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Curricular information is subject to change
By the end of this module, students will have developed a strong foundation in geodesign principles and acquired practical skills in utilising digital tools for sustainable design. They will be equipped to tackle real-world challenges, promote effective collaboration, and leverage technology to address complex environmental issues.
1. Understanding of the geodesign approach
2. Basic technological and scientific knowledge and skills needed to implement various software workflows to support the design process
3. Basic skills in a wide range of cloud-based platforms for consensus building, co-creation and community participation in urban planning and design (e.g, GeoPlanner, Geodesignhub, participatory mapping platforms, Storymaps, Minecraft etc).
4. Basic skills in a wide range of 3D modelling software, parametric technologies and GIS to perform accessibility and shadow analyses on a neighbourhood level (e.g., ArcGIS Pro, ArcGIS Online, Revit, Rhino/Grasshopper), including more specific tools for the evaluation of single building energy and comfort performance e.g., (OneClick, Ladybug, etc)
Student Effort Type | Hours |
---|---|
Lectures | 10 |
Tutorial | 4 |
Computer Aided Lab | 12 |
Specified Learning Activities | 22 |
Autonomous Student Learning | 52 |
Total | 100 |
Not applicable to this module.
Description | Timing | Component Scale | % of Final Grade | ||
---|---|---|---|---|---|
Assignment: 2 individual assignments designed to assess the acquired technological and scientific knowledge and skills from the introduction part. | Unspecified | n/a | Standard conversion grade scale 40% | Yes | 20 |
Group Project: Continuous assessment of the collaborative design projects, evaluating teamwork, coordination, effort, participation, peer feedback, individual roles and quality of final output and presentation. | Throughout the Trimester | n/a | Standard conversion grade scale 40% | Yes | 60 |
Essay: Students analyse the geodesign study, evaluate the software workflow effectiveness, and reflect on practical applications and lessons learned from the real-world project | Unspecified | n/a | Standard conversion grade scale 40% | Yes | 20 |
Remediation Type | Remediation Timing |
---|---|
In-Module Resit | Prior to relevant Programme Exam Board |
• Feedback individually to students, on an activity or draft prior to summative assessment
• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment
• Peer review activities
Not yet recorded.