339 DISCOVERING CONSTRUCTION THROUGH ARCHITECTURE JEREMY J. HAM Deakin University Geelong 3217 jjham@deakin.edu.au Abstract. This paper discusses a digitally integrated educational programme wherein students discover construction through architecture’ from innovative and technologically diverse student projects using digital and physical media within a role-play environment. Student output is examined to determine engagement in a programme informed by ‘reflective making’. This redefinition of content is centred on priming graduates with the abilities and skills to lead the construction industry of the future. 1. Why Redefine Content for Construction Education? According to a recent Australian government report, the construction industry in the 21st century is characterised by ‘evolving industry structures and new technologies driving change in the workplace’ (DIST, 1998) Public and private sector clients are more often seeking IT integrated packaged construction services, a significant move away from the traditional, adversarial nature of the industry. The overall goal is ‘an innovative, leading edge, and environmentally sustainable industry, well integrated into the Asia/Pacific region’. (DIST, 1998) Key ways of achieving these aims include; ‘Wide uptake of information technology through all levels of the industry as an enabler of greater efficiency and competitiveness’ and ‘development of “seamless” and “virtual” organisations’ (DIST, 1998) The construction industry is currently in a transition phase, with uptake of these technologies limited primarily to larger organisations. This university sees the immersion of students into information technology and digital media as a means of preparing graduates of for the industry of the 21st Century. (Deakin, 2000) It is contended that early years tertiary education is an ideal stage to prime students for the transition of the construction industry to IT-enhanced modes of operation.