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Developing a University's Construction Technology and Mgt's Computer Learning Center.

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Title: Developing a University's Construction Technology and Mgt's Computer Learning Center.
Language: English
Authors: Ryan, Richard, Kramer, Scott
Source: T.H.E. Journal. Sep 1994 22(2):90-94.
Peer Reviewed: Y
Page Count: 5
Publication Date: 1994
Document Type: Reports - Descriptive
Journal Articles
Descriptors: Blueprints, Classroom Communication, Classroom Design, Computer Assisted Instruction, Computer Centers, Computer Networks, Construction (Process), Construction Management, Design Requirements, Distance Education, Facility Requirements, Futures (of Society), Higher Education, Workstations
ISSN: 0192-592X
Abstract: Provides working blueprints for a university technology lab built specifically for construction science students and faculty. More than just housing for computer workstations, the facility is intentionally designed as a medium for better communication and instruction. A future in which distance learning is the norm is addressed. (KRN)
Entry Date: 1995
Accession Number: EJ491425
Database: ERIC
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  Value: <anid>AN9411231765;TJO01SEP.94;1996Sep11.17:29;v2.3</anid> <title id="AN9411231765-1">DEVELOPING A UNIVERSITY'S CONSTRUCTION TECHNOLOGY & MGT'S COMPUTER LEARNING CENTER </title> <p>Unfortunately, computer facilities for academic construction programs are a function of the path of least resistance. Hardware, spatial requirements and arrangement, furnishings, security and operating procedures are typically driven by what is already available or can be minimally purchased. Any computer work incorporated into a construction program's coursework, and subsequent computer-oriented learning goals, are strongly influenced by "bottom line" financial considerations. As a result, the opportunities such facility can offer as a communication and teaching medium are often overlooked. </p> <p>To embrace the broader focus, Ferris State University's Construction Technology and Management (CT/M) Program initiated a long-term plan to optimize a computerized environment as a communication and teaching medium. The plan was formulated on the following objectives: </p> <ulist> <item> Promote learning by addressing how information is communicated. </item> <item> Break the "facility barrier" as a physical influence on learning. </item> <item> Create a facility that looks and feels like a workplace and incorporate this environment into the learning experience. </item> </ulist> <p>This paper discusses the development of this dedicated construction program's computer learning center. By discussing specific design criteria for this center, our effort can serve as a guideline for other construction programs now establishing or enhancing computer facilities of this nature. </p> <hd id="AN9411231765-2"> As a Communication & Teaching Medium </hd> <p>Today, new software and hardware interfaces are formatted for a visually aware, MTV-generation of students. Due to hypermedia and multimedia, teachers' roles are also evolving. "Course instructors will play a larger role in inspiring students... Instructors will do less explaining, because the best materials of the world's best teachers on almost every subject will be added to the instructor's own hypermedia presentations, and will be available on call..."' Teachers will assume the role of a guide or "learning coach." </p> <p>Though the computer can greatly enhance a student's learning experience (as described by Robert Jenson[<reflink idref="bib1" id="ref1">1</reflink>]), personal teacher-student interaction will still be necessary. So far, a computer cannot detect learning frustrations, personal problems, unforeseen questions or the changes in discourse paths that typically occur in the learning cycle. </p> <p>The design philosophy of the CT/M Computer Learning Center (CLC) was strongly influenced by Jenson's description of the future for use of the computer as a communication and teaching medium, but tempered by the reality of current teacher-student interaction. </p> <hd id="AN9411231765-3"> The Computer Learning Center Plan </hd> <p>Initiated spring of 1993, the CLC plan creates an opportunity that, if embraced, requires all its users to acquire new attitudes. In the CLC, students will be encouraged to explore uses of computers for classroom interaction that will potentially transcend traditional software usage. Likewise, faculty will be challenged to incorporate the computer medium into current coursework and ultimately into a distance education program. Thus, the CLC is being promoted as an environment offering opportunity for optimization by motivated users, including both faculty and students. </p> <hd id="AN9411231765-4"> Stage One: Basic Design </hd> <p>Developing the physical design criteria for Stage One meant answering the following basic questions: </p> <ulist> <item> How to promote an informal learning atmosphere while maintaining normal classroom rigor; </item> <item> Defining the facility's end user; </item> <item> Determining the number of users to be accommodated at one time in the facility; </item> <item> The functions to be explored by users; </item> <item> The necessary time frame for usage; </item> <item> The comfort level and ease of use to be provided for users; </item> <item> How to design physical flexibility into the facility for the future; and </item> <item> Meeting the proposed budget. </item> </ulist> <p>The primary objective of this stage was to create a comfortable, conducive environment that minimized physical inadequacies and motivated students to use computers for construction applications. </p> <p>After answering the above questions, it was agreed that 1500 sq. ft. was a minimum requirement to accommodate 16 workstations and two "power rooms" (see Illustration A). This more than doubled the size of the previous dedicated CT/M computer facility. Minimal electrical, lighting and dropped-ceiling changes had to be incorporated into the renovation. Walls and associated electrical and HVAC for the power and server rooms were the only new construction incorporated into the space. </p> <p>"Power '`Rooms: These sound-proofed rooms can be reserved by student groups and used concurrently with dedicated classes in the other part of the CLC. Near the entrance, they accommodate four persons at a time. These workspaces contain the tools to simulate the gathering, analyzing and recording of information used in real-life bid preparation or general construction work situations requiring group interaction. </p> <p>A continuous 30"-deep desktop accommodates PCs, printers, digitizer pads, modems, layout of "D"-size drawings and other necessary paperwork for group work on construction-related course assignments. Sketch boards and bulletin boards aid informal charting and discussion of work. Modems supply access to outside resources, such as AGC-Construction Information Network, the Internet and campus wide networks. Ultimately these rooms will be equipped with multimedia workstations for faculty and student use. </p> <p>The Server Room: Currently, CLC workstations are connected to a server in another location in the same building and a LAN running Novell NetWare. Basic applications such as Windows, a word processor, DTP, databases and spreadsheets are administered from this server, as is a LAN version of a construction software package. The server room was included in the CLC as a future location of a dedicated server if necessary. The lockable room provides server security and an area to store software, manuals and paper products. </p> <p>Spatial Requirements: The 78" axis of a workstation module includes a 30" tabletop and a 48" aisle for movement in a chair by the user as well as access to the workstation by user or instructor. The 30" depth of the worksurface accommodates the CPU and keyboard, plus rear space for cable connections and special plugs. </p> <p>A 60" axis, even with the computer occupying part of the surface, offers a user enough area to place support materials and to open and view a "D"-size construction drawings. Further, at 60" wide, the work surface can accommodate two students per module if necessary. This flexibility is important for lecture theory classes held in the CLC. Typically these classes use specific construction-scheduling software, yet are not computer intensive in every class period. </p> <p>Spatial Arrangement: Arrangement was dictated by the 30' x 50' rectangular shape of the CLC space, a typical 60" wide x 78" deep workstation module, and the decision to have all workstations point to a teaching zone at the front. </p> <p>The teaching zone of the CLC is spatially defined by a 6" raised floor. This allows an instructor to see all workstation users and minimizes the effect of the height of the furniture partitions. It also makes whiteboards and projections more visually accessible to workstation users. </p> <p>The depth of the workstation module was formulated by using a 30"-deep worktop with 42" clearance between the backs and fronts of consecutive rows. This was viewed as a minimum requirement for accessibility and due to electronic emissions from monitors. </p> <p>Four 60" worktops placed side to side conveniently fit in the 30' dimension while allowing adequate passage at both ends of each row. Four 78"-deep rows and a 72" teaching zone conveniently fit in the depth axis of the space. Finally, the faculty of an introductory computer . course agreed that for optimal interaction with students while using the computers, the maximum number of workstations for a class should be 16. </p> <p>The printer server, wide-carriage dot matrix printer, laser printer and plotter were placed at the front instead of the rear, to enable easy monitoring by the instructor. Whiteboards and a projection screen also take advantage of workstation orientation. </p> <p>Power poles were placed at the left end of each row, out of users' direct line of sight. While not as inconspicuous as a raised floor, the poles are visually unobtrusive and are adequate for power, security and LAN cabling brought in from the dropped ceiling. </p> <p>In the back two rows, only the vertical mid panel in the center of the four workstations was installed so a digitizer pad could be placed between each pair of workstations. </p> <p>Furnishings: Used, 32" vertical Steelcase 9000 Series sound-insulated panels support and secure the ends of 30"x 60" worktops for each module. The 32" dimension allows student-tostudent interaction, yet creates a semiprivate work zone. And 29" vertical front panels allow unobstructed sight to the front of the CLC while a workstation user is seated. The front panels were cable- and power-ready, minimizing the chance of users tangling or disconnecting cables. </p> <p>Though initially not a prime design consideration, chairs with rollers were matched to all workstations. Such chairs are comfortable for prolonged sitting and also let students roll over to a nearby station without having to stand. </p> <p>Security: Since the objective is to promote the CLC as a communication and teaching medium, computer- and theory-intensive classes that utilize specific construction software will be held there. To meet the demand, the CLC will be accessible 24 hours a day and is the first computer facility on the FSU campus to try this plan. </p> <p>Users gain access to the CLC by swiping their university ID card through a Harco card reader at the entrance. The reader confirms the person's name and code from a database in the campus mainframe. When entrance is verified, the entrant's name and the time are logged by the Harco system software. This doesn't eliminate the problem of multiple people going in the CLC at once, however it does designate at least one entrant at a specific time. </p> <p>A LightGuard fiber optic network connects all removable computers and peripherals in the CLC. If the network is broken, a local alarm sounds and a signal is sent to campus security, who will dispatch an officer. This system is both easy to maintain and to change should new components be added to equipment in the CLC. </p> <p>Operating Procedures: Signup ledgers reserve workstations and power rooms. The 24-hour accessibility of the CLC puts much responsibility for upkeep and security on student users. However, faculty must make students aware of this expectation. </p> <hd id="AN9411231765-5"> Stage Two: Maintain & Update </hd> <p>The least conceptual of the three, Stage Two's objective is to maintain and update the hardware and peripherals based upon latest available technology. We are currently in this stage now. </p> <p>This stage is strongly technology-driven, as applicable construction software comes to the Windows environment, demanding faster operating speeds and more storage. Plus, new multimedia applications need CD-ROM drives, etc. Funds for these upgrades must come from program sources, unlike facility renovation, which is typically supported by the university budget. </p> <hd id="AN9411231765-6"> Stage Three: The Future Vision </hd> <p>Naturally, assessment data will greatly influence Stage Three, the "future CLC." Feedback that will be subjectively collected includes: </p> <ulist> <item> Reaction to the physical teaching environment by faculty and students; </item> <item> Conduciveness for faculty/student and student/student interaction; and </item> <item> Utilization effectiveness by faculty in exploration and new ways to integrate computer usage into coursework and presensation methods. Feedback to be objectively collected is: </item> <item> Student usage of available resources, workstations and power rooms; </item> <item> Student care of the resources; </item> <item> How classes utilize it for teaching construction theory; </item> <item> New teaching methods incorporated into existing construction courses; and </item> <item> Performance of the security systems. </item> </ulist> <p>The future CLC will accommodate distance education. We feel that optimizing the physical environment for the medium and its users must be explored and refined. Thus Stage Three presents a different spatial layout from Stage One. </p> <p>The "work group" philosophy is a primary focus and will be epitomized by the spatial arrangement of workstations in "pods" in each of the CLC's four quadrants (see Illustration B). By placing the teaching zone in the center, users' attention can still be focused on the teacher, on a screen in the front, or on strategically placed TV monitors. The space is still flexible enough to accommodate additional or rearranged seating for specific needs. </p> <p>Each work pod is designed for semi-private use, with a work surface separating workstation pairs. Yet the pod arrangement allows for interaction with other areas and the instructor. Work pod areas still comprise four workstations with surface space to accommodate an additional four persons. The work space separating the paired workstations is adequate for a digitizer and full layout of "D"-size plans. Also shelves for books and personal belongings will be built in (see Illustration C). </p> <hd id="AN9411231765-7"> Conclusion </hd> <p>Currently, the next step for this project is to collect and analyze the assessment data on Stage One. Meanwhile, faculty and students are adapting to the new computer medium. All in all, we feel our CLC is an evolutionary step offering new teaching possibilities for construction education at FSU. </p> <p>DIAGRAM: Illustration A: Blueprint of the CLC </p> <p>DIAGRAM: Illustration B: The "Future" CLC </p> <p>DIAGRAM: Illustration C: Work Pod Close-up in Future CLC </p> <ref id="AN9411231765-8"> <title>References:</title> <blist> <bibl id="bib1" idref="ref1" type="bt">1.</bibl> <bibtext>Jenson, Robert E., "The Technology of the Future Is Already Here," Academe, July/August 1993. </bibtext> </blist> </ref> <p>Companies or products mentioned: AGC-Construction Information Network; AGC, Washington, D.C., (<reflink idref="bib202" id="ref2">202</reflink>) 393-2040, x246. </p> <p>LightGuard Fiber-Optic Detection System; Interactive Technologies, Inc., North St. Paul, Minn., (<reflink idref="bib612" id="ref3">612</reflink>) 7772690. </p> <p>Steelcase 9000 Series; Steelcase, Inc., Grand Rapids, Mich., (<reflink idref="bib616" id="ref4">616</reflink>) 247-2710. </p> <aug> <p>by RICHARD RYAN, Assistant Professor Ferris State University Big Rapids, Mich. and SCOTT KRAMER, Assistant Professor Auburn University Auburn, Ala. </p> <p></p> <p>Richard Ryan received his master's degree in Construction Management from Texas A&M in 1990. For 11 years prior, he was a principal of R&R Construction Co., of College Station, Texas. His professional background includes project design programming and construction management through project completion. Ryan taught at Ferris State University's CT/M Program for four years; currently he is an associate professor in the University of Oklahoma's Construction Science department. E-mail: rryan@oubbs. telecom.uoknor.edu Scott Kramer received his master's in Construction Engineering from Auburn University in 1983 and has held positions in the construction industry including estimator, project manager and systems analyst. During eight years with HCB Contractors in Dallas, Kramer helped develop in-house computer systems and trained personnel in CPM scheduling, cost control and project management. Kramer is currently an assistant professor in Auburn University's Building Science department. E-mail: kramesw@mail.auburn.edu Harco card reader; Harco, Phoenix, Ariz., (<reflink idref="bib800" id="ref5">800</reflink>) 504-2726 </p> </aug> <nolink nlid="nl1" bibid="bib202" firstref="ref2"></nolink> <nolink nlid="nl2" bibid="bib612" firstref="ref3"></nolink> <nolink nlid="nl3" bibid="bib616" firstref="ref4"></nolink> <nolink nlid="nl4" bibid="bib800" firstref="ref5"></nolink>
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  Data: Provides working blueprints for a university technology lab built specifically for construction science students and faculty. More than just housing for computer workstations, the facility is intentionally designed as a medium for better communication and instruction. A future in which distance learning is the norm is addressed. (KRN)
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