Development of The Ferris State University Construction Technology and Management Computer Learning Center

Introduction

Computer facilities for academic construction programs are typically a function of the path of least resistance. Hardware, spatial requirements, spatial arrangement, furnishings, security, and operating procedures are typically driven by what is available or what can be minimally purchased. Construction program focus is generally on procuring and maintaining necessary hardware, peripherals, and software. Computer work incorporated into

coursework and subsequent construction program computer learning goals are strongly influenced by these considerations. The opportunities that a computer facility can offer as a communication and teaching medium are often overlooked. In order to embrace this broader focus, the Ferris State University Construction Technology and Management Program (CT/M Program) recently initiated a long term plan to optimize a computerized environment as a communication and teaching medium. The plan was formulated using the following objectives:

This paper discusses the development of this dedicated construction program computer learning center. Hopefully by discussing specific design criteria for the first stage of this center, this effort can be used as a guideline for other construction programs establishing or enhancing computer facilities of this nature.

Promoting the Computer as a Communication and Teaching Medium

Today, new software and hardware interfaces are formatted for entertained learning (learning as a function of entertainment) for a visually aware MTV (Music Television by Viacom) generation of students. Hypermedia learning entails interactive and nonlinear navigation through learning material that reaches studentsAE senses - seeing, hearing, touching, and smelling. No longer will it suffice for us to continue doing what we did best -that is, explaining techniques, procedures, and processes in classroom lectures and student discussions. (the technology of the future is already here, Robert Jensen)

Faculty members will have new roles to play in the educational process. For example: Course instructors will play a larger role in inspiring students to want to learn more about a subject and a smaller role in explaining that subject to students. Instructors will do less explaining, because the best materials of the worldAEs best teachers on almost every subject will be added to the instructorAEs own hypermedia presentations, and will be available on call at any time of day or night that students want to learn. (the technology of the future is already here, Robert Jensen) Teachers will assume the role of a guide or learning coach.

Though the PC can greatly enhance the learning experience of a student as described above, personal teacher-student interaction will still be necessary. As of yet, the computer cannot detect learning frustrations, personal problems, unforeseen questions, or changes in paths of discourse that typically occur in the learning cycle.

The design philosophy of the CT/M Computer Learning Center (CLC) was strongly influenced by Jensen's description of the future for use of the computer as a communication and teaching medium, but was tempered by the necessary reality of current teacher-student interaction.

The CT/M Computer Learning Center Plan

The CLC plan, initiated during the spring of 1993, created an opportunity that if embraced requires all users, both faculty and students to acquire new attitudes for innovation and utilization. Students will be encouraged to explore uses of computers for classroom interaction that will potentially transend software usage. Faculty will be challenged to incorporate the computer medium into current coursework and ultimately into a distance learning education program. The CLC is being promoted as an environment offering opportunity for optimization by motivated users, both faculty and students.

Stage One

The primary objective of this stage was creation of a conducive and comfortable environment that minimized physical inadequacies and motivated students to use computers for construction applications. After answering the physical design criteria questions, it was agreed that 1500sf was a minimum requirement to accomodate sixteen (16) workstations and two (2) power rooms (See Illustration A). This more than doubled the size of the previous dedicated CUM computer facility. Minimal electrical, lighting, and dropped ceiling changes had to be incorporated into the rennovation. Floor carpeting and wall finishes were adequate as well. Walls and associated electrical and HVAC for the power and server rooms were the only new construction incorporated into the space.

Power Rooms

These rooms can be reserved by student groups and used concurrently with dedicated classes in the other part of the CLC. The soundproofed power rooms near the entrance were designed to accomodate four persons at one time. The continuous 30" deep desktop accomodates PCIEs, 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 are provided for informal charting and discussion of the work effort being performed.

Network connections provide access to outside computer resources such as InterNet, the AGC InfoNet, and campus wide networks. Each power room has a dedicated telephone line restricted to only local calls. This capability allows for the convenient simulation of home office (Power Room A) to field office (Power Room B) electronic transfer of information via a modem or fax.

These work spaces contain necessary tools to simulate the gathering, analyzing, and recording of information used in real life bid preparation or general construction work situations requiring group interaction. These rooms are equipped with multimedia workstations for faculty and student use.

The Server Room

Currently workstations in the CLC are connected to a server in another location in the same building and a LAN running Novell NetWare . The LAN administrator is provided by another department at no direct cost to the CT/M Program. Microsoft Windows, wordprocessing, desktop publishing, database, spreadsheet, and LAN version construction software are administered from this server. The server room was included in the CLC for future location of a dedicated construction program server if necessary. The lockable room provides server security and an area for storage of appropriate software, manuals, and paper products.

Spatial Requirements

The 78" axis of the workstation module includes a 30 table top and a 48" aisle for movement in a chair by the user and access to the workstation by the user or instructor. The 30" depth of the work surface accomodates the desktop processing unit, the keyboard, and allows for space behind the unit for cable connections and special plugs. The 60" axis, even with the PC occupying part of the surface, provides the workstation user with enough area to put support materials and to open and view a "D" size set of construction drawings. By being 60" wide, the work surface is wide enough to accomodate two (2) students per module if necessary. This flexibility is important for lecture theory classes held in the CLC. Typically these classes will use specific construction software (ie. scheduling), yet are not necessarily computer intensive during every class period.

Spatial Arrangement

The spatial 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 focussing on the teaching zone at the front of the space. The teaching zone at the front of the CLC is spatially defined by a 6"raised floor. This raised area allows the instructor to see all workstation users and minimizes the effect of the height of the furniture partitions. It also makes white boards and projections more visually accessible to workstation users.

The depth of the workstation module was formulated by using a 30" deep work top with 42" clearance between the the backs and fronts of consecutive rows. This was viewed as a minimum requirement for this type of arrangement, because of accessibility and electronic emissions from

monitors. Four (4) 60" work tops side to side conveniently fit in the 30' dimension of the space while allowing for adequate passage space at both ends of the each row. Four (4) 78" deep rows and a 72" teaching zone conveniently fit in the depth axis of the space. When design criteria were established for the spatial arrangement, faculty who taught the introductory computer course all agreed that for optimal audio and visual interaction with the student while using the computer, the maximum number of workstations for a class should be no more than sixteen (16).

The printer server, wide carriage dot-matrix printer, laser printer, and plotter were placed at the front of the CLC space instead of in the rear, so the instructor could more easily monitor usage from the teaching zone. White boards and a projection screen for use with an overhead projector also take advantage of the orientation of the workstations.

Power poles were placed at the left end of each row, out of the direct line of sight of the workstation users. Though not as inconspicuous as utilizing a raised floor, the poles are visually unobtrusive and are adequate for power, security, and LAN cabling brought in through the dropped ceiling.

In the back two (2) rows of the CLC, only the vertical mid-panel in the center of the four (4) workstations was installed so a digitizer pad could be installed between each pair of workstations.

Furnishings

32" vertical Steelcase 9000 Series sound insulated panels, bought used, support and secure the ends of the 30" x 60" work tops for each module. The 32" dimension was selected to allow for student to student interaction, yet create a semiprivate work zone. 29" vertical front panels were selected to allow for unobstructed sight to the front of the CLC while the workstation user is seated. The front panels were cable and power ready minimizing the chance of users tangling and disconnecting cables.

Though initially not a prime design consideration, used Steelcase chairs with rollers were matched to each of the sixteen (16) workstations and the teacher workstation. These types of chairs enhance comfort for prolonged sitting tasks and allow students to easily move to another workstation nearby without having to stand.

Security

By embracing the objective to promote the CLC as a communication and teaching medium, computer intensive and theory intensive classes that utilize specific construction software are being held in the CLC. Because of this increased demand during the normal school day, the CLC will be accessible twenty-four (24) hours per day to CT/M students, faculty, and LAN maintenance persons. This is the first computer facility on the FSU campus to try this plan.

Users can gain access to the CLC by reading their Ferris State University identification card through a Harco card reader at the entrance. In order for the reader to open the door, the person's name and identification code must be confirmed from a database in the campus mainframe. When entrance is verified, the entrant's name and the time of entry are logged by the Harco system software. This does not eliminate the problem of multiple users entering the CLC at one time, however it does designate at least one entrant at a specific time. Reported lost identification cards would be noted in the database and appropriate measures would be taken to issue a new code.

To support the restrictive entrance procedure, a Sonitrol fiber optic cable network connects all removable computer and peripheral components in the CLC. If the fiber optic network is broken, a local alarm sounds and a signal is sent to campus security, who in turn dispatch an officer to the CLC. This system is easy to maintain and flexible to change should new components be added.

Operating Procedures

Signup ledgers are provided to users for reservation of workstations and power rooms. The 24 hour accessability of the CLC places a large responsibility for upkeep and security on the student users. This places an additional duty on faculty to make the students aware of this expection.

Stage One Assessment

The use of this assessment information will greatly influence the development of Stage Three. Feedback concerning the CLC to be subjectively collected:

1. Reaction to the physical teaching environment by faculty

2. Reaction to the physical teaching environment by students

3. Conduciveness for faculty/student interaction

4. Conduciveness for student/student interaction

5. Utilization effectiveness by faculty (exploration of new ways to incorporate computer usage into coursework and presentation methods)

Feedback concerning the CLC to be objectively collected:

1. Student usage of available resources; workstations and Power rooms

2. Student care of the resources

3. Classes utilizing the CLC for construction theory teaching

4. New teaching methods incorporated into existing con­struction courses

5. Performance of the security systems

Stage Two

This stage is the least conceptual of the three. The objective is to update and maintain hardware and necessary peripherals based upon latest available computer technology. This stage is strongly technology driven as applicable construction software is being placed in the Microsoft Windows environment demanding faster operating speeds and more storage. In addition, new multimedia applications demand CD-ROM drives and expanded storage capabilities. Funds for this type of upgrade must be derived from program sources, unlike facility rennovation which is typically supported by the university budget.

Stage Three

Stage three will evolve from evaluating, defining, and implementing feedback described in stage one of the CLC plan. Several universities are establishing distance learning environments, but seem to be disregarding the actual physical environment housing the medium. As the communication technology for distance learning is refined, grows, and becomes more economically feasible, this part of the process will be readily available for those wishing to utilize it. Optimization of the physical environment housing the medium and the users must be explored and refined as well.

Stage three presents a different spatial layout from stage one. By the nature of the educational process of exploring and learning computer applications used in the Ferris CT/ M Program, the "work group" philosophy is a primary focus and is epitomized by the spatial arrangement of workstations in each of the four (4) quadrants of the CLC space (See Illustration B). By placing the teaching zone in the center, the attention of the users can still be focused to this point, to a screen at the front of the CLC, or to strategically placed television monitors around the room. The space is flexible to accomodate additional seating and rearrangement for specific needs. Each work pod is designed for semiprivate use, with a work surface separating workstation pairs. Yet the pod arrangement allows for interaction with other areas in the CLC space and the instructor if necessary. Work pod areas are still comprised of four (4) workstations with surface space to accomodate an additional four (4) 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 personnal belongings will be built into these islands (See Illustration C).

Conclusions / Recommendations

The next step for this project is to collect and present assessment information concerning stage one. By observing use of the power rooms and independant workstations, comparisons can be made for interaction and utilization by end users. At this time CT/M faculty are beginning to explore new ways to embrace the computerized environment for construction theory teaching.

Stage three is for the future of the CT/M Program. At this time, it is a conceptual idea that will require development and funding to be optimally implemented. Using a space of this type and form will require great adaptation by the instructor or "learning coach" for the operation of the facility to maximize networking and one on one interaction with students. The definition of intimacy with the student for learning might change from "eye to eye contact" to "computer to computer" contact. These adjustments will require great motivation to design and integrate exercises into coursework and learning goals. At the same time that the users are adapting to the computer medium, the fine line between the use of the computer as a tool and learning construction theory will have to be maintained. This will be an evolutionary step for teaching possibilities, directions for construction education, and FSU.

References

Jackson, Paula Rice, "Picture Perfect", Interiors, Nov 1990.

Jenson, Robert E. , "the technology of the future is already here", Academe, July/Aug 1993.

Noon, John P. (Editor/Publisher), "Planning a Computer lab", Higher Education Product Companion, Sept 1993.

Ryan, Richard, "An Undergraduate Construction Program Elective: Small or Medium Size Construction Company Computer Management", Proceedings of the Great Lakes

Regional Meeting, Oct 1992,

Smith, Dr. Gerald, Debenham, Dr. Jerry, "Automating University Teaching by the Year 2000", T.H.E. Journal, Aug 1993.

Sullivan, C. C., "General Electric Company, World Sales and Service Center, Tune In, Turn On, Link Up, Log On", Buildings, June 1993.

Tykwinski, Joseph R, Poulin, Russell C., "A Practical Guide to Teleconferencing and Distance Education", North Dakota Interactive Video Network, 1992.