Drafting Design Basics Essays

Drafting Design Basics Essays Drafting Design Basics Essay Drafting Design Basics Essay Learning Drafting and Design Basics in an Online Environment: A Study Determining the Effectiveness by Davetta L. Gipson A Paper Presented in Partial Fulfillment Of the Requirements of ED7210: The Delivery of Distance Education June 4, 2004 100 Antioch Pike Nashville, TN, 37211 (615) 837-7103 [emailprotected] com Dr. Joann Kroll Wheeler Abstract Recently, the ITT Technical Institute Nashville Campus began offering their General Education courses in an online format for incoming students. A strong possibility exists that some technical core courses will be offered in the future using a distance delivery method to minimize the amount of time students spend on campus. Investigation into different delivery methods is imperative for an adequate comparison, as well as determining which method, if any, would be better suited for the school and students alike. The focus of this paper is to determine the best instructional technology method to be used for the introductory computer-aided drafting and design course. The methods to be compared are computer-aided instruction, computer-based training and Web-based training. Table of Contents Table of Contents 3 List of Figures 4 List of Tables 5 Introduction 6 Understanding Computer-Aided Drafting Design 7 1 Board Drafting Skills 7 2 Computer Drafting Skills 11 Current Course Offering 12 Converting From Traditional Method to Distance Delivery Method 14 1 Screening for Distance Learning Suitability 15 Determining Suitable Portions for Conversion 16 3 Selecting Appropriate Media for Conversion 16 1 Computer-Aided Instruction 17 2 Computer-Based Training 18 3 Web-Based Training 18 4 Determining Time Requirements for Development 20 5 Conversion Lifecycle 22 Conclusion 24 References List of Figures Figure 1. Drafting board 8 Figure 2. T-square 8 Figure 3. Track Drafting Machine 8 Figure 4. 30-60-90 triangle and 45-45-90 triangle 9 Figure 5. Protractor 9 Figure 6. Scale 9 Figure 7. Lead Holder 9 Figure 8. Drawing Leads 9 Figure 9. Lead Pointer 9 Figure 10a. Isometric Grid Paper 10 Figure 10b. Square Grid Paper 10 Figure 10c. Lettering Grid Paper 10 Figure 10d. Drawing Media Paper Size 10 Figure 10e. Paper Size Layout 10 Figure 11. Digitizer 11 Figure 12. Plotter 11 List of Tables Table 1. Course Distance Learning Screening Form 15 Table 2. Eligible Instructional Hours for Conversion 16 Table 3. ASCENT Web-Based Tools 20 Table 4. Learner-Courseware Interactivity and Associated Learning Objectives 21 Table 5. Media Compression rates and Developmental Hours 22 Table 6. Conversion Support Staffing 23 Table 7. Final Selection Criteria 26 Learning Drafting and Design Basics in an Online Environment: A Study Determining the Effectiveness Within the last nine months, the ITT Technical Institute Nashville Campus began offering their General Education courses online to incoming and transfer students. When the online program officially began over a year ago, it was managed through another school and student information was sent to the ITT Technical Institute where the student was registered to take their technical core courses. Since that time, the online program has undergone a few revisions. The current instructional method, Questa Training, was created by ITT Educational Services, Incorporated. Since the online courses began, many students have become dissatisfied with their learning experience. For some, it is the resistance to change and for others it is the inability to understand how the online environment functions. There are also a percentage of students who feel the online environment is not properly formatted to allow for the optimal learning experience. Because of these varying issues, many students have begun discussions regarding withdrawing from the course and some have asked about the possibility of taking the course in the traditional classroom setting. Regardless of the dissatisfaction in the online format, administrators are looking to prepare for some of the core courses to make the same transition within a few years. Monceaux, the Associate Dean of Academic Affairs replied, â€Å"Although no plans are final at this time, ITT Educational Services Incorporated is looking into the possibility of moving some of our early quarter courses into an online format† (Personal communication, Murphy Monceaux, May 25, 2004). One major concern of faculty members in the School of Design has been that of the computer-aided drafting and design students being able to learn board-drafting skills, as well as the AutoCAD 2004 software they are taught during their second and third quarters. The purpose of this paper is to determine if an online format is the most effective means in which to convey basic board drafting skills, as well as a basic understanding of the AutoCAD 2004 software commands. The delivery methods to be compared are computer-aided instruction, computer-based training and Web-based training. The final conclusion drawn will show if any of the delivery methods will be effective or if the traditional classroom setting would be the most effective means by which to teach the needed skills. Understanding Computer-Aided Drafting and Design In order to determine which delivery method would be the best to use, a clear understanding of computer-aided drafting and design is necessary. Computer-aided drafting and design refers to the ability to electronically create quick and accurate drawings with the use of a computer (CADD Primer, 2003). There are numerous software packages available that allow for drawing creation; however the one to be discussed in this paper is AutoCAD 2004. Although the use of the computer is necessary to gain the needed skills, basic board drafting skills are essential in the drafting and design industry as well. Board Drafting Skills Every drafter begins their training by developing a skill set that revolves around utilizing the drafting board and various drafting tools. This skill set incorporates traditional drafting tools. Traditional tools are devices used to assist the human hand in making technical drawings (Bertoline, 2003). Many tools were originally used in ancient Greece to study and develop geometry, but have evolved into tools used to develop technical drawings or sketches. All of the tools shown in this paper are an integral part of the board drafting process and they each have a particular purpose. The first traditional tool to be used is the drafting table or drawing board (figure 1). Used for holding a sheet of drawing media in a fixed position and to provide a straight edge for a T-square (figure 2) or Track Drafting Machine (figure 3). The T-Square is used to draw horizontal lines and to hold triangles (figure 4) for drawing vertical lines. The Track Drafting [pic] Figure 1. Drafting Board [pic][pic] Figure 2. T-SquareFigure 3. Track Drafting Machine Machine is used to draw precise horizontal, vertical and angular lines. It is precise enough to replace the T-square, triangles, the protractor (figure 5) and scales (figure 6). Triangles allow lines to be drawn at 30, 45, and 60-degree angles. When combining triangles, lines can be drawn in 15-degree increments. [pic][pic] Figure 4. 30-60-90 triangle and 45-45-90 triangle [pic][pic] Figure 5. ProtractorFigure 6. Scale The protractor is used to layout and draw angular lines or measure angles on the drawing, while the scale is used to layout measurements at reduced or enlarged sizes. When working on technical drawings, specialized writing or sketching utensils are used also. A lead holder (figure 7) holds special size and grades of drafting leads (figure 8) that allow for the creation of different line types and styles. It also replaces wooden pencils and needs a special sharpener to give a point to the lead, which is called a lead pointer (figure 9). [pic] [pic] [pic] Figure 7. Lead Holder Figure 8. Drawing LeadsFigure 9. Lead Pointer The last technical drawing tool to mention is more media based, which is the drawing media or paper (figure 10a-e) itself. Drawing media refers to the different types of sheets used in the process of creating technical drawings. There are several types of drawing media to be used and each type is dependent upon the technical drawing to be completed. The first type of drawing media is grid paper (figures 10ab), which is used to prepare preliminary and freehand sketches of your drawing. The last type is designed for developing lettering styles and formats (figure 10c). Drawing media comes in certain sizes based on the type of technical drawing being created and the amount of detail to be placed on that drawing. The paper sizes and shapes are shown in figure 10d and figure 10e. [pic] Figure 10a. Isometric grid Figure 10b. Rectangular gridFigure 10c. Lettering grid [pic][pic] Figure 10d. Drawing Media Paper SizesFigure 10e. Paper size layout Computer Drafting Skills For today’s drafter, it is a necessity to possess not only board drafting skills, but computer drafting skills as well. The technical tools have evolved from pencils, triangles, scales, and protractors to computer-aided drafting (CAD) systems (Bertoline, 2003). The primary function of the CAD System is to allow the drafter, designer, engineer or architect to solve graphic problems and produce accurate, legible technical drawings. There are several components that make up the hardware portion of a CAD system, such as the computer, monitor, keyboard, mouse or pointing system, digitizer (figure 11) and plotter (figure 12). Most of the hardware is used quite frequently in today’s society, although not many are familiar with the digitizer and the plotter. The digitizer is used to input commands and data directly into the computer, with or without a graphics tablet. The plotter is used to produce accurate hard copies of drawings from the data stored in the computer on a wide range of paper sizes. pic][pic] Figure 11. DigitizerFigure 12. Plotter A CAD software program contains hundreds of functions that enable you to accomplish specific drawing tasks (CADD Primer, 2003). That task may involve one of several things, such as drawing an object, editing an object or drawing, displaying a view of the drawing, and even printing or saving a drawing. These tasks fall into four major categories, which are Draw Edit Data Output System control Each of these categories serves a specific function within any CAD software program. Within the draw category, access is gained to allow the use of all drawing commands. Lines, arcs, circles, ellipses, text, dimensions, symbols, and borders are the main drawing components that can be accessed and utilized. The edit category allows for the changing and manipulation of any existing objects. Objects, as well as text, can be moved, erased, copied, rotated, mirrored, and resized, among other editing options. When needing to display drawings on the screen and then print them on paper, the data output category will allow this to happen. Viewing and printing are two separate sets of functions within this category. The viewing or display options allow zooming in or out of a drawing to aid in creation or editing. The printing or plotting options allow the drawing to be put into hard-copy form in various sizes, colors, thicknesses, and line types. The most important category for any drafter is that of system control. The system control category dictates how CAD programs are set up, housing a variety of industry standards and system variables that can be manipulated and altered to suit the user. Current Course Offering As a drafting student begins their matriculation at ITT Technical Institute, they begin by enrolling in courses that give them an introduction to basic computer skills and math skills. The major focus is on the application of those skills in their chosen field of study. Once those courses have been taken, they begin a descent into the core course content of the design program. The first two courses to be taken are the Introduction to Drafting and Design course and the Drafting and CAD Laboratory course. These two courses will serve as the foundation of their knowledge base for the design program. The Introduction to Drafting and Design course gives the student insight into the field of drafting, as well as the basic skills set to allow for technical drawing creation in the field. That skill set includes, but is not limited to the following: Proper lettering and line type quality Understanding of standards developed by the American Society of Mechanical Engineers (ASME) Understanding of symbols and dimensioning practices developed by ASME Proper sketching techniques Correct use of board drafting tools Understanding of CAD software basics Creation of various technical drawing types These theoretical concepts are taught to the students in the traditional classroom setting, which allows for asynchronous and collaborative learning to take place. This course is commonly referred to as their ‘theory course’. The Drafting and CAD Laboratory course gives the student the opportunity to use relevant real-world situations in which to apply the theoretical concepts lear ned in their theory course. While taking the lab course, the students are to utilize various tools and software that are provided for them. The board drafting tools are housed in a briefcase and are issued to the students along with their textbooks. The software used is AutoCAD 2004, created by AutoDesk, and is housed on the school server. Due to legalities, the software is not sold to the student through the school, but students are encouraged to purchase the student version of the software to assist them during the learning process. They are also provided with several assignments and lab projects throughout the quarter that allow for the development of their drafting skills. These assignments and lab projects are explained, as well as demonstrated, to the students to allow for a thorough understanding of what is to be accomplished. In addition to individual assignments, group projects are also given to reinforce real-world applications. Converting From Traditional Method to Distance Delivery Method When faced with the challenge of converting the current curriculum of the two previously mentioned courses from a traditional delivery format to a distance delivery format, many questions were asked that needed firm, unwavering responses. The possibility of a conversion first arose during a Faculty In-Service over six months ago. Jim Coakley, the school Director, presented a PowerPoint presentation that outlined a plan for company growth within the next five years. This plan included more online courses to be offered, which included some core courses to be mentioned at a later time. It was however made known that a sequence would be followed beginning with the earliest core courses in some programs. This prompted several questions from faculty members who were concerned about their particular program. The following is a listing of the questions asked the most during the meeting: 1. Is there a need to convert these courses? 2. How will the conversion take place and who will be responsible for that conversion? 3. What is the time frame for the conversion? 4. Will the faculty, students, and administration be willing to accept the conversion? 5. Will the same delivery method being used now be used then? Each of these questions had pertinence that demanded an adequate response. The responses given to these questions were quite ambiguous and offered no real comfort to those in attendance. Lowery, a CAD instructor, was the most vocal in his concern over converting to a distance delivery method. â€Å"Our CAD students need a great deal of personalized attention in order for them to fully understand how the software and drafting tools work† (Personal communication, Brian Lowery, June 3, 2004). In seeking answers to the questions raised, it became evident that no real thought or effort would be put forth until it was certain that these core courses would be placed online. Before determining what distance delivery method should be utilized for a course, certain aspects need to be given an adequate amount of consideration. Belanger and Jordan state that there are major steps involved when it comes to converting media from a traditional platform to a distance learning method, which include the initial screening for distance learning suitability, determining what portion of the course is suitable for conversion, selecting the appropriate media for conversion, determining the number of hours required for development, pricing the cost of development and maintenance, and doing a benefit/cost or return on investment (ROI) analysis (p. 89, 2003). The amount of time and effort placed into making these considerations will play an important role in how effective the course will be for all involved. Screening for Distance Learning Suitability A considerable amount of time should be given to allow for the screening of each course in order to determine the feasibility of conversion into a distance delivery format. Table 1 shows a form that can be utilized to meet that end. Each area listed in the table should be rated based upon the current curriculum. Table 1. Course Distance Learning Screening Form Course ID: CD111 CD121 | | |VARIABLE |Yes -1 No +1 | |Hands-on activities essential |-1 | |Specialized tools or equipment is required |-1 | |Group raining in functional teams is required |1 | |Group problem solving is required |1 | |Continuous feedback from instructor required |-1 | |Instructor-guided discussion required |1 | |Group discussions are conducted |1 | |Other requirement for physical presence of instructor and student |1 | |Learner performance data required |1 | |Learner objectives involve physical risk to student |1 | Instructions: add up the â€Å"yes† and â€Å"no† points in each column. Add them together and use the resulting number to interpret as follows:0,negative values = DL is not suitable 1-3 = DL may not be suitable; consider using technology insertion 4-6 = Consider combined delivery 7+ = DL is highly suitable Based on the values placed in the chart for the courses mentioned earlier in this paper, consideration should be given to using a combined delivery method. Determining Suitable Portions for Conversion Now is the time to determine which portions of the courses are suitable for conversion into a distance delivery method. There are three choices to consider, which are total conversion, combined delivery and technology insertion. Based on the information placed in Table 1, a combined delivery method should be considered first. Belanger and Jordan mention the need at this point to examine all instructional units within each course to determine the number of instructional hours eligible for combined delivery (p. 107, 2003). The following table shows how the determined number of eligible instructional hours was selected. Table 2: Eligible Instructional Hours for Conversion Instructional Unit |Current # of Theory |Current # of Lab |Needed # of Hours for |Eligible # of Hours for | | |Contact Hours |Contact Hours |Learner/Instructor Face-to-Face |Conversion | | | | |Interaction | | |Graphic Communications and Design |10 |6 |3 |13 | |Tools of Engineering Design |10 |7 |6 |11 | |Sketching Vi sualization |10 |7 |6 |11 | |Technical Drawings in 2 Dimensions |10 |7 |6 |11 | |Pictorial Technical Drawings |10 |7 |6 |11 | |Dimensioning |10 |6 |2 |14 | TOTAL: 60 40 29 71 Selecting Appropriate Media for Conversion In determining which distance learning media type will be best for the conversion, thought must be given to the conversion options available. Based on the last few sections in this paper, it was determined that a combined delivery method be used versus total conversion or technology insertion. It was also found that there were 71 instructional hours available for conversion. A thorough examination of the different media types must be given to prove that the selection made was correct. The three media types to be considered are computer-aided instruction, computer-based training, and web-based training. Computer-Aided Instruction. Computer-aided instruction (CAI) can primarily be referred to as a distance learning method that allows for supplementary materials to be added on to the current traditional learning method. Belanger and Jordan (p. 4, 2000) state, â€Å"with CAI, instructors are typically able to provide substantial information to learners in regular classroom sessions or via telecommunication facilities†. There are certain tools that can be utilized, such as tutorials and help guides that give the student additional information to help them understand the instructional objectives of the course. Based on the current curriculum layout, topical information is discussed during the lecture portion of the course and then given to be developed during time spent in the laboratory. The current curriculum also allows for multimedia capabilities, interactivity, and interface. These factors show that the current curriculum already allows for computer-aided instruction to a certain degree. If more computer-aided instruction were to be added immediately or implemented at a later time, it could be done by the course instructor or by a company that specialized in developing curriculum for higher education institutions. One such company is ASCENT, which provides curriculum development for engineering applications. ASCENT offers a wide range of titles for various AutoDesk products and has instructor-led curriculum designed by instructional designers which include self-check quizzes after each module; skills assessment at the end of each module; extensive illustrations and lab exercises throughout; detailed instructor kits; and continuous product development that is client driven ( ascented. com). Using this company would allow for the inclusion of AutoCAD 2004 into the newly developed curriculum, but that would leave the board drafting skills to be developed in a different format. Computer-Based Training: Computer-Based Training (CBT) has been regarded as instruction delivered on a computer without instructor involvement (Belanger and Jordan, 2000). Training or course information is typically distributed on CD-ROM or diskette and could be accompanied by a textbook or supplemented with on-line materials. Various companies offer such support and training tools to design professionals, as well as students and instructors. One such company is 4D Technologies. This company offers AutoCAD training on CD-ROM, with short step-by-step tutorial movies created by professional CAD instructors, which can be used to take the place of traditional training or to augment the classroom experience ( 4dtechnologies. net). Their products offer special features, such as keyword search, PC or server-based, use at office of home, lessons sorted by skill level, intelligent history, and administrative tools. Although there are many advantages to utilizing CBT, such as increased learner centeredness, immediate feedback, and scheduling flexibility, the main disadvantage for this conversion would be the lack of interaction and instructor. Web-Based Training: Web-Based Training (WBT) is considered to be instruction delivered via a computer connected to a network, either Internet or Intranet (Belanger and Jordan, 2000). Belanger and Jordan also mention that WBT has the capabilities of allowing interactivity between learners and instructors, but can also be used as an individual self-paced training environment (p. 70, 2000). There are several different types of WBT alternatives to select from, but care must be given to make the selection based on the needs of the learner and the instructional objectives being offered in the delivery method. Since there is a need for some form of communication between the learner and the instructor, synchronous collaboration is necessary. This allows for real-time communication between students and instructor by means of â€Å"chat† forums, audio-conferencing, video conferencing, shared whiteboards and collaboration software (Belanger and Jordan, 2000). Communication will be a necessity due to the possible lack of understanding of the usage of some commands or drafting tools. It is obvious from the previous listing of the course curriculum that some form of Web enhancement is taking place. This is taking place while students are working in AutoCAD 2004 and utilizing the on-line assistant or tutorials. This information is also mentioned during lectures on a continual basis. One example showing the implementation of WBT in the form of Web enhanced courses and its effectiveness is that of a Web site developed by Jeff Plant. While working as an Associate Professor in the Architectural Technology program at Salt Lake Community College, Jeff Plant utilizes WBT to assist his students in emerging beyond the classroom. The site is structured in a way that allows students to access the course syllabus, homework, web shows, the course outline and e-mail the instructor, while reiterating the fact that it is meant to supplement the course lectures only ( slcc. edu/tech/techsp/arch/courses/online. htm). ASCENT also provides Web-based learning tools, in the form of WebClasses, WebLessons, and WebShops ( ascented. com). Each option allows for some form of independent study on the part of the student, based on their learning capabilities. Shown below is a table that lists the various Web tools and its offerings: Table 3. ASCENT Web-Based Tools Web-Based Tools |Offerings | |WebClasses |Live expert-lead classes delivered on the Internet | | |Complete, standalone courses | | |No classroom setting needed | | |Interaction with live instructor | | |Immediate feedback in real time | | |Accessibility to lesson notes and slides | |WebLessons |A series of 20 different exercises and lessons offered | | |Lessons re to pic-based for functionality | | |Lessons available individually or on compilation CD-ROM | |WebShops |Delivered over the Web for engineering software application users | | |Offered in series format to complement traditional classroom setting | | |Incorporates low-bandwidth streaming animations | Determining Time Requirements for Development Before determining the time needed to develop the course conversion, the courseware level of complexity must be known. The level of course complexity is decided based upon the amount of multimedia needed within the course. The multimedia content can contain text, graphics, audio, and video. Each of these has to be digitized and saved in varying formats to allow for their usage in a distance delivery format. They also have varying file sizes as well. The multimedia complexity can be based upon the basic use of text and graphics through the use of interactive multimedia. The higher the level becomes, the greater the cost and the more complex the course structure. Table 4 shows the outline of three major levels of course complexity, as listed by Belanger and Jordan (2000). Table 4. Learner-Courseware Interactivity and Associated Learning Objectives |Student Interactivity with Courseware |Learning Objectives | |Level 1: Passive |Cognitive | |Learner interaction limited to advancing the presentation |Learning facts | | |Learning rules | | |Psychomotor | | |Perception of ormal/abnormal/emergency condition cues associated with| | |performance of a procedure | |Level 2: Limited Participation |Cognitive | |Provides drill and practice |Learning facts | |Provides feedback on learner responses |Learning rules | |Can emulate simple psychomotor performance |Learning step by step procedures | |Can emulate simple equipment operations in response to learner action |Psychomotor | |Computer evaluation of learner’s cognitive response |Perception of normal/abnormal/emergency condition cues associated with| | |performance of a procedure | | |Readiness to take particular actions | | |Guided response in learning a complex physical skill | | |Affective | | |Receiving normal/a bnormal/emergency condition cues associated with | | |performance of a procedure | | |Responding to cues | |Level 3: Complex Participation |Cognitive | |Capable of complex branching paths based on student selection and |Learning step by step procedures | |responses |Learning to group and discriminate similar and dissimilar items | |Can present or emulate complex procedures with explanations of | Learning to synthesize knowledge for problem-solving | |equipment operation |Psychomotor | Learner can participate in emulation of psychomotor performance and |Perception of normal/abnormal/emergency condition cues associated with| |extensive branching capability |performance of a procedure | |Capable of real-time simulation of performance and intellectual skills|Readiness to take particular actions | |Computer evaluation of learner procedural performance includes time |Guided response in learning a complex physical skill | |and errors scores |Learning mechanism of performing complex physical skills | | |Learning origination to create new complex physical skills to | | |accommodate a new situation | | |Learning to make continuous movement; compensate based on feedback | | |Affective | | |Receiving normal/abnormal/emergency condition cues associated with | | |performance of a procedure | | |Responding to cues | | |Valuing worth of quality of normal, abnormal, and emergency cues | | |a ssociated with performance of an operational procedure | | |Developing competence to make decisions using prioritized strategies | | |and tactics in response to of normal, abnormal, and emergency cues | | |associated with performance of an operational procedure | | |Learning innovation to make decisions | Based on the current curriculum, course objectives, and information given in Table 4, the conversion will fall under Level 2 courseware interactivity. AutoCAD 2004 is very graphics-intensive and requires mastery in multiple skill levels. The estimated amount of hours it will take to convert the current curriculum into a distance format is determined by a predefined ratio of the number of hours it takes to develop one hour of instruction (Belanger and Jordan, 2000). The ratio is calculated using the following formula: CH X DHI = DHR where CH = compressed hours, DHI = developmental hours per hour of instruction, and DHR = development hours required. Table 5 shows the media compression rates and the developmental hours needed for Level 2 courseware. Table 5. Media Compression rates and Developmental Hours |Compression Factor |Developmental Hours |Total Current Hours for |Compressed Hours |Total Development Time | | | |(DHI) |conversion |(CH) |(DHR) | | | |Level 2 | |Level 2 |Level 2 | |CBT |35% |265 |71 |47 |12,445 | |CAI |35% |600 |71 |47 |28,200 | |WBT |35% |265 |71 |47 |12,445 | Conversion Lifecycle Whenever a course is being conve rted, that conversion process will need to follow and include all of the phases of the ADDIE model. The ADDIE model is a five-phase process that instructional system designers use to ensure that the systems being designed are instructionally sound and effective for the purposes intended (Belanger and Jordan, 2000). The five phases are analysis, design, development, implementation and evaluation. A certain amount of effort will be given to each phase based upon the level of complexity. Belanger and Jordan (p. 120) state that for a project with a Level 2 complexity, the conversion project will be given the following estimated conversion times: Analysis = 5% Design = 20% Development = 70% Implementation = 3% Evaluation = 2% In order for the conversion to be accomplished, it must be staffed with individuals who are efficient enough to follow through on all aspects of the design. The project can also be staffed in one of three ways, which are freelance conversion support, contractor conversion support, and full-time conversion support. Freelance conversion support is used where the designer is being paid on an hourly basis to convert the course into a distance delivery method. Contractor conversion support is utilized when the payment is done via a contract with a set price or when time and materials are given. Full-time conversion support is when a company hires an individual to work on a full-time basis to convert the course into a distance delivery method. Each method has its advantages and disadvantages, as shown in Table 6 below. Table 6. Conversion Support Staffing Conversion Support |Advantages |Disadvantages | |Freelance |Paying only for the services needed |Pricing difficulties | | | |Difficulty in finding skilled people | |Contract (Time/material) |Paying only for the services needed |Difficulty in assessing final cost for the client | |Contract (Fi xed Price) |Cost and services known in advance |Difficulty in assessing the scope of the project for | | | |the contractor | |Full-time |Total control for company |Large, long-term commitment for company | | |Familiarity with company/learner needs |Possibility of contracting work out to skilled | | | |individuals | Belanger and Jordan make mention of the fact that project costs from inception through completion must be planned, budgeted, and tracked. There are certain steps that must be undertaken to ensure saving the company time and money when converting the course into a distance delivery format, which are Establish baseline lifecycle costs of your existing training programs. Identify distance learning media alternatives that are feasible given learning objectives, instructional activities, and other course requirements. Estimate life cycle costs for each alternative. Compare life cycle costs of feasible alternatives that provide the same instructional quality. Any costs associated with the conversion should be followed throughout the lifecycle of the project. Conclusion With all of the General Education courses going through a total conversion for distance learning, it has been made known that it is only a matter of time before some core courses follow suit for ITT Educational Services, Inc. Administrators, faculty and learners alike at the ITT Technical Institute Nashville Campus are fully aware of the challenges facing students who are enrolled in the current on-line course offerings. There is a fear that the challenges will become greater and even more complex for all involved. In looking at the current curriculum, it would be rather hasty to make a decision to convert any more courses immediately without ensuring that instructional and learner-centered goals are being met. The main focus of this paper was to determine which distance delivery method would be best suited for beginning computer drafting and design students that would allow them to understand and develop basic board drafting skills, as well as a basic understanding of the AutoCAD 2004 software commands. The delivery methods compared were computer-aided instruction, computer-based training and Web-based training. After viewing and researching each delivery method, as well as determining what would need to be done to allow for an effective and efficient conversion, it was found that a combined delivery method would be the best solution for all involved. This combined method would allow for 29 hours of face-to-face instruction, leaving 71 hours to be converted into a distance delivery method. It is determined that the delivery method chosen is that of Web-Based Training utilizing WebClasses through ASCENT. The Table 7 shows a listing of the criteria that determined the selection that was made. Table 7. Final Selection Criteria Method Selected |Advantages for Learner |Advantages for Instructor |Advantages for Administrators | |Combined Delivery using Web-Based |Interaction with instructor in/out|Live expert-lead classes delivered|No classroom setting needed | |Training through ASCENT We bClasses|of classroom |on the Internet |Development time minimal | |and traditional classroom setting |Immediate feedback in real time |Complete, standalone courses |Cost factors lessened | | |Accessibility to lesson notes and |Minimal training time |Fewer scheduling conflicts | | |slides | | | | |Accessibility to AutoCAD 2004 | | | | |software via Internet | | | If the proper amount of time and consideration is given when this course is created, the students, CAD faculty, and administrators will reap the benefits of a well-prepared delivery method. References 4D Technologies. Retrieved May 4, 2004 from 4dtechnologies. net. ASCENT. Center for technical knowledge. Retrieved June 7, 2004 from ascented. com. Belanger, F. Jordan, D. H. (2000). Evaluation and implementation of distance learning: technologies, tools and techniques. Hershey: PA. Idea Group Publishing. Bertoline, G. Wiebe, E. (2003). Technical graphics communication. New York: NY. McGraw-Hill Higher Education. Duggal, V. (2003). CADD primer. Elm Hurst: NY. MailMax Publishing. Lowery, B. Personal Communication. June 3, 2004. Monceaux, M. Personal Communication. May 25, 2004. Plant, J. (2000). Supplemental online courses. Retrieved May 4, 2004 from ( slcc. edu/tech/techsp/arch/courses/online. htm). Technical Education Department. Technical drawing program. Retrieved June 8, 2004 from http://www4. district125. k12. il. us/faculty/djohanns/TechEdHomePage/CADSystem. html. [pic]