Study Guide

Objectives (course unit)

Students deepen their renovation competence.

Content (course unit)

The design project contents are group specific. The projects are made in pairs. If there is unpaired number of students, the group size is modified.

Continuous peer review and discussions with the teams and the teacher(s) have a key role in learning.

Location and time

The group agrees on team meetings and their time and place.

Exam schedules

No exam. Final seminar.

Assessment methods and criteria

TAMK's general evaluation criteria and peer evaluation of students among the group are followed.

Assessment scale

0-5

Teaching methods

Multidisciplinary cooperation project, individual and group work, work life mentor and teacher guidance, modelling.

Learning materials

Previously learned methods. Renovation information sessions and lectures as needed. Working life mentors and teachers for support.

Student workload

Course 4 credit. The student's workload is about 27 h / credit.

Content scheduling

Getting to know the repair planning site and surveying the client's wishes.
Starting cooperation with working life mentors.
Forming the composition of the multidisciplinary group and choosing the project managers (each design field has its own responsible student).
Holding team meetings regularly.
Acquiring initial data and exact measurements.
Object modeling.
Drafting of alternative solutions based on the spatial program obtained.
Producing project plan level drawings, plan model and visualization images.
Presentation of the product at the final seminar.

Completion alternatives

Is not.

Practical training and working life cooperation

Guest lecturers and working life mentors.

International connections

Lectures by exchange teachers if possible.

Further information

Independent project management and planning in the chosen repair project.

Objectives (course unit)

Students deepen their renovation competence.

Content (course unit)

The design project contents are group specific. The projects are made in pairs. If there is unpaired number of students, the group size is modified.

Continuous peer review and discussions with the teams and the teacher(s) have a key role in learning.

Assessment scale

0-5

Objectives (course unit)

Students deepen their renovation competence.

Content (course unit)

The design project contents are group specific. The projects are made in pairs. If there is unpaired number of students, the group size is modified.

Continuous peer review and discussions with the teams and the teacher(s) have a key role in learning.

Assessment scale

0-5

Objectives (course unit)

Students deepen their renovation competence.

Content (course unit)

The design project contents are group specific. The projects are made in pairs. If there is unpaired number of students, the group size is modified.

Continuous peer review and discussions with the teams and the teacher(s) have a key role in learning.

Assessment scale

0-5