Delegation of specific design and construction projects is approved by the Vice Chancellor-Chief Financial Officer to the individual campus president and their selected Project Managers. Process overview flowcharts, from Predesign to Post-Occupancy Evaluations, are described here, as well as an Organization Chart and information on the roles and responsibilities of the parties involved.
This section also outlines what information the Owner is responsible to provide. Design Standards can be found at www. Section 7 — Scheduling describes the development and revisions of the project schedule throughout the duration of the project.
Section 8 — Project Reporting details the requirements for reporting of information to the System Office. Section 9 — Financial Management outlines the project finances; including fund transfers, contracts, accounting codes, encumbrance of funds, contingencies, procurement, and invoice processing.
Section 11 — Appendix contains a glossary of keywords and terms, forms, checklists and documents referenced throughout the eManual. Program Managers report to the Director, provide oversight of the projects delegated to the individual Colleges and Universities, and coordinate the reviews of the project design, project budgets and schedules at various phases during the project.
Project 1. Delegations of authority are limited in both scope and number. The basis for the matrix is to determine who is responsible for approval of each step of a project, and who needs to provide assistance or input. Because this varies by project, the following responsibilities may not apply to all projects.
B Funds? Under this process, all state bonded projects are required for bid publicly and awarded to the lowest responsive and responsible bidder. As such, the developments of procedures for this eManual are focused on the D-B-B process.
Alternate 2. The scope of the entire project will typically be included in the bid documents so that one general Contractor will be responsible for all the requirements of a project. In the D-B-B process, interested general Contractors submit a lump sum price to perform all of the work as specified in the bid documents. The construction contract is awarded to the lowest responsive and responsible bidder.
Refer to Section 2. Specialty Consultants SC The project's size and complexity also determines specialty consultants required for the project. Specialty Consultants are recommended as part of the Quality Assurance Plan for inspection and testing in addition to those required by local building officials. These consultants are specialists in the design and construction of exterior building envelope systems, roofing, waterproofing, windows, curtainwall, and structural items such as concrete, steel, masonry, as well as mechanical heating, ventilation, and air conditioning systems.
Unique aspects of the project are evaluated to identify areas requiring additional inspection and testing. Depending upon the project, specialty consultants are selected to review particular building systems during the design, and to provide additional construction administration during construction.
This additional consultant expertise provides quality assurance that the building system is designed and constructed properly.
Possible sources of funds include legislative appropriations General Obligation G. See Section Once the negotiation of the total project's fees is completed and all parties sign the contract, the schematic design phase can commence. The OR's fee will vary depending on the scope of work desired. The evaluation criteria developed in the RFP are followed in the shortlisting and interview process, and score sheets are recorded by those involved in the selection process.
Additional information for OR Contracts is in Section 9. Once the contract is negotiated and executed, the Owner's Representative may begin work. Consultant Consultant? Additional information for the SC contract is in Section 9. Once the contract is negotiated and executed, the Specialty Consultant may begin work.
The current issue of this eManual document, available on-line at: www. A copy of the Legislative Statute reference for the project funding appropriation request, and a restatement of the appropriation language that funds the project. Information technology and telecommuting standards to be incorporated into the project. Design Management The design process is an iterative one following the general industry sequence of Schematic Design, Design Development, and Construction Document phases.
Mission Statement: Design, construct, and maintain state owned higher education buildings for maximum performance with the least cost to the taxpayer over the life of the building. Provide low maintenance, long-lived facilities that are structurally sound, adaptable to changes in academic programs and technologies, which utilize materials and systems that are both durable and attractive 3.
Provide a high degree of energy efficiency and demonstrate sustainable design principles 4. Are visually and architecturally attractive within the context of existing buildings on the campus 5. Are constructed within budget and use funds judiciously 6. Meet the goals of the campus academic, the Facilities Master Plans and the legislative intent 7. The State of Minnesota's Predesign Manual delineates the general requirements for the predesign phase. During SD, space requirements are determined, several schemes are reviewed, and one scheme is selected.
The selected scheme must meet the requirements that were presented to the legislature in the Capital Budget Request. Structural, mechanical, electrical, and special system requirements are determined. This may include air changes, light levels, design temperatures, and data requirements. The code plan is started with notations for rated walls, smoke partitions, areas of refuge and basic code information.
During this phase, the project delivery method should be decided. Sustainable design factors are addressed, the material selection will begin and the initial documentation established for items to be commissioned.
The project scope, cost and schedule are evaluated during SD, and must be in balance before the next phase, Design Development DD , is started. The schedule should be updated at each stage of the design process. Collaboratively, a single schematic design option is developed, which incorporates site orientation, building massing, blocking and stacking, access and circulation, and architectural decisions.
Upon approval of the SD submittal, the SO verbally approves the project to proceed to DD and follows up with a formal approval. Topics discussed in the SD Presentation Meeting should be listed in the letter for incorporation into the documents as the project proceeds into the Design Development phase.
The letter, required by Minnesota Statute 16B. During DD, the plans, sections, and elevations are drawn to scale, principle dimensions are noted, the structural system is laid out, and major mechanical and electrical components and distribution routes are located.
Critical interior spaces are drawn and elevated for review. Preliminary specifications are assembled, materials selection is finalized and the Room Finish Schedule is developed. Conditions noted in the DD Review should be listed in the letter, for incorporation into the documents as they proceed into the Construction Documents phase 3. During this phase, the project drawings shall be coordinated and finalized, the specifications written, the bidding requirements established, and the project scope, cost and schedule brought into final alignment.
The drawings, schedules and specifications shall be in sufficient detail for construction of the project. As in SD and DD, the project scope, cost and schedule are evaluated, and must be in balance before the project is bid. The CD 3. As a "bidding contingency", alternates typically should be developed and prioritized.
These can be accepted, if needed, to keep the project on budget if the bids come in higher than expected. This website will deliver construction bidding documents to interested parties electronically using the internet. Allow weeks, depending on size and complexity of the Project, from the time of advertising until the bid date for pre-bid meetings and Contractors to review the documents and obtain pricing.
These can be helpful for remodeling projects so that Contractors may familiarize themselves with the existing conditions. The meeting attendance should be recommended, but not mandatory. See the Vendor Preference Information in Appendix In the competitive low-bid environment, there would need to be a history of poor performance that is documented by the reference checks to substantiate not awarding a contract to the low bidder.
Organize in order from lowest bid to highest bid. Additional information and instructions are provided in the On-Line Distribution of Bidding Documents forms. Instructions for No Action Selected Contractor? The Letter of Award is sent with the following enclosures. See the Art Guidelines in Appendix Information gathered will be available to institutions to better evaluate firms during the selection process for future projects, to include selections through the state's Designer Selection Board.
There are two types of evaluations: 1. An Interim Evaluation is required during the execution of a project when a firm's performance in any area is considered poor, or otherwise unsatisfactory and when reasonable steps are taken to improve the firm's performance.
A Final Evaluation is required and prepared as soon as possible but no later than 60 calendar days following the completion of a contract for non-construction services or within 60 calendar days following substantial completion of a construction project. Construction Management This Section describes the processes used to administer the construction Agreement and the Agreements with the design professionals. Examples of the standard forms used for these Agreements can be found in the Construction Bidding and Contract Forms see This meeting is held as soon as possible after the Notice to Proceed letter is issued.
Pre-Installation Meetings Pre-Installation meetings are normally required for specific materials and activities of the project as listed below and are an important part of the construction process. These meetings provide the team the opportunity to discuss issues related to the project and hopefully prevent potential problems through thought-out approaches to the installation.
They also allow the Contractor and Subcontractors time to coordinate with other trades. Pre-installation meetings are typically scheduled the same day as construction meetings. These meetings are typically held every two weeks, but may be held weekly on short-term projects or during critical stages of the project. Submittal documents are described in the paragraphs below. Shop Drawings Shop drawings are drawings, diagrams, schedules and other data specially prepared for the work by the Contractor or a Subcontractor to illustrate some portion of the work.
The Contractor is ultimately responsible for ensuring that all parts of the work are fabricated and installed correctly as described in the Contract Documents. Product Data and Samples Product data are illustrations, standard schedules, performance charts, instructions, brochures, diagrams and other information furnished by the Contractor to illustrate or describe materials or equipment for some portion of the work. Samples are physical examples that illustrate materials, equipment or workmanship and establish standards by which the work will be evaluated.
Product data and samples are prepared by the Contractor or Subcontractor as a package and include technical data from manufacturers and other information proving that specified items 4. The submittal process for product data and samples is the same as that for shop drawings see 4. Test Reports Test reports are written documents prepared by testing laboratories reporting on examinations performed on materials used in the construction see 4.
Refer to 4. The Contractor or Subcontractor prepares submittals Subcontractor submits them to the Contractor 2. Requests for Substitution of Materials and Equipment The required standards of quality, utility and appearance of materials and equipment are established by the use of specific manufacturers' names, catalog numbers, specific brands or trade names. Substitutions of alternative materials and equipment that are equal in quality, utility and appearance to those specified may be accepted, subject to the provisions and procedures described in the Contract Documents and specifications.
The Contractor is required to submit a Material Substitution Proposal with each substitution request. The certificates must be prepared on the forms required by the System Office see below. Performance Bond The Performance Bond guarantees the project will be completed even if the Contractor is unable to fulfill the requirements of the Contract Documents. Minnesota Statutes Section All projects that must comply with Minnesota Labor Standards and Wages requirements of Minnesota Statutes Chapter shall ensure the following are listed in the solicitation and contract documents: Pursuant to Minnesota Statutes Specifically, all contractors and subcontractors must pay all laborers and mechanics the established prevailing wages for work performed under the contract.
Failure to comply with the aforementioned may result in civil or criminal penalties For more information regarding prevailing wage and its application, contact: Minnesota Department of Labor and Industry Prevailing Wage unit Lafayette Road N.
Paul, MN Phone: E-mail: dli. The contract must also provide that the contracting agency shall demand, and the contractor and subcontractor shall furnish to the contracting agency, copies of any or all payrolls not more than 14 days after the end of each pay period.
The payrolls must contain all the data required by section Accidents In the case of an accident on the project, the SO Program Manager should be notified as soon as possible.
The Contractor records in detail the events leading up to an accident, the conditions at the time of the accident, and a complete description of the accident, damage and injuries. Insurance Valuation of Property The System Office requires accurate records to insure property at its appropriate value.
If a loss occurs, the undervaluation of the building could result in a shortage of funds needed to repair or replace that building. The tracking of building valuation starts with the administration of each facility.
The facilities management staff responsible for the building must provide pertinent data for the following costs: constructing, acquiring, altering or adding to a building. Inspections differ from field observations, as they are a more detailed examination of the quality of the work.
The requirements and responsibilities for inspections and testing are detailed in the Design Standards and Contract Documents. The geotechnical engineer may inspect subsurface conditions, document the Contractor's performance and monitor the quality of excavation, grading and soil compaction.
Observation and inspection services shall assist in verification of certain aspects of the work for probable compliance with the requirements specified in the Contract Documents and the Design Standards. These services shall not relieve the Contractor of responsibility for compliance with the Contract Documents.
Testing Materials furnished under construction contracts are subject to inspection and testing by a materials testing laboratory for compliance with Contract requirements. All such inspections and tests of materials must be made in accordance with applicable American Society of Testing and Materials standards or other procedures set forth in the Specifications. The information contained in the RFI is critical to ensuring a complete and timely response.
At a minimum, the information submitted must include the full name and title of the author, the firm name, the date the request was submitted for consideration, the signature of the author and the required date of response. The description of the request should clearly state what information is required making adequate reference to the appropriate Contract Documents. The initial review should determine if the request is a complete and legitimate question concerning the interpretation of the Contract Documents.
If any issues are unclear, the RFI should be returned to the Contractor for clarification. The sub-consultant response should clearly state the interpretation of the required documents. Four methods are authorized in the General Conditions of the Contract for Construction to represent the cost of the change: o Unit prices listed in the Construction Agreement o Agreed-upon unit prices o Agreed-upon lump sum supported by a Contractor Proposal o Actual cost plus a Contractor fee 4.
This step in the process may require additional information to be supplied by the Contractor for a fair disposition of the request. A Change Order may revise, add to or delete from previous requirements of the work. All changes or potential changes to a project must be recorded to determine the impact on the project. Change Orders shall not be used prior to construction contract award to negotiate a change in the bid, scope, budget or schedule. Therefore, they may refuse to sign the Change Order.
Two students wrote: I think the time was not enough! When I was trying to respond to one question, there was another question sent and I was confused.
Time intervals should be shorter to motivate me better! Issues were explained in a concise manner. It was clear and simple. Pictures and videos on the topic were very useful to review the subject. It was satisfactory for sure. In particular, it was very informative and helpful to my learning since the schedule of the project was during our exams period.
Admittedly, I did not expect such a successful project. The students listed advantages as learning the content better, reviewing the topics to answer the questions, and being motivated by the competition among peers. Students were posted a grade book based on their scores with evaluation questions at the end of each day. The content was being sent too frequently.
I also had to research issues, which required a lot of dedicated time from me. Implications and conclusion During this study, the researchers primarily tried to understand the important issues in designing a cellular phone-based m-learning instruction as a support to f2f instruction.
It involved limited number of participants on a ten-day implementation period within a special learning institution. Thus, the generalizability of the study is limited to similar contexts.
The use of the ARCS motivation model and LOs as the main framework provided the designers with a clear and strong base of pedagogical approaches. Dividing content into meaningful and consistent sub-topics in the form of LOs offered the IDers the ability to control and manage content effectively while maintaining structural consistency throughout the project. The study also showed that merging each LO into the components of ARCS made it easier to organize and sequence content and develop the m-learning pieces of the platform.
Thus, the study demonstrated that this effect might be considered to be a great strength of mobile learning for this age group as well. One critical issue in the study involved decisions about the intended functions of m-learning.
The results showed that students requested m-learning as a support mechanism for their f2f learning. Moreover, the limitations of regular cellular phones i. Therefore, m-learning can be considered to be more suitable for supporting f2f instruction unless a strong rationale exists to use it for other purposes.
Another critical issue was the dependency on technological tools for m-learning strategies, as the types of software and hardware used in mobile devices greatly affected the effective use of pedagogical approaches.
With respect to multimedia elements, study results showed that videos were helpful for remediation purposes, but download time needed to be taken into consideration in GPRS connections. Such issues demand that IDers have strong technical background as well. Related to this issue, m- learning development platforms need to enhance automatic distribution of content instead of requiring manual distribution. They also need to support diverse hardware and software types i. The needs analysis period offered great value to the design of the study.
There needs to be at least one f2f test period with students regarding the practice of mobile instruction. Since students tended to solve technical problems by asking their more experienced friends for help, the study showed that peers could be considered part of the technical support mechanism. Another lesson learned in the study was that content delivery needed to be spread out over more time. Assessing overall instruction with summative evaluation is also highly recommended to extend the assessment of the instructional value of the mobile instruction.
The timing for sending SMSs that direct students to content was also another critical issue. In this project, the SMSs were sent to students after p. Instead, IDers used an eclectic approach, which led them to determine the optimum conditions for diverse, regular cellular phones. Similar to what Bradley, Haynes, Cook, Boyle, and Smith assert, the critical issue was to maintain the richest functionality given the limitations of the devices.
While it might be considered using mobiles for things that mobiles do best e. This issue might be considered a promising aspect of mobile learning for this age group as well as the novelty effect of digitized content. Decreased cost is regarded as one of the strengths of m-learning Peters, ; Traxler, One critical implication of the project was that the cost of the mobile instruction needed to be determined and communicated to users from the very beginning.
Finally, in any instructional design environment, extensive and effective communication and coordination must take place between all stakeholders, including managers, teachers, students, and the IDers. The ID team needs to consult with and receive help from the subject matter expert on content, duration, scheduling, and any changes to f2f instruction. Therefore, future studies could implement m-learning projects with longer durations.
While mobile instructions are generally delivered via PDAs or smart phones in developed countries, students used their own, regular cellular phones in this study.
Further studies could investigate the potentials of cloud computing for m-learning applications. Since dershanes prepare students for the university exam, this study could be an example of mobile learning in a formal context. However, the context and results might vary in a school or workplace setting.
Also, as Sharples, Taylor, and Vavoula suggest, the nature of m-learning extends the limits of formal education to informal learning contexts. Therefore, informal learning experiences could be supported by m-learning as well.
Further, cultural differences that affect the design, development, implementation, and evaluation of mobile instruction as well as outcomes of student learning should also be subject to future studies.
Acknowledgments The authors wish to acknowledge support from sponsors Turkcell, OLLE Software, and Sinav Dershanesi and thank Olgun Karademirci for his great help and the contributions during the design process. References Aderinoye, R. Integrating mobile learning into nomadic education programmes in Nigeria: issues and perspectives.
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