1. Pedagogy for teaching Architectural Building
construction
By Prof K S Mukunda.
Dean School of Architecture
DAYANAND SAGAR ACADEMY OF TECHNOLOGY & MANAGEMENT, Bangalore 560081

2. Background
• As dedicated educators, it is our inherent desire to facilitate student learning.
The keyword here is facilitate, which implies that both the student and the
teacher have a responsibility. The same is in any communicative activity where
both the speaker and listener, or writer and reader, must share some common
framework of intercourse
• Communication is most successful when the method of delivery utilizes the
same language preferred by both parties. Teaching is most successful when the
same method of delivery is preferred by both the student and the teacher.
• In the presentation of coursework content, the method of delivery is
sometimes referred to as the teaching style, and this is most successful when it
matches a students’ preferred learning style. While this concept of style can
apply across the broad spectrum of higher education coursework,
• engineering curricula is uniquely challenged with it technical complexity and
sometimes abstract concepts. For example, teaching three-dimensional rigid
body statics and mechanics using a lecture format and chalkboard is not only
difficult for some students to mentally grasp, but it can be equally difficult for
the instructor to simply draw the rigid body and corresponding x, y, and z axes
on the two-dimensional board. Here, the method of delivery is a very
important factor for successful student learning of this subject matter.
Complicating this issue further.

4. • programs in Architecture (ARCH), Architectural Engineering (ARCE) and Construction
Management (CM) are fairly integrated in the first two years of coursework
• Besides the typical challenge of conveying technical engineering topics, instructors are
faced with a group of students with varying aptitudes for this material. This diversity
within the classroom increases the importance of communication with each student.
• These students have all been attracted to their field of study from their desire to
manipulate the visual and physical form. What has attracted them to their field of study
unfortunately challenges them to thrive in traditional modes of instruction where
information is offered in a static auditory and written form.
• Traditional instruction methods are less about visual and physical engagement and more
about lecturing, reading, writing, and arithmetic. one-hour lectures per week to (2) one-
hour lectures with an added two-hour hands-on activity./ case study site visits.
• A significant objective of the change was to provide a method of delivery that responded
to the Kinesthetic learning ( Feeling movements of various parts) style to illuminate and reinforce the
technical lecture content (.preferably in groups of 8 students) This instruction format is in place today.
The philosophy behind this discussion was to force the students to acknowledge their
inherent learning preference and the resultant need to branch out and aggressively learn
in different formats with a better comprehensive of the practical aspects
• It is generally accepted that people learn in many different ways and that most students
have a preferred style of learning. Teachers are most successful when information is
exchanged in multiple styles to capture and engage all students in a course.
•

5. • In rigorous engineering courses there is a strong need for faculty to be aware of
and accommodate where possible the students’ preferred mode of
instruction/learning the construction Disciplines: we will examine the methods
and materials used in the construction of traditionally built houses, and the
systems of heating, lighting and sanitation . Air-condioning ,lift & escalator services
adopted for vertical movement in tall structures. & Fire Fighting Services
• In the final section, we look briefly at some non-traditional methods of housing
construction, including a discussion of their advantages and some problems.
identify some common building problems which occur in dwellings;- describe
some approaches to remedying common defects; Perhaps the most significant is
the British Standards Institution (BSI) who regularly publish detailed guidance on a
variety of technical matters.
• These include:- British Standards which cover such areas as the quality and
dimensions of materials; - Codes of Practice which cover wider issues such as
building design and construction method.

6. Conclusions
• Currently the structure of the courses utilizes a traditional lecture format
coupled with hands-on activities. These lecture and activity components
have been developed to embrace various learning preferences in
conjunction with active learning.
• The majority of the students in each discipline have a preference for the
same two learning styles preferences; Visual and Kinesthetic.
• Yet these two predominate preferences are a mismatch with traditional
teaching styles. the preferred learning styles of the three separate majors
enrolled students in these courses and investigation & correlations with
existing instruction delivery modes,
• Conclusions have been made and suggestions offered for other institutions
to improve course delivery and through these avenues improve learning for
all students.
• Learning Building Construction
• “technical practice” is not sufficient if one did not learn “the art of
composition”. In Bldg Constn drg , Using Various Pedagogical Styles to Unify
the Learning Process.

7. Industrialised construction
• The rate of house building had not kept pace with
housing needs. Accelerating slum clearance
programmes and the anticipated post- war
population boom, were creating a huge housing
deficit and drastic measures were required. A vast
number of modular building systems were
developed using new techniques, materials and
maximum use of factory produced and assembled
components, which could be so arranged on site as
to provide some variation in the external
appearance of the dwellings, or internally, to
permit the use of a standardised bathroom layout
within houses of varying plan arrangements. They
generally consisted of a structural frame of timber,
steel or concrete, usually with infill panels, or
sometimes with an outer skin of brickwork to
create a more traditional appearance.
• We , the Teachers, set about developing and
delivering a new curriculum based on modern
methods of construction and sustainable practice.
Now we have stronger teamwork, more active
learning, more confident staff and happier learners
- not to mention easier staff recruitment as staff
are attracted to a forward-looking college that
contributes to a low carbon economy. The college's
teaching and learning observations show a 17%
improvement in the proportion of good and better
teaching and, importantly, teaching and learning
are focused on learning by students not teaching
by teachers

9. Mobile buildings
• Buildings have been built in one
place and reassembled in another
throughout history. Possibly the
first advertised prefab house was
the Manning Portable Cottage. A
London carpenter, Henry Manning,
constructed a house that was built
in components, then shipped and
assembled by British emigrants.
This was published at the time
(advertisement, South Australian
Record, 1837) and a few thousand
still stand in Australia

10. Prefabricated bathroom and kitchen units - Bathsystem

11. Advice to student Learners.
• the most important lessons does not come from the curriculum, but from
what you discovered along the way. In no particular order, Consider Your
tutor as your client Similar to a client, your tutor needs to see,
understand and be convinced by your design & detail process and
resolution. You need to be able to convince your tutor that your design is
well-considered; at minimum, addressing the requirements of the brief.
Taking the time to know your tutor (like you would a client) will give you a
greater understanding of their knowledge, values and motivations.
• Tutors hope to see progress every single week and if you start developing
your design from day one without stopping, it is unlikely you will feel the
need to pull an all-nighter before submission time (this being the
quintessential anti-momentum). The most successful projects are unlikely
to be developed in just 1 night and design tutors are well aware of the
students who haven’t slept based on the thoroughness of their project.
Make some key models of custruction details to a reduced scale for a
better understanding.

12. • A web-based online lecture makes the world closer thanks to the internet
communication protocol. It is possible to take honorable lectures anytime, anywhere.
A combined multi-media tool among pictures, 3D animation, and video as well as
conventional texts are used for better communication between the teacher and
students in the university. It is strongly required to develop a new teaching method to
understand the basics of building components and sequence of construction easier
than the conventional method. It is not easy for undergraduate students to imagine
the final shape of constructed facility with floor plan, section and elevation. From the
lecturer’s viewpoint, it is also not easy to explain the dynamic process and
components with flat information. The process of developing the web-based lecture
contents using multi-media tools including texts, 3D visual model, picture and video for
building construction, Estimation. It is expected that the result of this paper will
contribute to an innovative teaching method to angle the viewpoint of the new
generation.
• The idea of the new teaching method mentioned contents using BIM (building
information modeling) and multi-media tools to provide practical guidelines and
teaching aids. Will develop a web-based Visual Manual for building quantity take-off
for university education purpose Quantity take-off is the most essential process for
construction project cost estimation in the pre-construction stage. Therefore,
multimedia type of manuals including video and 3D simulation shall be sufficiently
provided for learning quantity take-off.
• `````````````````````````````````````END & THANK YOU’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’