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Design Scope Of Work Statement

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Again, all the image selections of all participants will be placed on one master image sheet. The selected images will be placed in categories either Socialisation, externalisation, combination or internalisation, depended on the feeling the word phrases describe. This activity will reveal what students prefer in terms of colours, textures and patterns, promote specific feelings related to the knowledge creation process.

1.4 Design Scope, limitations and constraints
Scope of work statement : Renovation of existing education building
• Compile research from client (the AAA student)
• Mood/style/essence
• Come up with a Concept
• Space planning
• Concept into design development
• Schedules of FF&E
• Project printed and digital
• Technical …show more content…

They explain that people go about meeting the four universal goals in different ways during different ages throughout the history of education (Trilling and Fadel, 2009). They propose three ages namely, The Agrarian Age, The Industrial Age and lastly The Knowledge age.
The Agrarian Age was characterised by farming as the primary work of society. Contributing to society and exercising and developing one’s personal talents, meant learning how to grow food for one’s family and others of the community. It also involved creating tools and crafts for basic needs. (Trilling and Fadel, 2009).
During The Industrial Age, education played a new role in society. The population shifted from farm to city and the workforce made the transition from field to factory. The goal for industry was to train as many factory and trade workers as possible. Therefore, standardisation, uniformity and mass production was not only important for factories but also for the classroom. (Trilling and Fadel, …show more content…

However, being a third year interior design student and participating in the collaborative problem-solving subject Unique Thinking I have identified five problems that student face during the collaborative problem solving process:
1. Firstly, students find it hard to unambiguously make their ideas explicit. Which results in confusion and frustration among group members and lead to poor solutions and outcomes. Poor solutions and outcomes means that limited amount of new knowledge was created in order to solve the problem.

2. Secondly, students take on roles that they feel comfortable with, or (think) that they are good at. Students do not take on new roles because they are afraid to step out of their comfort zones. If students step out of their comfort zone they will learn the do’s and don’ts of the specific role at hand , creating new tacit knowledge through experience. The purpose of group work is also to learn from each other. Therefore, student that is familiar with the role can help an unfamiliar student resulting in tacit to tacit knowledge

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