Desigm and Development Considerations of a Learning Object Repository

A learning objects repository (LOR) is a web-based educational portal that houses, displays, and delivers sharable content objects for educational purposes. Design of such a repository encounters a number of considerations that relate the behavior of the information system to the content objects it manages. This paper examines these design issues in light of standards we have utilized. In particular, the instructional design of our learning objects is based on a concept called progressive scaffolding, which refers to the process of providing differing levels of media guidance. A brief description of related research is included. Furthermore, our objects are compliant with the Advanced Distributed Learning’s Sharable Content Object Reference Model (SCORM) to ensure they behave in a uniform and predictable manner. This paper also reviews existing content portals and gives a summary of an evaluation project carried out with a prototype

Degree of Scaffolding: Learning Objective Metadata: A Prototype Leaning System Design for Integrating GIS into a Civil Engineering Curriculum

Digital media and networking offer great potential as tools for enhancing classroom learning environments, both local and distant. One concept and related technological tool that can facilitate the effective application and distribution of digital educational resources is learning objects in combination with the SCORM (sharable content objects reference model) compliance framework. Progressive scaffolding is a learning design approach for educational systems that provides flexible guidance to students. We are in the process of utilizing this approach within a SCORM framework in the form of a multi-level instructional design. The associated metadata required by SCORM will describe the degree of scaffolding. This paper will discuss progressive scaffolding as it relates to SCORM compliant learning objects, within the context of the design of an application for integrating Geographic Information Systems (GIS) into the civil engineering curriculum at the University of Missouri - Rolla

Instructing the software systems development capstone experience: balancing professional development, communication, and engineering

Most Computer Science departments have a course that is usually reserved for the last year of an undergraduate\u27s career. This one final requirement in the Computer Science undergraduate curriculum is known as the capstone. There are many different styles for instruction and presenting such courses. This thesis is intended to share the lessons learned from first-hand experience and conducted research via literature review and personal interaction --Abstract, page iii

Civil Engineering Senior Design Capstone Project: Design Documentation for the Widening of Broadway Boulevard

This document contains the fully detailed engineering reports associated with the 2017 Civil Engineering senior capstone project. The scope of this theoretical project included widening a stretch of the Broadway Boulevard roadway from Highland Avenue to Warren Avenue in Tucson, AZ. The roadway was widened from four to six lanes with medians, bus pullouts, and curb improvements. This report first presents the Statement of Qualifications (SOQ) and Design Summary Report (DSR) created during the Fall semester. Then, the technical reports and aspects created in the Spring semester are presented in the following order: traffic engineering report, pavement design report, drainage report, structural report, landscaping report, and finally the detailed design plans with the engineer’s cost estimate

Learning System to Introduce GIS to Civil Engineers

A web-based e-learning system to facilitate the integration of Geographical Information Systems (GIS) into the Civil Engineering curriculum is described in this paper. The principal learning goal is to encourage students to apply and integrate foundational knowledge in the solution of real world comprehensive civil engineering problems. Sharable content objects, designed in accordance with the ADL/SCORM standards, contain basic knowledge components in the form of web-viewable hypermedia coupled with an assessable learning outcome thereby forming a learning object

Iterative Usability Evaluation Methods Applied to Learning Technology Development

The goals of this project were to: a) carry out the evaluation of a learning system for teaching Civil Engineering students to use Geographic Information Systems software within the context of relevant problems and b) explore the efficacy of iterative usability testing as a tool for development of learning technologies. A series of three usability tests were conducted based on an initial proposed design of the learning system. In general, the results pointed to the role of the learning system as a support tool, and a consequent design that focuses on progressive scaffolding, flexibility, and logical consistency. The results also supported the efficacy of usability testing, in that iterations of the system improved as development progressed. Finally, the importance of scarce resources and education of the development team on the role of usability testing, were identified as central factors in determining the effectiveness of usability testing

Evaluation of a Prototype GIS Learning System to Teach Civil Engineering Concepts

The purpose of this research was to conduct an applied evaluation of a web-based learning system used to teach civil engineering concepts using Geographic Information Systems (GIS). The principal goals of the evaluation were to determine the overall effectiveness of the system and to identify factors that mediated this effectiveness. Students in two sections of a course on geotechnical engineering carried out a lab activity on soil borrow sites during a regular lab session. Those in one section used the learning system, while those in a control section learned about soil borrow sites via a board game designed for the lab. Students completed a quiz over the materials and a subjective questionnaire one week later. Those in the learning system section scored significantly higher on the quiz. In addition, qualitative analyses indicated that students found that the learning system encouraged knowledge integration, motivation, and “real world” application of engineering