Alternative Reference Materials: A Case Study in
Publishing a Digital Textbook for Construction Surveying
Paul W.
Holley
Auburn
University
Auburn,
Alabama
Textbooks are an important part of
education. The advancement of information technology is offering creative
ways to change reference material and teaching methods to respond to the
cultural shifts in the attention traits of today’s students. Digital
textbooks can be excellent teaching tools, particularly in curricula of
applied fields such as construction management. They are capable of
storing and presenting large amounts of high quality data in a variety of
formats as opposed to web-based products that are often troublesome based
on connection speed and software limitations. This paper presents a case
study in which the author of this manuscript authored and produced a
digital textbook for use in a construction surveying class.
Keywords:
digital textbook, construction surveying, reference material, alternative
teaching
Introduction
The textbook industry is a
significant part of education. In their study of scientific texts, Rey, et al.,
(2004) note that “Textbooks represent a substantial financial investment and
strongly influence what students learn. They can facilitate – or compromise-
comprehension.” In many cases, texts are much more than just reference material
for course content. This is not a new concept, as findings have historically
shown that teachers often rely on textbooks for both curricular and
instructional decisions (Michigan State University, 1986). This is particularly
true for applied curricula such as construction management. Applied
construction coursework includes much more than just factual or definitive
topics, but also techniques and subjective processes upon which instructional
methods in textbooks can be dependant.
The proliferation of
information technology is also having a substantial impact on education,
offering new potential in how information is conveyed. It is through these
information technology mediums that education in applied curricula can improve.
“Construction educators must take the lead in promoting computer literacy in
their curriculums and to continue to develop new courses, delivery styles and
software applications through continued research activities” (Berryman, et al.,
2004). Students in today’s college environment are arguably engaged and
challenged differently, and educators must respond. Further, creative delivery
methods can improve communication of information that was once limited to
printed text and non-interactive media.
Courses that are heavy in
fundamentals and methods are often difficult for students; those in construction
management curriculums are no exception. In his work identifying IT-based
methods to enhance statics coursework, Burt notes that “The limitations of the
traditional classroom environment and methods of communication make the
explanation of introductory concepts difficult” (2002). Burt’s work included
offering web-based diagrams that provided animated references so that students
could visualize the transfer of loads on a structure. The use of pictures and
diagrams has long been a successful part of text materials, for both still
images and sequences. “Diagrams or ‘pictures’ are an efficient way to represent
a design, to display the content elements at each level of analysis, to show how
these are linked, and to present a theme. Two general structures provide
“lenses” for pattern analysis: description focuses on content as an
object with static attributes, whereas sequence portrays content as a
dynamic event.” (Chambliss and Calfee, 1989) IT-based animation of Burt’s
diagrams was the next logical step in improving the effectiveness of the image.
“Animated files create a sense of motion that can help understanding (Ryan, 2000
as referenced by Burt 2002)
Current IT technology now
offers the ability to see non-diagrammatic streaming video, but with certain
limitations. The foremost of these is internet connection speed for many
students’ home computers and problems associated with downloading files of large
magnitude. “File size of each web page becomes an issue, as graphic intensive
pages take longer to load via slow cable modems” (Burt 2002). A viable medium
that can contain large amounts of data is the digital textbook. Williams
defines digital textbooks as “professionally produced, high quality,
multimedia-enriched, interactive products available on CD-ROM…They should be
able to motivate students by making the information interesting through quality
information design and multimedia development” (2003)
Construction surveying is
perhaps some of the most applied of coursework in the construction curriculum.
It too has historically suffered from a shortage of engaging text material for
students. Further, many surveying texts lack practicality or contain far too
much information on engineering topics that may likely never be used on a
construction jobsite. In the preface of his text, Roberts notes that
“Traditionally, surveying texts have been chosen and adapted for use in
construction layout and control classes. However, the texts that work so well
in studying the science of surveying often do not work at all well in the
construction discipline. Much of the content of the surveying text is of no
relevance to the construction professional or is too theoretical to be
applicable” (1995)
This paper presents a
development in which the author addressed both the content of traditional
surveying textbooks as well as the methods in which they convey information. A
digital textbook was produced to replace the traditional written text that was
historically used in the construction surveying course at University “X”.
Methodology
and Case Study of Production
The methodology consisted
of two phases. First, product intent was defined to determine criteria about
which the text could be written. Second, the text was authored, developed,
produced and specified for use at University X.
Product Intent
Product intent was
identified through a series of steps: the establishment of criteria, defining
course content, and determining production logistics. The primary criteria of
the text were to:
-Generate time
during course meetings by providing a text that engaged the student so that
fundamentals could be learned outside of class
-Maintain performance
in the course such that the digital text was pragmatic in content and did not
promote student apathy and have a negative impact on grades
-Provide a text that
was convenient in format, flexibility and size
-Provide a text that
was considered to have value based on both content and price
Course content was based on
course objectives adopted by the faculty and accreditation standards. The
author determined that instrument exposure as well as exercise techniques should
be germane to the scope of work that the majority of students would encounter
upon graduation. Arumala found that, of a sampling of 14 ACCE accredited four
year construction management programs, surveying instruments thought to be most
important to which students should be exposed were automatic levels, theodolites,
electronic distance measuring devices, and total stations (2000). The author
concurs with these results, and course content prior to and during the
implementation of the digital text reflects this position. Note that, however,
a primary advantage of the digital text is that it can be easily expanded or
amended as technology advances and certain gear becomes commonplace on
construction jobsites.
Logistics of production
were a collaborative effort between the author and the University’s educational
television production unit. It was important to generate a text of high quality
even with significant cost in production. The ETV unit produced all field and
studio pieces, provided computer production and editing services, and
coordinated the physical production of the text in CD format. Forging a
positive relationship with the production staff was critical, as many faculty
members are not experienced in this type of media production, the author being
no exception.
Product
Development
The first phase of product
development was the generation of standardized templates. Consistency is
important in IT-based materials so that navigation is predictable and does not
distract from the text content. Ryan (2000) notes that “consistent page design
and format will help users navigate through information more efficiently.”
Additionally, it needed to be visually appealing to the “reader” of the text; a
blueprint scheme was created to appear similar to a construction document.
Important criteria for the template included:
-Navigation links that were easily recognizable
-Pause/Start feature for video segments
-Clear organization of the Chapter menu
-Chapter number/title easily identifiable
-Segment length and time elapsed to manage expectations
-Fonts and graphics that were easily recognized by student PCs
-Appealing format to keep students engaged
Once the general navigation
template was designed, three basic means of active data presentation were
utilized in the video frame: live studio “head shot” presentations, full
instructor on screen with images and diagrams added through “blue screen”
technology, and finally full-action field video with instructor voice-over
(figures 1, 2 and 3). Some studio segments were presented with an overhead
camera so that live sketching could be performed to accurately demonstrate
techniques on paper before field footage was viewed. Live field video also
included numerous creative components including simulated views through
instrument scopes and interviews with industry members.
Each chapter in the digital
text included an introduction with key objectives, definitions and basic
techniques, demonstrations of the use of gear, and finally a recap of key points
made throughout the chapter. Certain chapters’ material required slight
variations from this template, but the basic integrity was maintained throughout
the text. Segments authored for chapter introductions and recaps were formatted
for a teleprompter so that delivery would be succinct and thorough. Content for
segments with “blue screen” images and field footage voice-overs were produced
without full scripts; rather with an outline that could be viewed during each
take.
Figure 1:Template with “blue screen” images
projected
Figure 2: Studio headshot for introductions
and recaps
Figure 3: Live field footage with voice-over
Next, an outline of the
entire text was authored, and then all presentation text scripts, demonstration
sequencing and dialogue, and educational images were produced. This process
took several months to complete, through which constant refinements were made to
produce improved iterations. Field segments were shot in logistical production
order, which was invariably not sequential order. Experienced film crews
provided invaluable help in coordinating this effort so that the final footage
would be of professional quality from viewer perspective. Once both field and
studio filming had reached 80% completion, studio editing began while final
filming was completed. “AVID” Media Composition equipment was then used to
produce motion picture quality video segments for the text. Ultimately, 4 ½
hours of finished video material were produced and included in the digital
text. Still shots of various video segments are shown in figures 4 through 8.
Lastly, a glossary with
over 100 entries through which the viewer can scroll through or search for terms
alphabetically was produced to aid in teaching surveying vocabulary, including
photos of terms where appropriate (Figure 9).
Figure 4: Control line principles are
explained
Figure 5: Hub placement on desired grade
techniques are demonstrated
Figure 6:
Rod gradation of tenths and hundredths are explained
Figure 7 : Theodolite view of hub placement
“on line” is simulated
Figure 8 : Total station readings and function
are demonstrated
Figure 9: Sample glossary entry,
“Batterboards”
Author’s
Conclusion and Recommendations
The foremost concern of
digital texts of this quality is the cost of production. Retail price points
must be considered early in developing the production pro forma to determine
financial feasibility, regardless of whether the product is a text, an
asynchronous web-based product or a lecture on demand. The unit cost of film
production warrants a significant effort in authoring accurate, appropriate, and
engaging content of the text. If cost reimbursement can be managed, this type
of alternative media appears promising for use in applied programs such as
construction management. The development of this text required a significant
investment of both time and money; to date the author has spent over 600 hours
in the development and refinement of the DVD product. Securing funding for
quality production was a substantial up-front risk, and analysis of the benefits
over a traditional text has just begun.
The construction surveying
digital text described in this paper is currently being refined to address
issues brought forward by both students and the author. Changing the video
image to full screen and the addition of homework problems were the most
consistent requests, both of which have been accomplished. It is now available
to students in an encrypted DVD format, and also includes a printable “script”
for each introduction and recap as a study guide.
Some may be leery of
digital media making traditional instructors extinct. Williams notes, “Can a
digital textbook replace you? …only if you are [just] a dispenser of
information, which makes you expendable since information is abundant and
inexpensive. … a good digital textbook cannot and should not replace a
teacher”(2003). Faculty should acknowledge that alternate information delivery
exists to assist them in providing a much more rich experience for students,
thereby improving the quality of graduates from applied programs.
References
Arumala, J. O., (2000).
“The Impact of New Surveying Instruments on the Construction Surveying Course of
Study” Journal of Construction Education, Fall v 5, no 3, pp 227-243
Berryman, C. W., Fischer,
B., Wentz, T., Nobe, M., (2004) “Distance Education with Internet2 Audio/Video
Technology” The International Journal of Construction Education and
Research, Summer, v 1, no 1, pp 45-60
Burt, R. (2002). “Using
Technology Mediated Instruction to Support an Introductory Structures Course for
Construction Undergraduates” ASC Proceedings of the 38th Annual
Conference, pp 9-17
Chambliss, M. J., Calfee,
R. C., (1989). “Designing Science Textbooks to Enhance Student Understanding”
Educational Psychologist, v 24, n 3, pp 307-322
Michigan State University,
College of Education
(1986). Research Update. Notes & News, November 7, p 2
Reys, B., Reys, R. E.,
Chavez, O., (2004) “Why Mathematics Textbooks Matter” Educational Leadership,
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Construction Surveying, Layout and Dimensional Control, Delmar Publishers
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Practice Suggestions for CustomBuilding a Technology Class Web Site and
Administering the Class” Journal of Construction Education, spring, v 5,
no 1, pp 6-19
Williams, P., (2003).
“Will a digital textbook replace me?” Technological Horizons in Educations
Journal, May v 30, i 10, pp 25-27
