Developing a Collaborative Virtual Learning Environment between Students in Cross Disciplines to Meet the New College Structure

p\u3e Integrated project delivery is a rapidly developing approach to design and construction that uses business structures, new technologies and newly developing practices to collaboratively use the talents and contributions of all participants in the design and construction process. This project replicates this approach by creating a collaborative project between the Department of Construction Management and Technology and the Department of Quantity Surveying. The term “collaborative learning” refers to an instruction method in which students at various performance levels work together in small groups towards a common goal. The students are responsible for one another’s learning as well as their own (see Dillenbourg, 1999). The objectives of this collaborative project are to promote interaction between students from different but related courses: enhance students’ ability to think creatively, solve problems, and make decisions as a team:evaluate the benefits of using a virtual learning environment for assessment: examine the benefits of BIM as a tool in feedback. There are a number of benefits to this project with an emphasis being given to the interaction of the students. The collaborative learning approach provides a format for the students to interact including giving and receiving help, exchanging information and resources, giving and receiving feedback, challenging and encouraging each other, and jointly reflecting on progress. The other perceived benefit is in the use of a virtual learning environment and information communication tools

THE DEVELOPMENT AND BENEFITS OF A WORK PLACEMENT MODULE IN BUILT ENVIRONMENT RELATED DEGREE PROGRAMS

Work Placement learning has become a regular feature on many of the construction related courses being delivered in third level institutions both here in Ireland and throughout the world. This paper examines how a work placement module is delivered to a group of construction students on a construction management undergraduate degree course, and details changes that could be implemented to allow a greater learning experience for the students. On the surface it has been relatively successful but its true pedagogy value has not yet been assessed. This paper will assess the true value of the placement and recommend any changes to the current programme if necessary. The importance of this mode of learning cannot be overstated, Cunningaham, Davies and Bennett (2004)[1] feel that “learning is part of being human and people learn all the time at work” (Cunningaham, Davies and Bennett,2004, p.16) which establishes the important link between work and learning. This is reinforced by Boud and Garrick (1999)[2] who advise that “learning at work has become one of the most exciting areas of development in the dual fields of management and education”( Boud and Garrick,1999, p.1). Boud and Garrick (1999) also examine the importance of workplace learning and find that the pools of knowledge acquired in initial education are no longer sufficient for the new work order. They advise that what is required by future employers surround abilities to apply that knowledge and expertise to use in unfamiliar circumstances, and point to demands for flexibility, communication skills, teamwork and qualities of that nature. The idea of the workplace being an effective site of learning is strongly supported by Hager (1999)[3] who also contends that students are supportive of this method. Illeris (2002)[4] suggests that any learning theory that has received a certain amount of recognition and dissemination must have something to contribute to the whole. Using research methods such as: workshops utilising semi structured interviews, short questionnaires, reinforced by documentary research, this paper will highlight problems within this type of module, and potential recommendations going forward. Toohey (1999)[5] contends that a work placement component may contain logistical difficulties that may arise. Such difficulties may surround sourcing of work placements, what will happen if sufficient placements cannot be organised, who will be responsible for liaison between the employer and the educational institution, what form that liaison will take and how frequent that contact is expected to be (Toohey, 1999). giving an insight into the new challenges arising from this economic scenario. This study, while focusing on a specific course in Technological University of Dublin, will provide conclusions which will be of benefit to students, lecturers, employers, and to third level institutions throughout Ireland who offer similar construction related courses. The economic state of the Irish construction industry features as an important backdrop to this study, and it must be recognised that the industry‟s economic performance is ever changing and this must be taken into account when evaluating conclusions reached

Developing a Collaborative Virtual Learning Environment Between Students in Cross Disciplines to Meet the New College Structure

This paper examines a collaborative project between the department of Construction Management and Technology and the departme nt of Quantity Surveying at Technological University of Dublin. The term “collaborative learning” refers to an instruction method in which students at various performance levels work together in small groups toward a common goal. The students are responsible for one another’s learning as well as their own (Dillenbourg, 1999) The objectives of this collaborative project are: 1.Promote interaction between students from different but related courses. 2.Enhance student’s ability to think creatively, solve problems,and make decisions as a team. 3.Evaluate the benefits of using a virtual learning environment for assessment. 4.Examine the benefits of BIM as a tool in feedback. There a number of benefits to this project with an emphasis being given to the interaction of the students. The collaborative learning approach provides a format for the students to interact including giving and receiving help, exchanging information and resources and information, giving and receiving feedback, challenging and encouraging each other, and jointly reflecting on progress. The other perceived benefit will be in the use of a virtual learning environment and information communication tools. According to Vygotsky (1978), students are capable of performing at higher intellectual levels when asked to work collaborative situations. This was one of the primary encouragements for completing this project. It is thought within both the Construction Management programme and the Quantity Surveying programme that collaboration projects will have a positive effect on the students learning. It should also be noted that on graduation the students will be required to work alongside many other professions within the construction industry and will be expected to communicate using the most up to date technolog

Effect of supplementation with n-3 polyunsaturated fatty acids and/or β-glucans on performance, feeding behaviour and immune status of Holstein Friesian bull calves during the pre- and post-weaning periods

peer-reviewedBackground Previous research in both calves and other species has suggested n-3 polyunsaturated fatty acids (PUFA) and β-glucans may have positive effects on immune function. This experiment measured performance, behaviour, metabolite and immunological responses to pre-weaning supplementation of dairy bull calves with n-3 PUFA in the form of fish oil and β-glucans derived from seaweed extract. 44 Holstein Friesian bull calves, aged 13.7 ± 2.5 d and weighing 48.0 ± 5.8 kg were artificially reared using an electronic feeding system. Each calf was offered 5 L (120 g/L) per day of milk replacer (MR) and assigned to one of four treatments included in the MR, (1) Control (CON); (2) 40 g n-3 PUFA per day (FO); (3) 1 g β-glucans per day (GL) and (4) 40 g n-3 PUFA per day & 1 g/d β-glucans (FOGL) in a 2 × 2 factorial design. Milk replacer and concentrate was offered from d 0–62 (pre-weaning), while concentrate provision continued for a further 31 d post-weaning period. Individual daily feed intake and feeding behaviour was recorded throughout, while bodyweight and blood analyte data were collected at regular intervals. Results Overall mean concentrate DMI from d 0–93 was 1.39, 1.27, 1.00 and 0.72 kg/d for CON, FO, GL and FOGL calves, respectively (SEM = 0.037; P < 0.0001). Calves supplemented with GL were significantly lighter (P < 0.0001) at both weaning (d 62) and turnout to pasture (d 93) than un-supplemented calves, with a similar effect (P < 0.0001) evident for calves receiving FO compared to un-supplemented contemporaries. Supplementation with GL reduced the number of unrewarded visits where milk was not consumed (P < 0.0001) while supplementation with FO increased mean drinking speed (P < 0.0001). Supplementation with GL resulted in greater concentrations of haptoglobin (P = 0.034), greater serum osmolality (P = 0.021) and lower lymphocyte levels (P = 0.027). In addition, cells from GL supplemented calves exhibited a lower response than un-supplemented contemporaries to both Phytohaemagglutinin A stimulated IFN-γ (P = 0.019) and Concanavalin A stimulated IFN-γ (P = 0.012) following in vitro challenges. Conclusions Pre-weaning supplementation of bull calves with either n-3 PUFA or β-glucan resulted in reduced voluntary feed intake of concentrate and consequently poorer pre-weaning calf performance. There was no evidence for any beneficial effect of either supplementation strategy on calves’ immune responses