strategies will be adopted to cater to different learning styles and engage and meet the varying needs and learning potential of all students.

Assessments will be designed to test module-specific skills and knowledge which contribute to the knowledge Skills and Behaviours that shape learners as professional chartered quantity surveyors.

001: written work based assessment
002: unseen examination

Attention is given to ensuring all the six strands for the Curriculum for Social Justice - CFSJ: Curriculum Design Principles and Practices are complied with, namely:
- Race Equity
- Mental Health and Well Being
- Internationalisation
- Education for Sustainable Development
- Employability and Enterprise
- Digital Pedagogy.

Please note that to ensure apprentices meet all Royal Institution of Chartered Surveyors (RICS) Mandatory and Technical core competencies, pass marks in all assessed components are required.

Assessment:

Fact File

Module Coordinator - PRS_CODE=
Level - 5
Credit Value - 30
Pre-Requisites - CON4053 CONSTRUCTION TECHNOLOGY & DESIGN 1
Semester(s) Offered - 5AP

Click here to go back to previous page