Technology Enabled Learning – Lessons Learned from Irish Initiatives

J. Wall Dept. of Construction & Civil Engineering, Waterford Institute of Technology, Waterford,

Ireland

D. T. Phillips Dept. of Materials Science and Technology, College of Science & Engineering, University of

Limerick, Ireland

Abstract

The presentation of lifelong learning opportunities for construction professionals in an effective yet flexible manner presents a number of challenges for educational institutions. The changing profile of full-time undergraduates highlights they encounter similar challenges. This paper outlines an EU project that addresses these challenges and describes the methodology adopted in developing a portal for continuing professional development (CPD). Features of the portal are outlined in addition to a methodology to evaluate its continued development and maintenance. The paper concludes with an analysis of a module delivered through Technology Enhanced Learning (TEL) and how the lessons learned from this exercise assist refining the CPD portal towards its full-scale implementation.

Keywords: blended learning, lifelong learning, portal, technology enhanced learning.

1. Introduction

Bridging the gap between lifelong learning needs of construction professionals and higher education using technology is a challenging undertaking if it to be executed effectively and successfully. One of the most significant changes in education has been the increased availability of information and communication technologies (ICT) at work, school and in the home (Condie and Livingston, 2006). Given the increasing evidence that ICT and the Internet are transforming the way in which society accesses information, there is growing support for Garrison and Kanuka’s (2004) observations that these tools will be a significant transformative innovation for higher education in the 21st century.

A consortium of European third level institutions and a multimedia company collaboratively formulated a framework for deploying blended Continuing Professional Development (CPD) to the construction industry. The consortium secured funding from the European Union (EU) in the field of Information and Communication Technology (ICT) and Open and Distance Learning (ODL) in education. The rational behind this project was to create an innovative international learning resource that is widely accessible to construction management professionals. The resource serves to improved knowledge and skills within the industry. In the paper, the development of the CPD portal to date is outlined and the output compared with

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the findings of an independent undergraduate module running at the University of Limerick using the open source virtual learning system, Sakai. The findings of this study are used to fine-tune the professional CPD template towards full implementation.

2. Designing a CPD model for Construction Management Professionals

In the original proposal, an open source learning management system, e.g. Moodle or Sakai, was the agreed host to receive any of the resources that maybe deployed. This was a strategic decision made at the onset of the proposal. The choice of using an open source solution was made based on cost and the greater flexibility that it brings to the collaboration as the project evolves.

The design process applied in the development of this separate learning resource is presented in figure 1 while the key activities in each phase are outlined in table 1.

Figure 1: Separate Resource Development

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Table 1 Key Activities for each Phase of Portal Development

Phase Features

Conceptual design The development of a brief to define the conceptual, functional and technical requirements of the CPD Construction Portal

Technical Design

The conceptual solutions and modifications identified in a series of partner meetings as part of brainstorming sessions to facilitate the technical design of the educational portal design

Development of Prototype Portal

The development of a small prototype of the portal to facilitate testing

Testing of prototype

Initial testing of the features and functionality of the prototype portal was undertaken in some of the partner institutions

Deployment of the portal

Based on the initial testing of the portal, the portal was deployed

Portal updating and administration

An ongoing requirement as part of the maintenance and sustainability of the initiative

Figure 2 illustrates the fundamental concept driving the development of this independent resource in a fashion that will strike a balance between traditional classroom instruction and technology-facilitated learning. This is a complex issue and achieving the correct blend is a challenging undertaking that requires innovation and ingenuity in the resource design.

Figure 2 Striking a balance between traditional and technology facilitated learning

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To date the major output of the project has been the development of a framework that hosts a series of on-line training modules, a reference bank of materials, web-based services such as discussion groups and bulletin boards to act as a forum for the exchange of information and ideas between educational institutions, industrial and professional bodies. As a part of the project, manuals and good practice guides, based on the interim and final evaluations have been formulated and are available for download by the subscriber. Figure 3 summarises the components that constitute the CPD Portal.

Figure 3 CPD Construction Portal

3. Portal Functionality

The Home page for the Portal for Continuing Professional Development (www.cpd-construction.com) is outlined in figure 4. Once an individual navigates to the homepage for the portal for CPD, there are a number of elements that the user can engage as part of the portal. There is an open access area contained under the Main Menu page. Included on the homepage is a description about the project, a description about the project partners, research papers presented as part of the project work, guides for both participants and teachers, a contact details page and a link to a framework for deploying CPD based on research carried out on the project. There is also a course categories section and a login section. These are controlled access areas within the portal.

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Figure 4 Home Page Blended Learning Construction Portal

In this CPD Construction Portal, there are a number of key functional requirements and elements to be considered for the viability and sustainability of the initiative. There are a series of overlapping elements in developing a portal for CPD for construction management. Figure 5 outlines the various parameters to be considered for the Blended Learning Construction Portal.

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Figure 5: Responsibility for Blended Learning CPD

As content aggregators, web portals provide efficient access to information and services online (Neumann et al., 2005). The dissemination potential of the developed CPD Constriction Portal is endless and is only bounded by the thought and effort dedicated by the partners to this initiative to promoting the outputs. Internet marketing can play an important element in the dissemination of the information. With the well established networks of each of the partner institutes and the strong established linkages with professional bodies and construction representative adssociations in each of the countries cross links from each of these websites to other partners of the programme could be established. This could broaden considerably the dissemination potential of the project.

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Table 2: Responsibilities and Key Activities for CPD Portal

Responsibility Key Activities

Enhanced services

The enhanced services element includes the Moodle Learning Management System, which hosts the resources. Technical support for both participants and tutors on involved with the portal is part of the enhanced services role. Much of the technical troubleshooting and general administrative support and backup services should all be encompassed as part of the enhanced services element.

Content Currently there is material developed for a number of areas in construction management. The challenge in developing any content for a blended initiative is striking a balance between what can be facilitated online and what may be delivered traditionally. To date content has been developed that covers subject matter in areas including: (i) Project Scope Management, (ii) Project Planning, (iii) Network Analysis, (iv) Risk Management and (v) Project Cost Estimating. Problem based learning where participants are allowed to share experiences can operate very effectively. Resources developed to support this include:

Scottish Parliament Hoover Dam Sydney Opera House Bell Rock Light House

Much of the content has been designed to facilitate independent and self-directed learning.

Instructor The instructor has a key role to play in any blended learning initiative. Ensuring that instructors are aware of all the resources available, the functionality of the portal, and understand the role that they have to play in the ultimate deployment and facilitation of the resources is a key consideration. The instructor must change the way he or she performs their role from the more traditional role. Learning new skills, embracing a more flexible approach, an openness to using various technologies and assuming much more the role of facilitation are key skills that the instructor must embrace.

Marketing Effort

To ensure the longer-term sustainability of the portal for continuing professional development there is a requirement that a professional approach is undertaken. Involving new partners, countries and networks beyond the period of support for this project is key to the long term financial sustainability in growing the database of

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learning material, dissemination of the information and the possible establishment of a separate organisational structure charged with the delivery of CPD focused on the needs of the construction industry.

Tools and guides

The tools and guides element consists of suggestions on how to integrate resources and tools available developed into blended learning programmes along with some of the key issues to be considered. A series of support tools such as web-links for the problem based learning elements have been created and uploaded into the framework.

Portal Management Role The certification of the accuracy and appropriateness of scholarly and teaching material placed on the resource is a fundamental issue. The portal management role is a key aspect of this initiative looking to the future. As well as supporting the instructor and participant with technological issues and challenges, the verification of content, quality assurance and monitoring of both the traditional and online elements of this initiative will be crucial in the longer term.

4. Case History: Pilot TEL Survey Using an Undergraduate Cohort

The time demands placed on full time undergraduate students is fast approaching that of the professional practitioners. In addition to attending college, many students hold a part-time job in addition to managing a birage of other personal and social interests all competing for an ever-reducing amount of personal time: there is little doubt that a major sea change has taken place in 21st Century education, at least in Ireland. The change has been coming for well over a decade and can be linked to Ireland’s increased prosperity and thriving economy. The full-time student now seeks greater flexibility and autonomy in the way they receive and advance their education.

To this end, the second case study looks at the delivery of an introductory module on geology and soil mechanics using TEL. This virtual learning system supplements lectures and laboratory exercises by offering greater flexibility for the student to manage their education. Announcements on the course and other matters are automatically emailed to the student while the interactive calendar acts as a reminder of key project milestone dates well in advance of submission deadlines (Figure 6). Frequent assessments are undertaken throughout the module (Figure 7) within a timeframe agreed jointly by the learner and lecturer. This approach promotes learning throughout the module and facilitates active reflection on the course material; a more desirable outcome when compared to traditional rote learning for a heavily weighted end of semester examination.

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Figure 6: Module Site Displaying Communication Tools

The features utilised in Sakai are similar to those presented in Figure 3. Second year construction management & engineering students encounter TEL for the first time in this module and therefore receive a short briefing on the key features of Sakai. Funadmental issues such as logging-on and accessing the course material are outlined. Later in the module a short follow up session on the use of tools for ‘assessment’ and ‘tests and quizzes’ are presented. The continuous assessment element of the module accounts for 50% of the course marks and all submissions and course material are delivered digitally thereby creating a paperless ‘green’ module!

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Figure 7: Typical Quiz

The opportunity to assess the experience garnered from this approach along with learner feedback provides an interesting pilot exercise that is used to troubleshoot the efficiency of the professional CPD portal. These tools contribute to learning throughout and module and provide prompt feedback on performance; a welcome addition to closing the ‘learning circle’ for the student. However, substantial difficulties remain with slow network speed when accessing Sakai either on or off campus. Moreover, after a preset period of inactivity, the system automatically logs-off students1 and blocks assessment submissions with large file sizes (due mostly to digital images embedded in the documents). These difficulties are no more than teething problems that can be easily overcome with proper planning and technical support. They were nevertheless a source of immense frustration for the students who, perhaps due to a personal rapport developed with the lecturer, tend to be more accommodating when these difficulties arise. This tolerance is less likely with professionals’ up-skilling via a web based blended learning programme.

1 This was particularly a problem as students undertook research when answering quizzes on line

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5. Longer Term Sustainability of CPD Construction Portal

The potential access to the outputs of this project is unlimited. The principal beneficiaries from this project’s outputs are; construction management professionals across a wide range of disciplines that will profit from the collaborative development, lecturing staff from the institutions participating in the project, teaching staff at higher level institutes outside of participation institutions and researchers in the construction management field. Professional bodies charged as part of their charter to ensure that CPD opportunities are available, taken by members can also be encouraged to be involved, and can benefit from the project.

There is a requirement that the portal and the infrastructure to support the portal is an environment that facilitates and encourages access to lifelong learning opportunities. Active collaboration with both industry and the various professional bodies is key to the sustainability of this initiative. Collaboration of like-minded partners and peers will offer the opportunity to break out of the confines of traditional institutions and allow innovators to collaborate. If other private companies wish to use the learning objects as part of corporate development, programmes assistance and guidance can be offered as well as access to the learning material and framework on an agreed annual fee basis.

Encouraging collaboration is viewed as key to sustaining this project initiative as the EU funding ceases. This project network can act as a forum for dialogue and exchange. Research carried out by DG Education and Culture of EU Commission (2004) highlighted that there are different models that educational institutions are embracing with respect to incorporating e-learning into curriculum. The CPD in construction portal is a pioneering attempt to put forward a new model that may facilitate educational institutions integrating technology in the delivery of lifelong learning programmes.

Involving both professional institutions and construction representative bodies is seen as a key to the long term sustainability of the project. Any certification of the training and learning offered, possibly during and certainly after this project, will be based on it meeting the requirements for CPD of these professional bodies. The offering of these programmes could generate a revenue stream that can be re-invested into the network.

Other higher level institutes external to the partners will be invited to become involved in the network. In order to achieve the longer term goal of developing a database of learning material, a sharing of costs and benefits will be encouraged to sustain this initiative. Professional bodies in each of the partner countries will facilitate access to and ensure the availability of the material to construction management professionals throughout Europe.

6. Discussion

The facilities and capabilities offered by e-learning and technology in the delivery of training are considerable. Bruce (2003; p 24) notes “today’s students think of the Internet the way their parents and their grandparents…viewed electricity: ubiquitous and only noticeable when not available.” For undergraduates’ integrating technology into the process of learning is not a significant challenge. This may not be the case for more mature construction

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professionals accessing lifelong learning opportunities, where ICT presents a significant challenge.

Based on the research carried out as part of the EU programme, there is potential for such a portal and an opportunity for more collaboration to take place between the professional bodies, industry and higher education in the delivery of CPD using technology. If CPD becomes an obligatory requirement for continued professional recognition, this will have knock on effects for the professional bodies in terms of resource requirements to manage and police the content of the material delivered. Therefore, the professional bodies have to make a strategic decision that policy and policing of CPD is an essential component for the future success of the industry and profession. However, studies such as Hurst et al. (2007) in the UK indicate that industry does not place the same importance on CPD as the professional bodies.

As Thomas (1995) suggested for CPD to be well supported and regarded there has to be collaboration between employers, employees, the professional bodies and educational providers in developing an environment that encourages and facilitates access to CPD. To capitalise on this research and bridge the gap between, (i) higher education, (ii) the requirements of the various professional bodies and (iii) the needs of industry, there are a series of steps that should be undertaken:

1. Establish and test the infrastructure and framework which will act as the host platform for the technology facilitated CPD initiative

2. Establish the appropriate learning outcomes and competencies required by the professional bodies

3. Determine the breakdown of traditional and online delivery of the learning. As part of this ensure that as many methods of instruction and learning as possible, i.e. both formal and informal methods of learning are encouraged

4. The content delivered must be eligible for CPD credits by the relevant professional body. For educational institutions this means building links with the professional bodies and ensuring the quality of the delivered learning will meet both the competencies and learning outcomes required by such bodies

5. Where appropriate, register on the network of training providers compiled by the professional bodies. This will ensure, where applicable, that professional bodies’ logos can be used. It will also assist in dissemination of the programme.

Through the execution of these various steps, an effective programme of CPD, meeting both the professional institutions and industry’s learning needs can be deployed. Educational institutions are in a better position than most to capitilise on this though the formal QA systems that exist in the sector and in individual institutions, through undergraduate programmes developed which fulfil the criteria of the various professional bodies to meet industry needs.

7. Conclusion

The rational behind the first case study is to create an innovative international learning resource that is widely accessible to construction management professionals thereby facilitating improved knowledge and skills within the industry. It is well recognised that the

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integration of e-learning and blended learning into programmes is led by motivated and enthusiastic individuals with little extrinsic rewards structures to encourage these initiatives.

To date the major output of the project has been the development of a framework that will host a series of on-line training modules, a reference bank of materials, web-based services such as discussion groups and bulletin boards to act as a forum for the exchange of information and ideas between educational institutions, industrial and professional bodies. However, unless a strategic approach is adopted, resources deployed, and an appropriate support infrastructure is put in place, the longer-term sustainability of this initiative will be jeopardised.

The undergraduate case study presented highlights many of the benefits of delivering course material using TEL. In general, there was unanimous recognition that TEL improved the learners’ experience, particularly the easy access to module documentation and the frequent assessment of course material using the ‘tests and quizzes’ option. These tools have contributed to learning throughout and module while prompt feedback on performance is a welcome addition towards closing the ‘learning circle.’ The instant emailing of module announcements and the highlighting of key milestone dates on the module calendar were also popular features. The system was not however without flaws, in particular, the following findings should be addressed if a professional CPD portal is to operate successfully:

1. Accessibility and slow of network speed were the greatest source of frustration for the users. A number of respondents noted being automatically logged-out by the system particularly when undertaking a module quiz. It is likely that these issues will also be concerns for the lifelong learner using technology as part of CPD.

2. Network restrictions on file size came to the fore when assignments with large file sizes (due to digital images) presented unforeseen difficulties for students submitting work close to the deadline.

While these difficulties can be overcome with appropriate advanced planning and the establishment of a proactive technical support team, the undergraduate pilot survey of TEL serves to stave off negative sentiment that would inevitably exist were these difficulties encountered by the construction professional. Moreover, the part time learner accessing material online from remote sites and poor ICT communications infrastructure may be de-motivated by slow or untimely access to resources. In conclusion, this work incrementally advances the CPD portal towards its full-scale implementation.

Reference

Bruce J. D., Beyond Bandwidth, Educause Review, January/February, 2003, pp 23 – 31

Condie R. and Livingston K., Blending online learning with traditional approaches: changing practices, British Journal of Educational Technology, Vol. 38, No. 2, 2007, pp 337 - 348

DG Education & Culture Studies in the Context of the E-learning Initiative: Virtual Models of European Universities (Lot1) Draft Final Report to the EU Commission 2004 available to download at http://www.elearningeuropa.info/index.php?page=doc&doc_id=5082&doclng=1 accessed January 15th 2005

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Garrison D. R. and Kanuka H., Blended learning: Uncovering its transformative potential in higher education, Internet and Higher Education, Vol. 7, Issue 2, 2nd Quarter 2004, pp 95 - 105

Hurst A., Hodgkinson M. and Mutch A., The Implementation of Continuing Professional Development for Construction Managers, 7th International Postgraduate Conference, Salford Centre for Research and Innovation, SCRI, 2007, pp 294 - 305

Neumann M., O’Murchu I., Breslin J., Decker S., Hogan D. and MacDonaill C., Semantic social network portal for collaborative communities, Journal of European Industrial Training, Vol. 29, No. 6, 2005 pp 472 - 487

Thomas E. J., Developing continuing education and training in European universities, Journal of European Industrial Training, Vol. 19, Issue 4, 1995, pp 11 - 16

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