Architecture, Building and Planning - Research Publications

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Author: Aibinu, Ajibade × Start date: 2010 × End date: 2019 × Type: Journal Article ×

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    Plug n play: Future prefab for smart green schools
    Newton, C ; Backhouse, S ; Aibinu, A ; Cleveland, B ; Crawford, RH ; Holzer, D ; Soccio, P ; Kvan, T (MDPI AG, 2018)
    While relocatable, prefabricated learning environments have formed an important component of school infrastructure in Australia, prefabrication for permanent school buildings is a new and emerging field. This review of prefabrication for schools is timely. In 2017, Australia’s two largest state education departments committed to prefabrication programs for permanent school infrastructure. In this paper we examine the recent history of prefabrication for Australian school buildings in the context of prefabrication internationally. We explore the range of prefabrication methods used locally and internationally and introduce evaluation indicators for school infrastructure. Traditional post-occupancy evaluation (POE) tools measure indicators such as indoor environment quality (IEQ), cost benefit, life cycle performance, and speed of delivery. In response to a shift towards more student-centred learning in a digitally rich environment, recently developed POE tools now investigate the ability of new generation learning environments (NGLEs) to support optimum pedagogical encounters. We conclude with an argument for departments of education to consider how prefabrication provides opportunities for step changes in the delivery, life-cycle management and occupation of smart green schools rather than a program of simply building new schools quicker, better, and cheaper.
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    More than a survey: An interdisciplinary post-occupancy tracking of BER schools
    Newton, C ; Wilks, S ; Hes, D ; Aibinu, A ; Crawford, R ; Goodwin, K ; Jensen, C ; Chambers, D ; Chan, T ; Aye, L (Taylor & Francis, 2012)
    In February 2009, the Australian Government announced the $16.2b Building the Education Revolution (BER) as part of an economic stimulus package. In the context of a global financial crisis, the Government called for ‘shovel ready’ projects requiring state education departments to develop template designs to speed the delivery process. Three years later, new facilities have been completed in over 1100 government schools in Victoria (DEECD, 2012). This article outlines research by an interdisciplinary team to track the early occupation of a template design used inVictoria. The design template was unusual: it enabled schools to continue using traditional classroom teaching or to slide open walls to form larger neighbourhoods suitable for team teaching. Our research linked different methodological frameworks to undertake post-occupancy evaluation (POE) of the new spaces. POE strategies are often driven by construction and project management perspectives rather than focus on organizational issues and user behaviour.
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