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Open Access
Article
Publication date: 28 March 2024

Hans Voordijk, Seirgei Miller and Faridaddin Vahdatikhaki

Using real-time support systems may help operators in road construction to improve paving and compaction operations. Nowadays, these systems transform from descriptive to…

Abstract

Purpose

Using real-time support systems may help operators in road construction to improve paving and compaction operations. Nowadays, these systems transform from descriptive to prescriptive systems. Prescriptive or operator guidance systems propose operators actionable compaction strategies and guidance, based on the data collected. It is investigated how these systems mediate the perceptions and actions of operators in road pavement practice.

Design/methodology/approach

A case study is conducted on the specific application of an operator guidance system in a road pavement project. In this case study, comprehensive information is presented regarding the process of converting input in the form of data from cameras and sensors into useful output. The ways in which the operator guidance systems translate data into actionable guidance for operators are analyzed from the technological mediation perspective.

Findings

Operator guidance systems mediate actions of operators physically, cognitively and contextually. These different types of action mediation are related to preconditions for successful implementation and use of these systems. Coercive interventions only succeed if there is widespread agreement among the operators. Persuasive interventions are most effective when collective and individual interests align. Contextual influence relates to designs of the operator guidance systems that determine human-technology interactions when using them.

Originality/value

This is the first study that analyzes the functioning of an operator guidance system using the technological mediation approach. It adds a new perspective on the interaction between this system and its users in road pavement practice.

Details

Frontiers in Engineering and Built Environment, vol. 4 no. 2
Type: Research Article
ISSN: 2634-2499

Keywords

Article
Publication date: 1 January 2003

Cecilia Jacobs and Seirgei Miller

Peninsula Technikon has for the past few years engaged in a review of their current qualifications with a view to transforming these curricula into Outcomes Based Education (OBE…

Abstract

Peninsula Technikon has for the past few years engaged in a review of their current qualifications with a view to transforming these curricula into Outcomes Based Education (OBE) format with learning specified in terms of broad, exit level outcomes. In turn the subjects making up these programmes were further broken down into enabling and sub‐enabling learning outcomes. The institution is currently engaged in designing tasks and assessment criteria which attempt to piece together these learning outcomes into projects which integrate student learning and introduce reflective assessment practices. The process underlying the design of these integrated projects has necessitated collaborative planning and assessment among academic staff at various levels of each programme. Through this process staff have grappled with and puzzled over the realities of implementing OBE at classroom level. This paper focuses on an integrated project designed for the exit level of the Civil Engineering diploma programme and explores the assessment practices from lecturer perspectives through unstructured focus group discussions, as well as individual, structured questionnaires and interviews. The outcomes of this research are presented as work in progress and tentative recommendations will be made regarding the implementation of integrated projects.

Details

Journal of Engineering, Design and Technology, vol. 1 no. 1
Type: Research Article
ISSN: 1726-0531

Keywords

Article
Publication date: 1 July 2005

Seirgei Miller, Theo C. Haupt and Nicholas Chileshe

The cooperative education model adopted by Universities of Technology in South Africa embodies the notion that both education and training are equally essential. It incorporates…

Abstract

The cooperative education model adopted by Universities of Technology in South Africa embodies the notion that both education and training are equally essential. It incorporates productive work into the curriculum as a regular and integral element of a higher education course. The present model involves three cooperative partners namely, the university, student and employer. It should, therefore, be evident that cooperative education has two main components, namely an academic component and an experiential learning component, both of which are integral to its success. To enable students to understand the relationship between academic subjects and the world of work, cooperative education involves restructuring the educational experience. For some time, industry employer representatives have suggested that education and training offered at Universities of Technology do not always address the needs of industry. They argue that graduates lack the necessary theoretical skills, training and managerial understanding to ensure immediate meaningful employment. These inadequacies contribute to unemployment and the lack of advancement opportunity within their chosen careers. In addition, there is a need to examine the perceptions of students regarding course content before they go into industry. This was the motivation for this research. The aims of the research project are twofold. Firstly, to examine the course content offered within the civil engineering diploma programme, and secondly to measure the levels of subject satisfaction. Using an exploratory approach through a survey of 123 students, this study explores the course content and satisfaction levels based on study areas in the first year program. The results indicate that students generally perceive the subject Communication Skills to be least satisfying whereas Mathematics is considered to be the most satisfying subject. This paper concludes by presenting the subject satisfaction index tool which contributes to the range of intervention strategies as envisaged by the CIDB. This further contributes towards the improvement of the overall quality of University of Technology civil engineering academic programs and also the subsequent productive employability of its graduates.

Details

Journal of Engineering, Design and Technology, vol. 3 no. 2
Type: Research Article
ISSN: 1726-0531

Keywords

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