A student project development for multidisciplinary programs at Otago Polytechnic

Background: Project based Learning (PBL) emphasises learning activities that are long-term, interdisciplinary and student-centred. Project-based instruction differs from traditional inquiry in its emphasis on students' collaborative or individual artefact construction to represent what is being learned. Industry oriented teaching and learning incorporates an industry perspective, ensuring closer alignment with industry requirements. Otago Polytechnic students are currently developing a project for a sustainable small scale building with solar electricity generation and rain water collection. The project includes students from design, construction and engineering and provides an opportunity for hands on, industry relevant, experiential learning. Purpose: The aim of the paper is to discuss how a multidisciplinary experiential project can support industry oriented teaching and learning and provide an alternative to a more theoretical, classroom based delivery model. Design/Method: The project is to build a 10m2 building/studio which will be used by students as a bookable study space. A photovoltaic solar array will provide power for laptops and monitors in the building and rain water collection is included to provide water for the Otago Polytechnic's living campus vegetable gardens. The project is industry oriented and research based involving the collaboration of students across disciplines including; Interiors and Product design, Construction management, Carpentry and Structural engineering, Electrical and Electronic engineering. It provides a showcase to students, staff and the wider community while being a catalyst for deep contextual learning. The impact of this multidisciplinary project on teaching and learning is evaluated through the use of a student survey and the observations of staff. Results: At its core the project engages students with stakeholders, as represented by their varied study areas, and builds a dialogue across these disciplines towards a common resolved and constructed outcome. This learning opportunity creates opportunities for students to experience significant connections with the wider industry disciplines. Initial feedback from design and construction management students suggests deep engagement with learning within this multidisciplinary, collaborative and applied environment. Conclusions: The construction of a functional prototype enables students and their supervisors to explore industry specific learning outcomes within a multi-disciplinary research experience. This experience provides opportunities for learners to be engaged in industry oriented research and build skills that respond to unique and innovative new technologies.