Method-based learning: a case in the asphalt construction industry

Abstract

Traditional working practices in the construction industry rely heavily on the onsite experience and craftsmanship (the tacit knowledge) of operators and teams. This results in implicit learning and lengthy learning cycles. The aims of the research are to develop a deeper insight into construction processes and to instigate a change from current implicit learning to explicit method-based learning. To change to explicit method-based learning, Kolb's experiential learning model was introduced into current practices and 'explicating the process' was added to this learning cycle. Further 'reflective observation' and 'abstract conceptualization' were incorporated explicitly during an actual road construction project using feedback sessions with an asphalting team. The adopted learning framework was found to be applicable and useful in the quest for enhanced learning capabilities and improved process control. Fusing Kolb's learning model with onsite collected data was vital in explicating tacit knowledge and implicit processes. The approach enabled a meaningful discussion with operators to unravel their intentions and reasoning behind the chosen strategies. Explicit method-based learning, as here, leads to improved quality awareness, better understanding of the processes and their interdependencies, and improved communication with and within the asphalting team.

The reasoning behind infrastructure manager’s choice of procurement instruments

“…Applying their general argument to this particular context (Tsoukas and Vladimirou, 2001): practitioners may have (unreflectively) mastered certain procurement instruments, but if they need to teach new colleagues, or reflect on ways to improve the instrument, or get rid of likely confusions about the instrument, then they need to elucidate the use of the instrument by making explicit the reasons behind the instrument. In a similar way, literature has stressed the importance of reflection for learning (Bijleveld and Dorée, 2014;Schön, 1983). The model facilitates practitioners to do that.…”

Visualization environment for reviewing and experimenting with compaction equipment trajectories in context

“…We envision that uniting functionalities of the two classes of VEs could benefit their users. For instance, having such environments could assist construction professionals in reviewing sessions of conducted work shortly after the completion of the project [10].…”

“…The intention to concentrate on these aspects was formed by our previous discussions with asphalt paving specialists and surveys of relevant aspects in academic manuscripts (e.g. [39,28,10]) and professional publications, such as the Asphalt Handbook [6], and educational materials for roller operators.…”