Resetting the Compass: Principles for Responsible Urban Built Environment Education (PRUE)

2018 ◽  
pp. 31-77
Author(s):  
Usha Iyer-Raniga
Keyword(s):  
Built Environment ◽  
Environment Education

scholarly journals Automatic Transcription Software: Good Enough for Accessibility? A Case Study from Built Environment Education

2019 ◽  
pp. 388-396
Author(s):  
Tharindu Liyanagunawardena
Keyword(s):  
Higher Education ◽  
Built Environment ◽  
Small Study ◽  
Learning Resources ◽  
Environment Education ◽  
Automatic Transcription

The increasing use of multimedia in learning resources in higher education poses a challenge for learners with hearing disabilities, unless these are accompanied by transcripts or captions. This paper reports on a small study where six Automatic Transcription Software (ATS) were analysed for their accuracy. Although economical and timesaving, at present, it seems an automatically generated transcript is not yet accurate enough to be an accessibility aid for the subjects relating to built environment sector.

Engaging Students' Learning in the Built Environment Through Active Learning

2020 ◽  
pp. 1-25
Author(s):  
Lloyd Martin Scott
Keyword(s):  
Higher Education ◽  
Action Research ◽  
Active Learning ◽  
Built Environment ◽  
Learning By Doing ◽  
Educational Community ◽  
Environment Education ◽  
The Future

This chapter addresses the position of learning, teaching, and assessment in education with the particular emphasis on higher education (HE) in the built environment (BE) but also embeds the context of the contemporary approaches that have emerged in the BE which are built on a solid educational underpinning. The conceptions of “active learning” are addressed from the perspective of what the literature refers to but also some significant reference to action research adopted, rolled out, and evaluated in undergraduate built environment education by the author. The “learning by doing” mantra of among the BE educational community has begun to make inroads. There is a more engaging approach from academics to support learners. An identification of the areas where improvement may be achieved into the future and the possible areas where research might be explored to address and solve some of these pertinent issues.

scholarly journals Transcripts and Accessibility: Student Views from Using Webinars in Built Environment Education

2021 ◽  
Vol 23 (2) ◽  
pp. 37-50
Author(s):  
Tharindu R. Liyanagunawardena
Keyword(s):  
Built Environment ◽  
Native English Speakers ◽  
Small Study ◽  
English Speakers ◽  
Specific Information ◽  
Student Views ◽  
Environment Education

AbstractTranscripts and captions make videos more accessible to everyone. However, the time and resources required for manual transcription are a known barrier in creating accessible videos. This paper presents a small study where students (283) and tutors (27) reported their views on automatic transcriptions for recorded webinar videos. Despite not having perfect transcription accuracy, many students who have used the automatic transcripts found them to be useful. Students were also asked how they used transcripts and this included: to find specific information in a video, as a learning aid, as an accessibility aid, to compensate for the speaker’s accent and pace, to study on the go, to compensate for poor audio and/or connectivity and as an aid for non-native English speakers.

scholarly journals Book Review: Emerging Perceptions of Research by Design. Towards a Responsive Practice

2013 ◽  
Vol 5 (2) ◽  
Author(s):  
Ashraf M. Salama
Keyword(s):  
Built Environment ◽  
Support Design ◽  
The Road ◽  
Environment Education ◽  
Environment Research ◽  
The Future ◽  
Design Innovation

Design Innovation for the Built Environment: Research by Design and the Renovation of Practice, edited by Michael U. Hensel, an architect, professor, and expert in architecture tectonics at the Oslo School of Architecture—brings in one volume 16 chapters by over 20 scholars and academics from around the globe. This new publication presents provocative ideas about the present and the future of practice and pedagogy in built environment-related disciplines, as well as how they can be adopted and adapted to promote and support design innovation. Hensel adeptly puts together 16 contributions of committed expert academics and professionals into a unified volume that speaks to academics and professionals. Appreciating the potential opportunities that knowledge can create, contributions pave the road for a responsive built environment education and practice.

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