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1.1 1. UNDERWATER INSTALLATION OF FILTER SYSTEMS â¯ EDUCATIONAL MATERIALS 1.1 Overview The 240 minute workshop on "Underwater Installation of Filter Systems" presented in this Training Manual was developed as a deliverable under NCHRP Project 24-42. Lesson development adheres to the guidance promulgated by National Highway Institute (NHI) and International Association of Continuing Education and Training (IACET) for adult learning. As suggested in the Implementation Plan the likely use of this workshop would be as an optional (or mandatory) lesson under NHI Training Course No. 135048 "Countermeasure Design for Bridge Scour and Stream Instability" or NHI Course Number 132013 "Geosynthetic Design and Construction Guidelines." The workshop follows NHI's current guidance for preparation of an Instructor's Guide and was developed with the following general adult learning concepts in mind. 1.2 NHI and IACET Course and Lesson Standards, Outcomes, and Adult Learning 1. The NHI's goal is to optimize training for maximum effectiveness, ensuring that the greatest amount of learning takes place within certain defined constraints. This process involves development of material precisely targeted to participant needs and providing clearly articulated Learning Outcomes. The principles of adult learning and Instructional Systems Design (ISD) are incorporated into each course, as well as a learning assessment (i.e., pre- and post-tests, exercises, skill demonstration, etc.) in order to be consistent with IACET requirements. The training should include a combination of instructional strategies such as lectures, videos, case studies, group exercises/ discussions, and interactive technology that enhances participation. The training should be learner-centric and not instructor-centric. 2. Adult learning concepts--combined with an understanding of the training need--suggest the following approach to lesson design: â¢ Participants want to have a chance to tailor knowledge to their local situation. â¢ Participants want to have an opportunity to interact with others during the training session. â¢ Participants want to understand why something is important. â¢ Participants have a need for training that will demonstrate the benefits of learning 3. In an effort to make training more effective and move the content into working environments, NHI believes in learner-centric instructions. The core principles for learner- centric instruction are those in which learners, with a facilitator's guidance, are made responsible for their own comprehension and potential usage of the course content. As the term implies, it is an instructional approach in which the learner is placed at the center of training. In such a setting, the individual involvement of the learners in the learning process is emphasized through their active participation in building up knowledge and understanding. Instructors play a facilitator role in the process. The main players and constructors of knowledge and learning experiences are the learners themselves.
1.2 There are three ultimate goals that are ideally reached through the learner-centered strategies. They are: 1. The development of inquiry and problem solving skills 2. The development of deep understanding of topics, and 3. The development of democratic processes (e.g., critical examination of our own and other's positions) 4. As part of a continuous improvement process and to conform to IACET standards, NHI has instituted a course design policy to include a post-course assessment. Selection of this learning evaluation tool is an ISD decision and is designed to measure participant performance with the course learning outcomes. Acceptable tools include case studies, skills demonstrations (workshops), and objective tests. 1.3 Scope and Applications of the Training Manual The Training Manual for implementation of research results from NCHRP 24-42 was developed as a stand-alone document to support the project implementation plan. The Training Manual provides a companion workshop that incorporates photographs, videos, and case histories to provide training on the underwater placement of filters. This deliverable meets all current ISD standards established by FHWAâs NHI and after review and approval by NHI could be incorporated into several NHI course offerings as additional or optional workshops. Moreover, the underwater filter workshop provides the basic instructional components for the development of a distance learning (web-based) presentation at some time in the future. For the 240 minute workshop on âUnderwater Installation of Filter Systemsâ lesson development adheres to the guidance promulgated by NHI and the IACET for adult learning. The workshop is organized in modular fashion to support presentations in various venues including a mini-workshop at conferences such as the TRB Annual Meeting, American Public Works Association, American Society of Civil Engineers (ASCE), FHWAâs National Hydraulic Engineers Conferences, and others. TRB (via NCHRP) may also choose to make this material available on an expedited basis to state highway agencies and bridge owners who could use it not only for in-house training, but also as part of their contractor certification programs. In addition, the guidance developed under this research must reach well beyond bridge owners and their employees to include outside designers, construction contractors, field inspectors, and resident engineers. The modular organization of the workshop would support presentations of 1, 2 or 3 hours, as well as the full 4-hour format. The five Sessions of the workshop (presented in two Parts) include the following topics and are designed to achieve the following user-oriented, performance-based learning outcomes.
1.3 Part I Topics â¢ Purpose and need for filters â¢ Current concepts and practice for underwater filter installation (U.S. and European practice) â¢ Case study - Countermeasure installation by North Carolina Department of Transportation (DOT) at a scour critical tidal inlet bridge under emergency conditions Learning Outcomes At the end of Part I, Participants will be able to: â¢ Describe the purpose, need, and functions of geotextile and granular filters â¢ Identify sources of design guidance for geotextile and granular filters â¢ Discuss experience with and local agency guidance for installing filters underwater â¢ Describe and list several techniques currently used to install filters underwater for typical armoring countermeasures (e.g., riprap, ACBs, etc.) â¢ List and discuss the lessons learned from a recent U.S. underwater installation project (Bonner Bridge case study) Part II Topics â¢ Recommendations for underwater filter installation from NCHRP Project 24-42 â¢ Group Workshop on installation techniques and solutions for a typical underwater filter installation project at a riverine bridge Learning Outcomes At the end of Part II, Participants will be able to: â¢ Describe, evaluate, and list in order of priority (based on local conditions) the recommendations for underwater filter installation from NCHRP Project 24-42. â¢ In a Group Workshop setting, develop installation techniques and discuss solutions for a typical underwater filter installation project at a riverine bridge. 1.4 Attachments â¢ Appendix A contains the Workshop Schedule, lesson plans, and a fully developed Instructor's Guide.