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Visa resultatHär kan se resultatet från utvärderingen och exportera statistiken till ett annat program. Det går också att göra en enkel filtrering genom att klicka på svarsalternativen och kommentarerna eller en avancerad filtrering genom att använda knappen längst ned.
Sustainable development in a Southern context. Reality Studio, ARK161, ARK181Status: AvslutadÖppen för svar: 2009-06-17 - 2009-07-17 Antal svar: 5 Procent av deltagarna som svarat: 29% Kontaktperson: Catarina Östlund» Utbildningsprogram som genomför enkäten: Chalmers Utbildningsprogram studenten tillhör: Arkitektur 300 hp
Goals and fullfilment of goals1. Learning outcomes in relation to the role of profession1) Understand the professional work in a broader perspective and find new tasks on an international labour market.2) To broaden the understanding of the own perspective and its limitations, through meetings with other professional and cultural perspectives on sustainable development. 3) To further develop a critical thinking and reflections on the professional role, the professional ethics and the needs for life-long learning. 5 svarande
Genomsnitt: 3.6 2. Learning outcomes in relation to "Sustainable development"1) Describe and relate to the political vision of Sustainable Development.2) Provide evidence on the usefulness of design for sustainable development in different contexts. 3) To compare and assess different sources and statements concerning design for sustainable development. 4) To combine knowledge from different disciplines and sectors in proposals for actions and measures in design for sustainable development. 5 svarande
Genomsnitt: 3 3. Learning outcomes in relation to understanding and development of tools methods and analyse1) Be able to understand the complexity of everyday life in specific cultural and social environments.2) Be able to use system analytic methods and tools for the inventory and analysis of the built environment in different local situations and contexts. 3) Be able to analyse a local situation from macro to micro levels. 4) Be able to critically search for information and assess the quality of different sources of information. 5) To contain a participatory and trans-disciplinary approach in the design process. 5 svarande
Genomsnitt: 3.4 4. Learningoutcomes in relation to the design process especially the communicative and visual part of it.1) Be able to design and assess concrete proposals and solutions for local sustainable development.2) Be able to visualise and communicate different proposals for clients, stakeholders and experts in different stages of the design process. 3) Be able to motivate different proposals with reference to scientific, or experience-based, knowledge and value-based arguments. 4) To combine scientific and artistic approaches in the design process. 5 svarande
Genomsnitt: 2.8 5. Are the aims and goals reasonable in relation to your pre-knowledge?5 svarande
Genomsnitt: 2 6. Are the goals reasonable in relation to the scope and amount of credits?5 svarande
Genomsnitt: 2 Education and course administration7. How did the organisation, memoranda, direct information etc. function?5 svarande
Genomsnitt: 3.4 - It was a too late answer wether we were accepted to the course or not.» (Rather good) 8. Did you find the reflection exercises, lead by Pål, relevant and interesting?5 svarande
Genomsnitt: 1.2 9. Were the lectures and assignments in the period before the fieldstudy relevant? See schedule5 svarande
Genomsnitt: 2.4 10. Was the time for preparation before the fieldstudy enough?5 svarande
Genomsnitt: 1.8 11. What support have you got for your learning from course literature and other material?5 svarande
Genomsnitt: 2.6 12. How did the organised activities during the fieldstudy work in terms of content and organisation? Visits to Maseno, tours, lectures and meetings.5 svarande
Genomsnitt: 3.6 13. How did the tutoring during the fieldstudy work, in terms af access and process?5 svarande
Genomsnitt: 3.6 14. How did the tutoring after the fieldstudy work, in terms of time, access and process?5 svarande
Genomsnitt: 3.2 - Maybe more tutoring after the fieldstudy, perhaps each week» (Very good) 15. How do you rate the final presentation in terms of relevance of the feed-back and the organisation?5 svarande
Genomsnitt: 3.8 Work environment16. How do you rate the possibilities to get assistance and ask questions?5 svarande
Genomsnitt: 3.6 17. How has the cooperation between you and students in your group been?5 svarande
Genomsnitt: 3.8 18. How were the conditions during the fieldstudy, in terms of sense of security, sense of community and privacy etc.5 svarande
Genomsnitt: 3.6 Concluding questions19. What is your overall opinion of the course?5 svarande
Genomsnitt: 4.8 - The best course I ever had. I wish that every student could get the opportunitie to take a course like this one. I have learnt so much that will be useful for me for the rest of my life.» (Very good) 20. What should be preserved for next year?- the trip ! »- the household studies should absolutely be kept and perhaps extended» - Household study and Zingra visit.» 21. What should be changed for next year?- maybe more tutoring»- the focus on what "architecture" is: it can be (and should be) much more than the pure design of something tangible» - The local studio is not comfortable so maybe you could find some other place even in the hostel.» - Maybee a better cooperation with Maseno or Nairobi uni. But I´,ll guess that is also up to them. We barely saw the maseno students during our time in Kisumu. And if they were attending to a lecture or a meeting they seemed not very interested. But that could just have been of coincidences.» 22. Other comments- Good job ! »- I really appreciate this program. Thank you!» - I know that the fieldstudy were supposed to be maybee 10 weeks long, if the money and time maches.. But I think that ten weeks is too long for a fieldstudy. seven or eight weeks is enough. The times goes very fast, but everyone are very tired in the end, and just wants to go home. So two mounths are enough on such a, for us, challenging environment.»
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