Mind-mapping for interdisciplinary sustainable architecture

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dc.contributor.author Orozco-Messana, Javier
dc.contributor.author Martinez-Rubio, J. M.
dc.date.accessioned 2021-08-05T13:32:35Z
dc.date.available 2021-08-05T13:32:35Z
dc.date.issued 2021-06-14
dc.identifier.citation Orozco-Messana, J. and Martinez-Rubio, J. M. (2021) ‘Mind-mapping for Interdisciplinary Sustainable Architecture’, EESD2021: Proceedings of the 10th Engineering Education for Sustainable Development Conference, 'Building Flourishing Communities', University College Cork, Ireland, 14-16 June. en
dc.identifier.startpage 1 en
dc.identifier.endpage 7 en
dc.identifier.issn 2737-7741
dc.identifier.uri http://hdl.handle.net/10468/11677
dc.description.abstract Teaching Sustainability is a complex and demanding task requiring a multidisciplinary approach as is clearly demonstrated by the world focus on the UN Sustainable Development Goals (and specially goal 11: Make cities inclusive, safe, resilient and sustainable). The flipped classroom methodology facilitates the necessary discussion for embedding different points of view on the learning process. In this way students can effectively receive out-of-class and in-class opportunities to promote personal learning. However, structuring the huge amount of information handled is a very difficult tasks for students. In order to develop students’ learner autonomy or develop high-level thinking skills to achieve the learning competencies embedded on an Interdisciplinary Sustainable Architecture (ISA) curriculum, the use of mind-mapping learning strategy is known an effective knowledge construction tool for helping students’ organizational thinking. Beyond this fact, many previous studies have considered peer assessment as an effective learning strategy to provide students with a teacher’s perspective view to think and evaluate knowledge acquisition. This research presents relevant results on the use of mind-maps with an online peer assessment approach. This tool is embedded as a key element for structuring Sustainability Assessment knowledge within a course based on the flipped teaching methodology. Moreover, an experiment has been conducted to evaluate the advantages and disadvantages of the proposed approach on students’ learning analytics such as time involvement and learning reflections. It is important that educators use an online peer assessment learning environment for learners and aim for the goals to help learners become more critical, independent, and autonomous in the development of any Sustainability curriculum. en
dc.description.sponsorship Erasmus+ KA2 program of the European Union under the “PETRA” en
dc.format.mimetype application/pdf en
dc.language.iso en en
dc.publisher University College Cork en
dc.relation.ispartof EESD2021: Proceedings of the 10th Engineering Education for Sustainable Development Conference
dc.relation.uri https://www.eesd2020.org/
dc.relation.uri http://hdl.handle.net/10468/11459
dc.rights © 2021, the Author(s). This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License en
dc.rights.uri https://creativecommons.org/licenses/by-nc-nd/4.0/ en
dc.subject Engineering education en
dc.subject Sustainability en
dc.subject UN Sustainable Development Goals en
dc.subject Interdisciplinary Sustainable Architecture (ISA) curriculum en
dc.title Mind-mapping for interdisciplinary sustainable architecture en
dc.type Conference item en
dc.internal.authorcontactother Edmond P. Byrne, Engineering, University College Cork, Cork, Ireland. +353-21-490-3000 Email: e.byrne@ucc.ie en
dc.internal.availability Full text available en
dc.description.version Accepted Version en
dc.contributor.funder Erasmus+ en
dc.contributor.funder European Commission en
dc.description.status Peer reviewed en
dc.internal.conferencelocation Cork, Ireland en


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© 2021, the Author(s). This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License Except where otherwise noted, this item's license is described as © 2021, the Author(s). This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
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