Collaborative Design Processes: A Class on Concurrent Collaboration in Multidisciplinary Design

The rise of concurrent engineering in construction demands early team formation and constant communication throughout the project life cycle, but educational models in architecture, engineering and construction have been slow to adjust to this shift in project organization. Most students in these fields spend the majority of their college years working on individual projects that do not build teamwork or communication skills. Collaborative Design Processes (CDP) is a capstone design course where students from the University of Illinois at Urbana-Champaign and the University of Florida learn methods of collaborative design enhanced by the use of information technology. Students work in multidisciplinary teams to collaborate from remote locations via the Internet on the design of a facility. An innovation of this course compared to previous efforts is that students also develop process designs for the integration of technology into the work of multidisciplinary design teams. The course thus combines both active and reflective learning about collaborative design and methods. The course is designed to provide students the experience, tools, and methods needed to improve design processes and better integrate the use of technology into AEC industry work practices. This paper describes the goals, outcomes and significance of this new, interdisciplinary course for distributed AEC education. Differences from existing efforts and lessons learned to promote collaborative practices are discussed. Principal conclusions are that the course presents effective pedagogy to promote collaborative design methods, but faces challenges in both technology and in traditional intra-disciplinary training of students

Educating 21st Century Technology Career Professionals: Perspectives on Soft Skills

This study used the theories of Pedagogical Constructivism, Transformative Learning, and Social and Cultural Capital to understand better the soft skills competencies that need to be imparted to adult learners to thrive in a technological world. The study was set at Midwest Tech Company, a suburban software technology company located outside of Minneapolis, Minnesota. The research design was qualitative, using a phenomenological approach. Data were collected within interviews, focus group activities, and from documents. Analysis of the data collected revealed lived experiences of career technology professionals that described effective communication, willingness to learn, and the value of mentorship within technology professional work

The Blended Learning Unit, University of Hertfordshire: A Centre for Excellence in Teaching and Learning, Evaluation Report for HEFCE

The University of Hertfordshire’s Blended Learning Unit (BLU) was one of the 74 Centres for Excellence in Teaching and Learning (CETLs) funded by the Higher Education Funding Council for England (HEFCE) between 2005 and 2010. This evaluation report follows HEFCE’s template. The first section provides statistical information about the BLU’s activity. The second section is an evaluative reflection responding to 13 questions. As well as articulating some of our achievements and the challenges we have faced, it also sets out how the BLU’s activity will continue and make a significant contribution to delivery of the University of Hertfordshire’s 2010-2015 strategic plan and its aspirations for a more sustainable future. At the University of Hertfordshire, we view Blended Learning as the use of Information and Communication Technology (ICT) to enhance the learning and learning experience of campus-based students. The University has an excellent learning technology infrastructure that includes its VLE, StudyNet. StudyNet gives students access to a range of tools, resources and support 24/7 from anywhere in the world and its robustness, flexibility and ease of use have been fundamental to the success of the Blended Learning agenda at Hertfordshire. The BLU has comprised a management team, expert teachers seconded from around the University, professional support and a Student Consultant. The secondment staffing model was essential to the success of the BLU. As well as enabling the BLU to become fully staffed within the first five months of the CETL initiative, it has facilitated access to an invaluable spectrum of Blended Learning, research and Change Management expertise to inform pedagogically sound developments and enable change to be embedded across the institution. The BLU used much of its capital funding to reduce barriers to the use of technology by, for example, providing laptop computers for all academic staff in the institution, enhancing classroom technology provision and wirelessly enabling all teaching accommodation. Its recurrent funding has supported development opportunities for its own staff and staff around the institution; supported evaluation activities relating to individual projects and of the BLU’s own impact; and supported a wide range of communication and dissemination activities internally and externally. The BLU has led the embedding a cultural change in relation to Blended Learning at the University of Hertfordshire and its impact will be sustained. The BLU has produced a rich legacy of resources for our own staff and for others in the sector. The University’s increased capacity in Blended Learning benefits all our students and provides a learning experience that is expected by the new generation of learners in the 21st century. The BLU’s staffing model and partnership ways of working have directly informed the structure and modus operandi of the University’s Learning and Teaching Institute (LTI). Indeed a BLU team will continue to operate within the LTI and help drive and support the implementation of the University’s 2010-2015 Strategic plan. The plan includes ambitions in relation to Distance Learning and Flexible learning and BLU will be working to enable greater engagement with students with less or no need to travel to the university. As well as opening new markets within the UK and overseas, even greater flexibility for students will also enable the University to reduce its carbon footprint and provide a multifaceted contribution to our sustainability agenda. We conclude this executive summary with a short paragraph, written by Eeva Leinonen, our former Deputy Vice-Chancellor, which reflects our aspiration to transform Learning and Teaching at the University of Hertfordshire and more widely in the sector. ‘As Deputy Vice Chancellor at Hertfordshire I had the privilege to experience closely the excellent work of the Blended Learning Unit, and was very proud of the enormous impact the CETL had not only across the University but also nationally and internationally. However, perhaps true impact is hard to judge at such close range, but now as Vice Principal (Education) at King's College London, I can unequivocally say that Hertfordshire is indeed considered as the leading Blended Learning university in the sector. My new colleagues at King's and other Russell Group Universities frequently seek my views on the 'Hertfordshire Blended Learning' experience and are keen to emulate the successes achieved at an institutional wide scale. The Hertfordshire CETL undoubtedly achieved not only what it set out to achieve, but much more in terms of scale and impact. All those involved in this success can be justifiably proud of their achievements.’ Professor Eeva Leinonen, Vice Principal (Education), King's College, Londo

Blending Learning: The Evolution of Online and Face-to-Face Education from 20082015

In 2008, iNACOL produced a series of papers documenting promising practices identified throughout the field of K–12 online learning. Since then, we have witnessed a tremendous acceleration of transformative policy and practice driving personalized learning in the K–12 education space. State, district, school, and classroom leaders recognize that the ultimate potential for blended and online learning lies in the opportunity to transform the education system and enable higher levels of learning through competency-based approaches.iNACOL's core work adds significant value to the field by providing a powerful practitioner voice in policy advocacy, communications, and in the creation of resources and best practices to enable transformational change in K–12 education.We worked with leaders throughout the field to update these resources for a new generation of pioneers working towards the creation of student-centered learning environments.This refreshed series, Promising Practices in Blended and Online Learning, explores some of the approaches developed by practitioners and policymakers in response to key issues in K–12 education, including:Blended Learning: The Evolution of Online and Face-to-Face Education from 2008-2015;Using Blended and Online Learning for Credit Recovery and At-Risk Students;Oversight and Management of Blended and Online Programs: Ensuring Quality and Accountability; andFunding and Legislation for Blended and Online Education.Personalized learning environments provide the very best educational opportunities and personalized pathways for all students, with highly qualified teachers delivering world-class instruction using innovative digital resources and content. Through this series of white papers, we are pleased to share the promising practices in K–12 blended, online, and competency education transforming teaching and learning today

A novel method for establishing virtual laboratory for scientific and engineering curriculums to be applied in developing countries

Modern students must adapt to dynamic circumstances in the ever-evolving educational environment. Creative and streamlined ways are necessary to acquire and comprehend academic knowledge properly. This work aims to fulfill this requirement by presenting an offline virtual laboratory (VL) developed explicitly for practical subjects. The selection of an offline solution is especially relevant for implementation in developing nations, where internet connectivity is frequently unreliable or inaccessible in several areas. The Virtual Learning (VL) system being suggested utilizes the capabilities of the C# programming language within the Unity3D cross-platform development environment. The main objective of this study is to streamline the process of obtaining and comprehending scholarly knowledge, ensuring its availability to a diverse student population, irrespective of age or educational history. This methodology guarantees the laboratory's applicability across multiple platforms and compatibility with smart devices, enhancing its versatility and broad accessibility. The study resulted in the creation of a dynamic virtual laboratory that has the potential to be seamlessly incorporated into educational curricula, including various disciplines, including physics, mechanics, and engineering. This project aims to improve the educational experience for students in developing nations and promote their involvement in both practical and theoretical elements of their studies by providing a comprehensive offline solution that is widely compatible.</p

The introduction of a \u27Learning in the Workplace\u27 component for an undergraduate IT program and its impact on professional accreditation

A new learning in the workplace and community policy (LiWC) at Victoria University has been introduced to ensure that graduates are job and career ready. The policy mandates that all programs incorporate at least a 25% workplace contextual learning component by 2010. For the IT undergraduate program, compliance with this policy poses a number of significant challenges, not least of which is the meeting of professional accreditation criteria. Acquiring a recognized professional body accreditation, like that of the Australian Computer Society (ACS), is pivotal for all IT Australian programs, in that, it is a vital quality assurance measure and it enhances program marketability. For an ACS accreditation, the course structure and content of the IT program is examined against the Society‘s defined core body of knowledge (CBOK) which covers both generic and ICT specific skill sets. This paper describes the current Bachelor of Science in Information Technology degree structure with respect to the ACS‘s CBOK. Within this framework, a possible strategy is proposed for realizing the University‘s LiWC policy whilst conforming to accreditation requirements. Finally the advantages and disadvantages of the proposed approach are discussed