Multi modal learning for formwork design and construction Click to - - PDF document

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Multi modal learning for formwork design and construction Click to - - PDF document

6/8/2012 Multi modal learning for formwork design and construction Click to edit Master title style Click to edit Master subtitle style Matt Hallowell 6/8/2012 1 The University of Colorado at Boulder The University of Colorado at Boulder


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The University of Colorado at Boulder The University of Colorado at Boulder

Multi‐modal learning for formwork design and construction Matt Hallowell Click to edit Master title style

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The University of Colorado at Boulder

Learning styles

Global Sequential Active Reflective Visual Verbal Sensory Intuitive Inductive Inductive Deductive Deductive

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Global Sequential Active Reflective Visual Verbal Sensory Intuitive Inductive Inductive Deductive Deductive

Learn via: ‐Step‐by‐step problems ‐Seeing the importance of the problem after you solve it ‐Lectures and reading ‐Watching

TRADITIONAL TEACHING AND LEARNING

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Learn via: ‐Big‐picture problems ‐Seeing the importance of the problem before you solve it ‐Activities and simulations ‐Doing

UNDERSERVED TEACHING AND LEARNING

Global Sequential Active Reflective Visual Verbal Sensory Intuitive Inductive Inductive Deductive Deductive

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Learning objectives (6 days)

By the end of this module students should be able to:

  • Design formwork for concrete walls and elevated

slabs

  • Evaluate the plans for a project, design the

appropriate formwork system, and cost‐optimize the system

  • Construct panelized formwork

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Activity 1: Field Trip

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Activity 2: Lecture

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Activity 3: Model Building during Example Problems

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Activity 4: Optimization Design Project

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Activity 5: Actual Formwork Construction

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Learning styles addressed

Global Sequential Active Reflective Visual Verbal Sensory Intuitive Inductive Inductive Deductive Deductive Step‐by‐step problem solving

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Learning styles addressed

Global Sequential Active Reflective Visual Verbal Sensory Intuitive Inductive Inductive Deductive Deductive Seeing an example problem

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Learning styles addressed

Global Sequential Active Reflective Visual Verbal Sensory Intuitive Inductive Inductive Deductive Deductive Seeing the importance of the example problem

  • nce it has been

solved

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Learning styles addressed

Global Sequential Active Reflective Visual Verbal Sensory Intuitive Inductive Inductive Deductive Deductive Lecture and reading

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Learning styles addressed

Global Sequential Active Reflective Visual Verbal Sensory Intuitive Inductive Inductive Deductive Deductive Thinking about the problem

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Learning styles addressed

Global Sequential Active Reflective Visual Verbal Sensory Intuitive Inductive Inductive Deductive Deductive Worksheets, model building, formwork build

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Learning styles addressed

Global Sequential Active Reflective Visual Verbal Sensory Intuitive Inductive Inductive Deductive Deductive Field trip, plans, models

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Learning styles addressed

Global Sequential Active Reflective Visual Verbal Sensory Intuitive Inductive Inductive Deductive Deductive See problem first (field trip), then solve

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Learning styles addressed

Global Sequential Active Reflective Visual Verbal Sensory Intuitive Inductive Inductive Deductive Deductive Formwork build, model build, field trip

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The University of Colorado at Boulder

Learning styles addressed

Global Sequential Active Reflective Visual Verbal Sensory Intuitive Inductive Inductive Deductive Deductive Big‐picture problem, Cost‐optimization in formwork project