Independent Technology Project
20% of Course Grade
This project provides an opportunity for construction management and engineering
students to learn a new or emerging information technology that they feel will directly
benefit them in their professional careers. This technology may be one that they have
heard of in prior internships or courses, but have not fully learned. Alternately, the
technology may be one that students have used for some applications, but have not yet
learned enough to address problems they will likely encounter in their careers. Students
will need to make sure that they can access necessary software/hardware to learn
whatever technology they select.
The aims of this project are twofold. First, it will provide students with the opportunity to
customize their technological learning to support their own professional goals. Second,
this project will challenge students to learn-how-to-learn a technology, which will support
them in their long-term career when new tools emerge that require them to educate
themselves on how to use these tools.
Project Due Dates:
October 19, 2020 at 11:59AM
Project Proposals Due
November 9, 2020 at 11:59AM
Deadline for Proposal Modifications (If Applicable)
December 4, 2020 at 11:59AM
Completed Independent Technology Projects Due
Part 1: Proposal
(Prerequisite for credit on project.)
This project allows all students to propose and explore their chosen information
technology of interest, within a set of parameters. To ensure that topics fall within these
parameters, students will be required to submit brief proposals that indicate how their
chosen technology will address the aims of this project. More specifically, these
proposals will: 1. define the specific software/technology and how it will be applied; 2.
explain the industry problem that this technology addresses; and 3. offer evidence that
the technology is accessible to the student in order to allow for successful completion of
this project. The following sections explain each of these three components that are
required in all project proposals.
1. Define the software/technology and how it will be applied: You will need to define
specific software and technology that you are interested in learning and also
explain how you intend to apply these. You will be asked to formulate your
proposal according to the following format:
I will learn [SOFTWARE/HARDWARE NAME]
in order to [SPECIFIC RESULT PRODUCED].
Examples for the types of responses expected are provided at the end of Part 1.
2. After you define your project concept, you will need to define the
industry/practical problem that this technological application would address. The
problems that you provide should be based on your academic or
professional/internship experiences. Students should explain how their
technologies provide solutions to realistic problems in the following format:
This would enable me to [EXPLAIN PROBLEM TARGETED].
Examples for the types of responses expected are provided at the end of Part 1.
3. Finally, all project proposals must include a screenshot, or photo, of the
technology you have selected to illustrate that you are indeed able to access this
technology. This image must be captured from a computer (or other hardware)
that you will be able to access during this semester. You may use a trial version
of software, but be sure to select products that have trials of at least 3 months. If
you choose a product with a shorter trial version than this, you will not be able to
access the software toward the end of the semester when you will need it most. If
you cannot gain access to your chosen technology, you may either select a
different technology that addresses a similar goal or you may choose a new
problem entirely that may be addressed by a technology that you can access.
Examples of Proposal Statements: The following examples illustrate the types of
responses students might create in their proposals. However, students are not required
to select one of these. You may elect to explore alternate options that more closely align
with your own professional goals.
● [1.] I will learn Lumion in order to render a model with photorealistic textures. [2.]
This would enable me to address concerns voiced by the owner about not being
able to understand what a particular space would look like upon completion.
● [1.] I will learn Unity in order to visualize 3D models in a 360 degree viewing
environment through a mobile computing device such as a tablet. [2.] This would
enable me to guide decision-making during value engineering by providing an
effective visualization experience to owners, who may not have access to
specialty VR equipment.
● [1.] I will learn Unity in order to publish models to VR on a smartphone. [2.] This
would enable me to illustrate complex connection details in an intuitive 3D
manner to field personnel using technology that they would likely be able to
access on a daily basis.
● [1.] I will learn Unity in order to publish models to AR on a smartphone/tablet. [2.]
This would enable me to compare as-planned construction progress to actual
construction progress in the field to identify any discrepancies.
● [1.] I will learn Dynamo in order to track LEED points related to day lighting of a
sample project. [2.] This would enable me to import updated design models and
check their impacts on LEED points in a few seconds to ensure that design
modifications do not compromise a project’s LEED goals.
● [1.] I will learn Autodesk Recap in order to generate photogrammetry based
models. [2.] This would enable me to document physical objects on site (i.e.,
mock-ups or specific equipment that may not be modeled) in a 3D format to
communicate physical conditions to remote project participants.
● [1.] I will learn Revit in order to model new elements over a 3D point cloud from a
laser scanner. [2.] This would enable me to identify, and potentially eliminate,
safety hazards that may be present in an existing project by measuring spacing,
proximities, and fall distances related to existing scan data and planned new
model content.
When Developing these proposals, please note:
● Topics may not relate to basic modeling functions that have been taught in prior
ASU coursework. If you have not taken prerequisite courses at ASU, or simply do
not remember how to use basic modeling tools, we will offer introductory, or
“refresher”, lab sessions during the first half of the semester. Check the syllabus
for the exact topics covered in these sessions.
● Topics may relate to advanced functions of software applications introduced in
labs or prior coursework in order to accomplish a new functionality. (i.e., use a
SketchUp plugin to produce high quality renderings of building finishes to support
visualization for value engineering decisions.)
● The technology chosen must be a specific technology, not a generic type of
technology. (i.e., “Unity Game Engine”, not “Visualization environments”)
● The learning objective must be specific enough that a grader and the instructors
will know if you were successful at achieving your plan.
● The learning objective must also yield a result that is observable by a grader and
the instructors. (i.e., “I will learn Sketchup in order to get faster at modeling” is not
acceptable.) Therefore, make sure to think about what result is produced from
your learning objective that would support your project team in practice.
● If after submitting your proposal, you decide to change your topic, you must
submit a new proposal that must be approved by the professors before
completing your topic. The faculty require five business days to review proposals
and no changes will be possible after the deadline for modifications has passed.
● Finally, the instructors reserve the right to reject any (or all) components of your
plan, if there are unforeseen issues that would inhibit the success or validity of
your proposed concept.
Helpful Links: Following are links to some learning resources. It should be noted that
these resources are merely starting points to more specific exploration that students
might need to do in order to produce an output for their unique proposal.
➔ Introduction to Lumion - In these videos, learn the basics of using Lumion to
create amazing, real-time renderings using many kinds of models, including
SketchUp models!
◆ https://youtu.be/6S29fubBk4M
◆ https://youtu.be/H0L8B8qOfqg
➔ Sketchup to Lumion - Modelling and importing models from sketchup into
lumion
◆ https://youtu.be/dVnQNwNmIqE
◆ https://youtu.be/IkHwIecJt7g
➔ Unity game engine - These videos take new users through the download and
installation procedure. The videos also provide a brief introduction to the Unity
interface.
◆ https://youtu.be/IlKaB1etrik
◆ https://youtu.be/gEARZ20M-Zc
➔ Unity to smartphone - These videos provide a guide for setting up Unity project
to publish Augmented reality models to a smartphone.
(HINT: Check recommended tab on YouTube for follow up tutorials)
◆ Android - https://youtu.be/0mpsiO2lCx0
◆ Ios - https://youtu.be/eu_eG0eTFlA
➔ SketchUp Viewer - Review and application of sketchUp viewer to view models
on mobile devices / VR / AR
◆ https://youtu.be/vwwAaFrkYvY
➔ Introduction to Dynamo - Brief introduction to Interface and some introduction
of dynamo tools.
(HINT: More detailed tutorials in recommended tab on YouTube).
◆ https://youtu.be/8DAsh04sR4c
➔ 3D scanning to Revit - These videos are introductions to using point cloud data
from a 3D laser scanner in Revit
◆ https://youtu.be/gC9Wa2UhaT8
◆ https://youtu.be/M13L99FibvM
◆ https://youtu.be/JDyu7ZOXECs
➔ Helpful Channels on YouTube for further exploration
◆ Novel BIM uses https://www.youtube.com/channel/UCry22yTdpgEDdzIZig7NSMQ/videos
◆ SketchUp Essentials https://www.youtube.com/c/Thesketchupessentials/videos
◆ UNITY tutorials for Immersive Reality https://www.youtube.com/c/ValemVR/videos
https://www.youtube.com/c/Brackeys/videos
Proposal Deliverable:
1. Proposal - (Google drive)
a. Include your name, course, and section
b. Write a sentence describing your project
i.
E.g. I will learn [Insert name of technology] in order to [Insert
learning objective]. This would enable me to [Insert
industry/practical problem to be addressed].
c. A screenshot showing you have access to the technology
Complete and submit this google form as part of your proposal submission https://forms.gle/aK5RdXZ9x9gwk1wH7
Part 2: Project
After your proposal is approved, you may begin working on the project. You will explore
the technology and learn how to use it to solve the problem you have identified. This will
likely require extensive trial and error, watching instructional videos online, and
coordinating with your TA during project lab sessions to brainstorm solutions to the
challenges you encounter. This process can be challenging initially, but is extremely
important to your ability to learn-how-to-learn a new technology. At the conclusion of
this process, you will create a tutorial (for both users and managers), a demonstration
video, and a documentation of “failures” that you experienced during your learning
process, as detailed below. These will constitute your final deliverables for the project.
Project Deliverables:
For the final output of your work, you will need to develop the following items:
1. Tutorial (PDF) 60% of Project Grade
a. (30%) Include a detailed, written instruction guide that would enable you to
effectively teach another student or colleague how to use the technology
that you have learned. You should include screenshots where possible,
and include descriptions of relevant content where necessary.
Furthermore, you may find it helpful to annotate on top of the screenshots
to indicate specific portions of the screen that are relevant to a reader. If
you are unsuccessful at achieving your stated learning objective, you will
need to include a tutorial for the functionality that you were successful at
achieving during your efforts.
b. (30%) Include a detailed description of how this application should be
applied in industry. This content is expected to provide guidance to
managers on projects to support decision-making. Be sure to discuss:
i.
What types of project contexts would benefit from the use of this
technology (i.e., types of projects, contract types, delivery methods,
other relevant factors)?
ii.
What technological infrastructure would be required if the
technology workflow you studied would be scaled up for use on a
real project? If the exact same infrastructure you used can be used
for a larger project, discuss how this process may be impacted by
practical concerns that may emerge. If the exact same
infrastructure you used would not be realistic, explain how and why
this infrastructure would need to change to benefit a real project.
iii.
What skill sets would be required from team members to implement
it? Would most practitioners be able to do what you have learned?
Would they require training? Would there need to be a dedicated
technology lead point of contact? Justify your recommendation.
iv.
How would you measure success and why would this technology
potentially lead to improvement? Remember the strategies that we
discussed throughout this semester. Be sure to state: what metric
you would collect; how you would collect this metric; and why
success in this metric would provide undeniable value.
2. Demonstration (Video) 30% of Project Grade
a. Include a video that illustrates you using your selected technology to
accomplish your stated learning objective. In the event that you are
unsuccessful at achieving your stated learning objective, you will not be
eligible for full credit on this portion of your grade. However, you will have
an opportunity in the subsequent section to receive extra credit to offset
points lost here. (See below.)
3. Documentation of “failures” (PDF) 10% - 40% of Project Grade (All students
must document minimum number of failures for 10%, but may earn up to 30%
additional extra credit if they were unsuccessful at producing a functioning
demonstration of their work)
a. When learning any new technology, frequently users learn how to use a
tool by learning how NOT to use it. (i.e., you may discover that certain
model formats cannot be read, or certain technology settings inhibit
performance). While frustrating, these “failures” are actually a good thing
for your learning. These struggles help you to more effectively remember
how to use the technology correctly after struggling when using it
incorrectly.
b. In this section, you must include a minimum of 5 “failures” that you
experience during your learning process. A failure is defined as any
technology workflow you try that does not lead to, or directly support,
successful accomplishment of your learning objective. You should
document failures in much the same way as you will document successes
in your tutorial PDF. For each you must include:
i.
Screenshots/photos
ii.
Explanation of what you were trying to do
iii.
Explanation of why/how it failed or led to a non-ideal outcome.
iv.
Summary of how you overcame the failure, or if you did not
overcome the failure summarize how you researched solving the
failure.
c. Please note that these “failures” will be reviewed by the instructors and
grader. Any disingenuous failures (i.e., “I tried to use the software with my
computer unplugged while it was out of power but it didn’t work.”) will not
be counted toward your minimum number of “failures” for this project.
d. Similarly, if you have not encountered at least 5 failures while targeting
your learning objective, explore further functionalities and scenarios to
learn the ways in which the technology may not be successful at
supporting your learning objective.
e. If you find yourself in a situation where you are not able to figure out how
to achieve your stated learning objective, you will inevitably experience far
more failures than expected. Therefore, if you document 15 additional
failures to illustrate a genuine effort to learn the application, you may offset
all of the points lost from the video demonstration section. In this way,
even if you are unsuccessful in learning your stated learning objective, you
are still eligible for full credit on this project.
f. Please note that students may not receive more than 100% in total points
on this project, even if extra credit points are targeted in addition to
achieving the targeted learning objective.
I will learn [SOFTWARE/HARDWARE NAME] *
Your answer
in order to [SPECIFIC RESULT PRODUCED]
Your answer
This would enable me to [EXPLAIN PROBLEM TARGETED] *
Your answer
Include an image that shows that you are able to open/access the necessary
hardware and software required for your proposal. This can simply be a screen
shot of the targeted application running on your computer and/or mobile
computing device, as appropriate.*
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