Designing Experiential-Based Assignments in the Earthquake Engineering Course using Digital Tools

Kolb's Experiential Learning Theory  (ELT) offers an innovative approach that extends beyond traditional classroom instruction. Experiential learning is also referred to as learning through action, learning through experience, and learning through discovery and exploration. A teacher can design assignments where ELT is applied as a model in the learning. I wish to present my experience on integrating digital tools (e.g. online resources, software, mobile app) in designing experiential-based assignments in the course earthquake engineering. The first step is to identify a digital tool that you want the students to use in performing and completing the assignment. The digital tool will serve as the trigger in the design of the assignment that will address the four stages in Kolb's ELT shown below:

Kolb (2017) defines four interconnected stages in the experiential learning cycle: 1. Concrete Experience – Participating directly in an authentic or real-world task or situation; 2. Reflective Observation – Reflecting on the experience and relating observations to prior knowledge; 3. Abstract Conceptualization – Formulating new insights, generalizations, or theoretical understanding; and  4. Active Experimentation – Applying and testing new knowledge or skills in a different context.   To design an experiential-based assignment, you may follow the checklist aligned to Kolb's ELT below:

Using the checklist, the instructor can adjust the assignment to satisfy the ELT criteria. If all four stages are checked → Strong alignment with Kolb’s ELT. However, if one or more stages is not covered → enhance the missing component. 

EXAMPLE. Let me illustrate with the assignment used in my Earthquake Engineering class. There are many free available websites that allows you to use online resources. In my case, I searched the website https://www.phivolcs.dost.gov.ph/ and found linked useful resources such as the "Hazard HunterPH" and the "How Safe is My House?" The assignment requires the students to assess with respect to earthquake safety of their own house using PHIVOLCS online tools: HazardHunterPH, and the How Safe is My House? checklist which consist of 12 items on structural safety to inspect and assess. So these digital tools serve as the trigger in completing the exercise. The student needs to assess the seismic risk based on the distance of the house to a seismic fault which is determined using the HazardHUnterPH. This stage requires an assessment of a real site using the digital tool. Then the student inspects the house using the checklist specified in the How safe is my House? A real house will be inspected and rated using a checklist obtained online. A sample output of the exercise is shown as a poster where the seismic risk of the location is described, the score of the house with respect to the 12 safety items are provided with discussion and evidences (photos) and a conclusion and recommendation how to improve the seismic safety of the house. 

So to check if the assignment satisfies KOlb's ELT, the checklist was used as shown.

In conclusion, student-centered assignments that align with the Kolb’s experiential learning theory and integrate online resources and digital tools can be developed. Online resources and digital tools, being accessible can enhance civil engineering education. The teacher simply needs to design student-centered learning activities and tasks aligned with Kolb’s ELT using these resources to enhance the students’ understanding and mastery of specific topics or learning outcomes of a course. By embracing innovative pedagogical approaches and leveraging digital tools and technology, civil engineering educators can empower students to develop the necessary skills and competencies that will be useful in their future professional practice.

·       Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall. ResearchGate

·       Kolb, D. A. & Kolb, A. Y. (2017 / 2015). “Experiential Learning Theory as a Guide for Experiential Educators in Higher Education.” In Experiential Learning & Teaching in Higher Education. weber.edu

  

  NOTE: A presentation on this topic was presented. “Designing Student-Centered Assignments Using Digital Tools and Kolb’s Experiential Learning Theory in Structural and Earthquake Engineering,” ASAIHL Winter 2025 Conference, Dec. 3-5, 2025, Hosted by Association of Southeast Asian Institutions of Higher Learning (ASAIHL) through Keuka College, Held at Ho Chi Minh, Vietnam

 

Developing my Teaching Modules on Civil Engineering Perspectives on DRRID

I developed a draft of CE-DRRID Teaching Modules,  "Teaching Modules on Civil Engineering Perspectives on Disaster Risk Reduction and Infrastructure Development (DRRID)" for my DRRID Graduate Seminar. I am now using the draft modules and maybe improved these modules for the next offering. The highlights of the teaching modules: are as follows:

1. The various Civil Engineering specializations and their role in DRRID is emphasized

2. The various tasks per CE specialization are aligned to the Sendai Framework Priorities

3. The role of artificial intelligence and information & communication technology is introduced as a research tool in pursuing research on CE-DRRID.

4. My simple key take aways per module:

• CE Education: "DRR is not an optional topic, it's core to ethical & professional practice."
• CE Research: "CE Research must integrate DRR to address safety and sustainability - major responsibilities of civil engineers as specified in the CE Code of Ethics."
• Structural Engg:  "Structural Resilience - Design it right, the first time." 
• Water Resources Engg: "DRR must be integrated to CCA to be address both present and future climate-driven risks."
• Transportation Engg: "Transportation is the lifeline during disasters." 
• Geotechnical Engg is the "foundation of disaster-resilient infrastructures." 
• Construction Engg is the "bridge between disaster risk reduction and resilient infrastructures." 
• AI & ICT are "not replacing engineers -  ICT provides the tools, AI provides the intelligence - they are empowering us to build safe, smarter and more resilient societies."