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Using practice architectures theory to compare consecutive offerings of the same subject

27th Annual Conference of the Australasian Association for Engineering Education : AAEE 2016

Abstract: Context: Two consecutive offerings (2015 and 2016) of the same subject, Concrete Technology and Practice, prompted opposite reactions from students. The academics involved in 2015 and/or 2016 sought to explore the similarities and differences between these consecutive offerings in reflecting on the learning and teaching practices in their classroom.

Purpose: Practice architectures theory provides a framework for examining and understanding the differences between these consecutive offerings of ostensibly the same subject. This paper also provides an example of how a theoretical framework can be used to examine teaching practices - even our own by practitioners who are also acting as researchers in this context.

Approach: Evidence used in comparing the 2015 and 2016 offerings of this subject is drawn from focus group discussions with students and observations of each of the researcher/practitioners involved. Additional data includes the end of semester Student Feedback Survey results including written responses to open-ended questions.

Results: Differences in aspects of the cultural-discursive, material-economic and socio-political arrangements of the 2015 and 2016 offerings of Concrete Technology and Practice became apparent from the analysis.

Conclusions: Using the theory of practice architectures gave us insights into the inter-relationships between the different arrangements inherent in teaching and learning practices. It also highlighted the resilience of 'taken for granted' practices.

To cite this article: Gardner, Anne; Goldsmith, Rosalie and Vessalas, Kirk. Using practice architectures theory to compare consecutive offerings of the same subject [online]. In: 27th Annual Conference of the Australasian Association for Engineering Education : AAEE 2016. Lismore, NSW: Southern Cross University, 2016: 266-274. Availability: <http://search.informit.com.au/documentSummary;dn=683344032148824;res=IELENG> ISBN: 9780994152039. [cited 29 Apr 17].

Personal Author: Gardner, Anne; Goldsmith, Rosalie; Vessalas, Kirk; Source: In: 27th Annual Conference of the Australasian Association for Engineering Education : AAEE 2016. Lismore, NSW: Southern Cross University, 2016: 266-274. DOI: Document Type: Conference Paper ISBN: 9780994152039 Subject: Student teaching; Student response systems; Teaching--Evaluation; Concrete construction; Peer Reviewed: Yes Affiliation: (1) Faculty of Engineering and IT, University of Technology Sydney, email: Anne.Gardner@uts.edu.au
(2) Institute for Interactive Media and Learning, University of Technology Sydney
(3) Faculty of Engineering and IT, University of Technology Sydney

Database: Engineering Collection