EAGER: Collaborative Research: Cyber-Eye: Empowering Learning through Remote Visualizations using Unmanned Aerial Systems

网络学习和未来学习技术计划资助的努力将有助于展望下一代学习技术，并促进我们对人们在技术丰富的环境中如何学习的了解。该项目探索了使用无人机系统(UAS)技术来支持建筑工程和管理课程学习的可能性。今天，建设项目变得越来越复杂。学生可以通过实地考察了解项目是如何展开的，但费用、时间安排和安全预防措施使学生很难看到各种建筑项目如何在时间和空间上展开。这个项目将帮助学生通过使用无人驾驶飞行器随着时间的推移记录建筑工地的视频来了解建筑项目；学生和他们的老师将能够选择重要的项目方面来查看，记录的视频将帮助建立一个案例库，供未来的学生了解工作现场的现实与施工文件的不同之处。本项目侧重于通过基于案例的推理支持时空约束的教学，促进建筑和工程管理中程序和结构知识的整合。将通过反复设计两个组成部分来建立和改进CyberEye系统：第一，远程视频和图像生成组成部分，该组成部分将整合飞行器、地面控制站以及通信和控制平台，使摄像机能够捕捉建筑工地的所需方面；第二，支持学习者获取视频的系统，该系统将支持创建教学案例，使教员和学生能够规划和输入空中任务(同步和异步)，以及为学习者存档和反思观看。该系统将研究学习结果，并使用大学级建筑工程课程中实施的基于设计的四次迭代研究方法提出设计原则。半结构访谈和参与者观察将被用来支持形成性评估，而实验前的比较将评估网络眼干预对学生学习的影响，特别是每次迭代中CEM领域内的空间推理。

The Cyberlearning and Future Learning Technologies Program funds efforts that will help envision the next generation of learning technologies and advance what we know about how people learn in technology-rich environments. This project explores the possibility of using Unmanned Aerial System (UAS) technology to support learning in construction engineering and management courses. Today, construction projects are becoming increasingly more complex. Students can learn about how projects unfold through field trips to build sites, but expense, timing, and safety precautions make it hard for students to see how a variety of construction projects unfold in time and space. This project will help students learn about construction projects by using unmanned aerial vehicles to record video of build sites over time; students and their teachers will be able to select important project aspects to view, and recorded video will help establish a case library for future students to see how the realities of job sites differ from contstruction documents.This project focuses on facilitating the integration of procedural and configurational knowledge in construction and engineering management by supporting teaching of spatio-temporal constraints through case-based reasoning. The CyberEye system will be built and refined through iterative design of two components: first, the remote video and image generation component, which will integrate the aerial vehicle, a ground control station, and a communications and control platform to allow the cameras to capture desired aspects of the construction site; and second, a system to support learner access to the video, which will support creation of instructive cases, allow instructor and student planning and input of aerial missions (both synchronously and asynchronously), and archiving and reflective viewing for learners. The system will study both the learning outcomes and propose design principles using a four-iteration design-based research methodology implemented in college-level construction engineering courses. Semi-structured interviews and participant observation will be used to support formative evaluation, while pre-post experimental comparison will gauge the impact of the CyberEye intervention on student learning and especially spatial reasoning within the CEM domain for each iteration.