Learning from project based learning: a land development studio account of practice

Coiacetto, Eddo John

doi:10.1080/07293682.2008.10753388

Cited by 4 publications

(2 citation statements)

References 20 publications

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“…educators, practitioners, students) placed importance on the process of reflecting on experiences for learning in and from the workplace, albeit in different ways. In their responses, it was clear that all three stakeholder groups placed high value on the benefits of being actively involved in work placements, supporting the findings of Freestone et al (2006) and Coiacetto (2008). While there were some criticisms, for example from a minority of the planning educators who seriously questioned the value and viability of work placement, this study strongly confirms what other studies have found, that work-placement confers benefits such as: exposure to real-life complexities of planning; helping bridge the divide between planning theory and practice; and, providing a springboard to employment or helping define students' career paths.…”

Section: Discussionsupporting

confidence: 55%

How best to assess students taking work placements? An empirical investigation from Australian urban and regional planning

Jackson

Jones

Steele

et al. 2017

Higher Education Pedagogies

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a school of global, urban and social studies, rMit university, Melbourne, australia; b school of environment, griffith university, Brisbane, australia ABSTRACT Work placements (including internships) are common in urban and regional planning education but the relevant literature has largely overlooked their assessment and academic standards. To address this gap, the paper presents a study of this topic undertaken within the Australian context. The research involved systematically scoping the status of work placements in planning education in Australia, and exploring the perspectives of participating educators, practitioners and students on appropriate assessment methods and academic standards. We found significant and problematic divergence in these three key stakeholders' perspectives. The implications of these findings are discussed in a national and international context. The consequent proposition is an approach to assessment and standards that promotes a shared understanding across these key stakeholders. ARTICLE HISTORY

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Section: Discussionsupporting

confidence: 55%

How best to assess students taking work placements? An empirical investigation from Australian urban and regional planning

Jackson

Jones

Steele

et al. 2017

Higher Education Pedagogies

Self Cite

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“…Generally studios are seen to be an effective way to learn to deal with situations of uncertainty and complexity which planners face in real life (Coiacetto, 2008). In this context they are one way of simulating or replicating a professional environment (Cameron, et al, 2001).…”

Section: Situating the Case Study: Literature Reviewmentioning

confidence: 99%

An Immersion Planning Studio with an Indigenous Community in New Zealand: Case Study

Henry¹,

Hucker²,

Reeves³

2011

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This article shares good practice lessons relating to the running of an immersion studio designed to introduce planning students to working with an indigenous Māori community in New Zealand. The indigenous tribes of Aotearoa New Zealand are collectively known as Māori and represent the indigenous inhabitants who occupied New Zealand for hundreds of years before European contact (Fleras & Spoonley, 1999). In 1840, Māori chiefs and representatives of the British Crown signed Te Tiriti o Waitangi and the Treaty of Waitangi which are the foundational documents of Aotearoa New Zealand. These treaties set out rights, obligations and responsibilities between Māori and the Crown that, in part, have been incorporated into New Zealand's statutory planning framework.

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Baseline survey of current experiential learning practice in Australian and New Zealand planning schools

et al. 2014

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Learning from project based learning: a land development studio account of practice

Cited by 4 publications

References 20 publications

How best to assess students taking work placements? An empirical investigation from Australian urban and regional planning

How best to assess students taking work placements? An empirical investigation from Australian urban and regional planning

An Immersion Planning Studio with an Indigenous Community in New Zealand: Case Study

Baseline survey of current experiential learning practice in Australian and New Zealand planning schools

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