VIRTUAL: Applying Education
Abstract
Project-based learning (PBL) is a pedagogical approach emphasising real-world learning experiences, collaborative learning, and active, experiential learning (Kokotsaki et al., 2016). Live Projects are a type of PBL used in architectural education to provide students with the opportunity to engage with real clients, budgets, timelines, and project requirements, allowing them to develop practical skills and gain experience with the challenges of professional practice (Anderson & Priest, 2014). With the incremental marketisation of the Australian higher education system (Coaldrake & Stedman, 2016), universities are seeking opportunities to engage students, encourage retention and increase employability outcomes; therefore, this type of project is receiving renewed interest (Smith et al., 2022). To investigate the use of Live Projects in Australian architectural education, surveys were conducted with architectural Live Project educators operating in accredited university programs in Australia, seeking their perspectives. The results were analysed using Lave and Wagner’s (1991) situated learning theory, emphasising the importance of context, collaborative learning, and professional identity in developing students’ knowledge and skills. The analysis showed that educators mainly value the contextual benefits of operating within a project-based learning framework, including close collaboration, learning-by-doing, and exposure to industry expectations. However, they cautioned against simulating practice too closely, instead valuing important learning and teaching structure elements, such as formal assessment and relational hierarchies. This research has important implications for the broader education community, as the benefits and challenges apply to other contexts where PBL is emphasised, such as engineering, information technology and business and contexts beyond Australia.
Sebastian Smith is a final PhD student with an undergraduate and master’s degree in architecture. Sebastian’s research has explored the role live projects play in the employability of architecture students. This experience has resulted in a sophisticated understanding of various-size projects, their complex logistics, implementation, and results. Sebastian has been actively involved in all levels of project implementation, from student to project leader. In addition, he has a passion for live projects and their potential to bridge the perceived gap between education and practice.
Professor Karine Dupré is a French registered architect and urban designer, member of the Planning Institute of Australia, and former head of Architecture at INSA Strasbourg (France, 2008-2011) and Griffith University (2016-2017). Karine is a practice-based researcher and an authority in social design. With her students, she specifically investigates, tests and optimises multidimensionality (engagement, scale, expertise and methods) in design processes to make better sustainable and resilient cities and communities, while enhancing students’ skills and passion.
Dr Julie Crough is a Learning and Teaching Consultant (Curriculum) for the Sciences Faculty at Griffith University. Julie’s extensive experience and background in science education spans more than 25 years’ working collaboratively with, and for, universities and scientific research organisations in curriculum design and innovation. She is a Senior Fellow of the Higher Education Academy (Advance HE). Her curiosity is complemented by her passion and drive to purposefully integrate active and authentic learning experiences in STEM Higher Education.