CEM11B-Collaboration, Practice and Innovation B

Module Provider: School of Construction Management and Engineering, School of Built Environment
Number of credits: 25 [12.5 ECTS credits]
Level:7
Terms in which taught: Autumn / Spring term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded: CEM102 Business of Construction CEM103 Project Management: Principles and Practice CEM104 Construction Cost Management: Principles and Practice CEM107 Sustainable Design and Management Principles and Practice CEM150 International Development in Construction
Current from: 2023/4

Module Convenor: Dr Dragana Nikolic
Email: d.nikolic@reading.ac.uk

Type of module:

Summary module description:

This is the key integrating module for the MSc Digital Design and Construction programme. It is based on the idea of integrating learning from core programme modules into a personal, coherent view of digital information management in construction and the built environment. We will investigate the diverse perspectives that different modules bring to this study through two continuous pieces of work running in parallel throughout the programme. First, through the use of reflective writing based on observations of practice and lessons from core modules connected to a recognised professional skills framework. Second, the application of learning from core modules to a case study that explores specific issues in information management and information systems in implementation.

Please note that there are three matching module description forms: CEM110, CEM11A and CEM11B. This is because the A and B versions are the flexible-modular equivalent of the full-time version. The flexible-modular equivalent runs over two years. The only difference between full-time and flexible-modular in relation to assessment is that the assignments for the 40-credit version are split across two years for flexible-modular students into a 15-credit in the first year and a 25-credit version in the second year. The differences in contact hours for these modules relate to the class contact hours.

Aims:

The aim is to explore the changing nature of knowledge and digitally mediated practice in the management, policy and environment of design construction information management. These changes bring new opportunities and challenges for the construction sector. We seek to empower students to have ownership of their own professional development through reflective writing and to apply the lessons from the core modules to a case study of an information management system implementation. This involves reflections on translating theory into practice and provides an opportunity for students to understand their own learning.

Assessable learning outcomes:

Students will demonstrate the ability to evaluate different approaches to issues around information management in construction and to synthesise knowledge, tools and techniques from the core modules of the programme into a coherent intellectual framework. Through the use of reflective writing, students will critique contemporary issues and explore the use of reflection in professional development. Students will apply the principles of clear and concise report writing, verbal presentation andorganisation of written material.

On completion of the module the students should be able to:

• Synthesise knowledge drawn from the other modules studied in the programme, demonstrating the application of engaging theory with practice.


• Analyse individual experiences and identify areas for improvement in practice.


• Evaluate professional competences through observation and evidence related to recognized professionalskills framework.


• Write, communicate and organize reports in a clear, concise and professional manner.

Additional outcomes:

The assignments will give students the opportunity to develop skills in time management and problem solving and enhance the student’s ability to work and learn independently and collaborate in a group. The development of these skills is supported through seminars and tutorials related to the reflective portfolio and to the case study. Assignments and guided reading will enable students to connect inputs from the core modules and form a coherent view of information management in construction with reference to a specific case study project.

Outline content:

The content involves integrating activities designed to draw together the core modules in a way that is both applied and reflective. This involves continuous study and discussion in seminars and tutorials encompassing the content of the programme and its application. Students are required to use the tools and techniques acquired through the programme to articulate coherent arguments and produce an in-depth account of reflective learning. Over the duration of the programme, students compile apersonal portfolio consisting of a series of reflective accounts of specific incidents that provide opportunities for translating theory into practice. They also build up a coherent case study applying their learning from core modules.

Global context:

Design and construction practices are increasingly shaped by new tools, technologies and information management processes. Identifying the diversity of such practices and the perspectives that shape them, students will understand that design and construction practices are very much context-dependent where outcomes may not always be the same.

Brief description of teaching and learning methods:

Lectures, workshops, tutorials, case studies, reflective learning, guided reading, site visits.

Summative assessment- Examinations:

Summative assessment- Coursework and in-class tests:

One integrating case study consisting of questions relating to core modules and one reflective portfolio, both carried out over the duration of the programme with submission after the end of the timetabled modules.

Formative assessment methods:

There will be a range of formative assessment methods embedded within the module delivery. Principally, the formative assessment feedback will take place during tutorial interaction as the students’ integrated projects evolve and progress. A central ethos of the module is iterative, intense student progression and formative assessments.

Penalties for late submission:

The below information applies to?all full time and flexible modular?students on taught PGT programmes in SBE. 

The Support Centres will apply the following penalties for work submitted late: 

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of five working days; 


• where the piece of work is submitted more than five working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded. 

 The University policy statement on penalties for late submission?which applies to all full time and flexible modular PGT students in SBE?can be found at:?https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/cqsd-old-site-documents/penaltiesforlatesubmission.pdf 

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work. 

Assessment requirements for a pass:

A mark of 50% overall.

Reassessment arrangements:

Students are required to contact the School to confirm reassessment arrangements.

Additional Costs (specified where applicable):

1) Required text books:  None

2) Specialist equipment or materials:  None

3) Specialist clothing, footwear or headgear:  None

4) Printing and binding:  None

5) Computers and devices with a particular specification:  None

6) Travel, accommodation and subsistence:  None

Last updated: 27 July 2023