CI-TEAM Implementation: Educating a Competitive, Cyberinfrastructure Savvy Engineering and Construction Workforce

建筑业是美国最大的行业之一，也是美国竞争力的核心。它还迫切需要劳动力发展，以便能够采用先进的网络基础设施。中小企业占主导地位，而且越来越多的少数族裔劳动力的教育水平通常较低，这阻碍了这类投资。作为回应，这项提议寻求大幅提高劳动力技能，为教学提供新的网络基础设施，并建立可持续的合作伙伴关系，解决劳动力、大学生和精选9-12年级学生使用这种网络基础设施的教育问题。通过这样做，该项目将增强行业竞争力，并支持继续进行网络基础设施研发。这项提议特别关注的是一种被业界称为智能求职网站(IJS)的教育模式。IJS包括传感器、移动计算和无线网络，以提供本地化和项目范围的决策支持。Ijs技术的基本原理是，提高国家意识将提高生产率和安全性。建筑工地是独一无二的，占据了相当大的区域(例如，整个建筑)，并且具有动态化的性质，由于当地条件的变化以及随之而来的工人选择行动的高度自由，使得劳动力活动的有效协调变得困难。一些综合信息系统应用程序正处于不同的开发阶段。然而，为了推动进一步的研究，有必要进行大量的劳动力培养，以加快这些技术的采用。该项目将扩大先前的一个示范项目的规模，该项目设计和部署了一个综合学习环境，将综合学习方法纳入一个易于复制和因地制宜的统一学习环境中。该实施项目将应用通过示范试验台获得的经验教训，围绕以下目标改进、部署和评估学习模块：(1)建立团队活力，(2)促进批判性思维，(3)支持技术评估，以及(4)鼓励建设过程中的反馈和整合。我们项目的一个重要的长期目标是鼓励将网络基础设施的经验和知识从正在进行的研究转移到各级学生，从劳动力转移到研究生，转移到本科生，最后转移到9-12丰富。为此，该项目将利用与行业和技术专家的新颖协作来定义学习环境、模块和目标，以确保它们符合一般员工的期望、需求和专业知识。

The construction industry is one of the largest in the nation and core to American competitiveness. It is also in critical need of workforce development to enable adoption of advanced cyberinfrastructure. Such investment is hindered by a predominance of small- and medium-sized enterprises and typically low education levels of an increasingly minority workforce. In response, this proposal seeks a dramatic increase in workforce skills by offering both a novel cyberinfrastructure for pedagogy as well as sustainable partnerships that address education of the workforce, university students, and select grade 9-12 learners in the use of that cyberinfrastructure. In so doing, this project will enhance industry competitiveness and support for continued cyberinfrastructure research and development. The particular focus of this proposal is a mode of education the industry calls the intelligent job site (IJS). IJS encompasses sensors, mobile computing, and wireless networking to provide both localized and project-wide decision support. The basic rationale for IJS technologies is that improved state awareness will enhance productivity and safety. Construction sites are unique, occupy sizeable areas (e.g., entire buildings), and are dynamic in nature, making effective coordination of workforce activities difficult due to varying local conditions and concomitant high degrees of freedom in worker choice of actions. A number of IJS applications are in various stages of development. However, to drive further research, considerable workforce development is necessary to speed adoption of these technologies. This project will scale up an earlier demonstration project which designed and deployed an integrated learning environment which incorporated IJS pedagogy into a unified learning environment that is easily replicable and customizable to local conditions. This implementation project will apply lessons learned through the demonstration test bed to refine, deploy, and evaluate learning modules centered on the following objectives: (1) building group dynamics, (2) promoting critical thinking, (3) enabling technology evaluation, and (4) encouraging feedback and integration within the construction process. A significant long-term goal of our project is to encourage transfer of cyberinfrastructure experience and knowledge from ongoing research to students at all levels, from workforce, to graduate students, to undergraduate students, and finally to 9-12 enrichment. To do so, the project will leverage novel collaborations with industry and technology experts to define the learning environment, modules, and objectives with the goal of ensuring that they match the expectations, needs, and expertise of the workforce in general.