MSTM 4010 | Technology Assessment Plan | Version 1.0 – 6/25/2016 | Submitted by: | Gale Gillingham | June 26, 2016 |

Submitted to: | Mr. Wes Smith | |

Version History

Version # | Implemented By | Revision Date | Approved By | Approval Date | Reason | 1.0 | GG | 06/16/2016 | WS | 06/25/2016 | Initial version | | | | | | | | | | | | | | | | | | |

Table of Contents 1 | Executive Summary……………………………………………………………………… | 3 | 2 | Scope……...……………………………………………………………………………… | 5 | 3 | Technology Description and Alternatives……..……………………………………….... | 6 | 4 | Ancillaries……………...………………………………………………………………… | 7 | 5 | Human Resources………………………………………………………………………... | 8 | 6 | Schedule and Tasks………………………………………………………………………. | 8 | | 6.1 Milestones……………………………………………………………………….. | 9 | | 6.2 Project Timeline…………………………………………………………………. | 10 | 7 | Cost………………………………………………………………………………………. | 11 | 8 | Risk Assessment…………………………………………………………………………. | 12 | 9 | Appendix A: References…………………………………………………………………. | 14 | 10 | Appendix B: Key Terms…………………………………………………………………. | 15 | 11 | Appendix C: Detailed Tasks and Schedule……………………………………………… | 16 | 12 | Appendix D: Risk Matrix and Impact Definitions………………………………………. | 17 | 13 | Appendix E: Technology Assessment Approval………………………………………… | 19 | 14 | Appendix F: Technology Assessment Results Form…………………………………….. | 20 |

1. EXECUTIVE SUMMARY
This report was developed to provide a plan of implementing Augmented Reality (AR) Software as a supplemental learning tool into the Engineering Graphics curriculum at the College of the North Atlantic (CNAQ), as approved through the submitted Memorandum dated May 21, 2016. Since one of aims of CNAQ’s strategies is to support and encourage innovation through the use of the latest technology, Augmented Reality is a process technology that aligns itself with the needs of CNAQ’s stakeholders ("Strategic Plan", 2014). AR software is the overlaying of animations and graphics on a user’s field of view. It creates an artificial environment in real time. The software will consist of downloadable applications via the Internet, allowing the developer to link animation and other digital information in the computer program to an augmented reality marker in the real world ("What is augmented reality (AR)? - Definition from WhatIs.com", 2016). In addition to the AR software, ancillaries including wireless servers, mobile devices, including smartphones and tablets, and a textbook including reality markers for students to scan to perform the AR Technology. The plan will be conducted by two groups within the engineering department of the educational institution and will first commence on September 2016, with Financial and Occupational Health and Safety departments conducting an analysis of cost, health and safety, environmental and legal concerns. The Advanced Learning Centre, instructors and curriculum developers, in conjunction with Information Technology (IT) department, will conduct software program development and selection, ensuring all computers and assisted ancillaries are working properly, and will be completed by December 2016. Instructors and students will participate in two consecutive test trials that will take place from January until May 2017. A final review of all test trials and recommended modifications will be submitted to the appropriate parties for review, and final draft of approval for implementation to be carried forward to the proponent’s management by September 2017. Augmented reality, although in general, a positive market reaction, can have risks involved. Since current dependency on computers and mobile devices are already significant, AR may lead the way for more computer reliance. In conjunction, it may lead to a health risk simply by spending too much time using AR, creating such conditions as dependency and eyestrain. A second possible risk is a cultural one; some cultures and religious groups may find the technology offensive and inappropriate, therefore, reducing or even eliminating the use of AR in the classroom. Last is the risk of copyright infringement. Some textbooks are under copyright laws, and such things as photocopying are strictly prohibited, unless an agreement with the educational institution is in place for limited production. Therefore, alternatives to AR must be considered throughout the plan. Instructors can always revert back to building scaled down versions of the object, supplemented with their own technical drawings, requiring more labor-intensive applications, but still providing the three-dimensional aspect. They can also utilize the Internet on such sites as YouTube to accompany traditional learning methods. This depends widely on the videos they choose, and what bandwidth is available at the educational facility. Of course, there is the option of doing nothing. Keeping traditional technical drawing learning, as it is, requiring learners to analyze and critical think, assuming that all learners are the same.
Given that there are risks and alternatives to this technology, a plan for AR is to be carried out so that learners and those who teach technical drawings have a portal to capture, master and manipulate object components and design in real time. It creates eye-catching presentations, interactive learning, portable and less expensive learning materials, higher learner retention and fosters intellectual growth ("5 reasons to use Augmented Reality in Education - Augment News", 2015). Since augmented technology is the way of technology today and the future, CNAQ should meet its strategic goals and visions related to technical instruction.

2. ASSESSMENT SCOPE
The following report will provide an overview for planning a technology assessment for AR as a supplemental instructional method in technical drawing courses. It will also include a detailed description of this proposed technology software and its ancillaries as well identify possible alternatives.
The proposed process technology would be a significant learning supplement for technical drawings. It would link traditional orthographic and other technical drawings with real life images through object modeling in conjunction with two-dimensional markers. It would align and adhere to CNAQ’s goals and visions of supporting the latest technologies, teaching and learning practices for students and instructors.
The augmented reality software would consist of software package, a textbook containing two- dimensional markers, and mobile devices such as smart phones or tablets. The software application would be downloaded onto a mobile device using the Internet via a wired or wireless network. From there, the user will scan the two dimensional marker or bar code. The software program would then translate the information embedded in the marker into a three dimensional image (Siltanen, 2012).
Traditional teaching methods for technical drawings can now be accelerated and deemed more effective through the generation of three -dimensional objects, regardless of the language of instruction. The analysis of the requirements is scheduled with a target completion date of November 2016. The scope of the analysis shall include a review of the following: Health and safety Cultural and Religious Implications Copyright infringement
The completed analysis shall provide a detailed review of all applicable legislation and highlight areas of concern with recommendations on how to avoid legal liabilities.
Results will be recorded and presented on company form TA-0010-00, Technology Assessment Results Form (See Appendix F).
Since augmented reality is a technology that has already been proven and is currently being used, there shall be no need to design any type of prototype. The scope of the analysis shall be exclusive to the following: * Selecting the appropriate AR Technology, peripherals, and ancillaries for CNAQ * In house Training for both Instructors and Students
The completed analysis shall detail how each of these areas function with AR, including recommendations and alternatives. The target completion date for the technology assessment of the augmented reality is September 2017. It will determine what regulatory requirements apply to the augmented reality software and its proponents, along with, whether this type of process technology is possible to incorporate and transition in current curriculum. Results will be recorded and presented on company form TA-0010-00, Technology Assessment Results Form (See Appendix F)

3. TECHNOLOGY DESCRIPTION AND ALTERNATIVES
Technical Drawings have been created since ancient times and are still used today used in both industry and educational institutions. While engineering drawings provide the requirements for manufacture, their static representation provides difficulties to those learning engineering and non-technical people. Augmented reality gives the learner the ability to see in real time (Ege, 2013).
The term Augmented Reality was created in the early 1990’s and is described as the overlaying of computer based material on top of images of the real world. It is a technology used now, in both industry and educational institutions. It contains three major characteristics of combining the real and virtual world, being interactive in real time, and is said to be in three-dimensional ("The evolution of Augmented Reality - ARLab Blog", n.d.).
Several alternatives to augmented reality currently being considered by CNAQ are listed below. With additional research, more alternatives may be added. * Do nothing option – Do not introduce any sort of three-dimensional software into the technical drawings. This requires no implementation change. * Online Videos – Use existing Internet sites such as You Tube to illustrate three-dimensional modeling. This may require further upgrading in bandwidths and routers throughout the campus to ensure videos run smoothly. * Virtual Reality – a concept where a three-dimensional, computer generated environment which can be explored and interacted with by a person. The operator becomes part of the virtual world and can manipulate objects or preform a series of tasks ("What is Virtual Reality? - Virtual Reality", 2015). A technology of this magnitude will requires extra hardware such virtual reality head gear, goggles, etc., in conjunction with upgraded internet speeds to allow for true real time feel. * Hands on Model Construction – students and instructors will build scaled down versions of real life models to illustrate orthographic and technical drawings. Extra building materials and extra time allocation must be provided to allow learners to see the models.

4. ANCILLARIES
In order to support the augmented reality technology, several pieces of hardware must be incorporated into the plan. An Internet system that has wireless capability must be accessible. IPad’s, android tablets and other mobile devices must be available and able to connect to the wireless Internet to download the application software. They must be capable of running the application and have a camera built in to scan the two-dimensional markers. A textbook containing all the two-dimensional markers must also be purchased for the learner to scan the included markers during test trials.

5. HUMAN RESOURCES
The Augmented Reality Technology Assessment Team shall begin with the selection of a Team Coordinator.
The team coordinator will, in consultation, select the required team members from the skill sets indicated in Table 1. Role | Skills | Team Coordinator | Project management, Organization | Financial Advisor | Conduct cost analysis, analyze financial data | Information Technology Technician | Software installation and other hardware ancillaries | Advanced Learning Centre Personnel | Conduct software analysis and selection | Curriculum Developer | Technical education in mechanical engineering supplemented with industrial experience, experience in engineering curriculum development. | Instructors | Technical education in mechanical engineering supplemented with industrial experience and skill requirements. | Technical Writer | Technical documentation experience in technology descriptions and processes, editing, formatting and delivery document handover. |
Table 1: Team Member Construction and Skills

6. SCHEDULE AND TASKS
The plan will be conducted by a number of groups within the educational institution and will first commence in September 2016, with Financial and Legal departments conducting an analysis of cost, health and safety, environmental and legal concerns. The Advanced Learning Centre, instructors and curriculum developers, in conjunction with Information Technology (IT) department, will conduct software program development and selection, ensuring all computers and assisted ancillaries are working properly, and will completed by December 2016. Instructors and students will participate in test trails that will take place from January through May 2017. A final review of all test trails and recommended modifications will be submitted to the appropriate parties for review, and final draft of approval for implementation to be carried forward to the proponent’s management by September 2017.
6.1 MILESTONES
The milestones and estimated completion times can be seen in Table 2 below. Milestones | Estimated Completion Timeframe | Phase 1 – Selection of Augmented Reality Software and `supported Ancillaries | Project start.Sept. 2016 | Phase 2 – Assessment Team Selection and Organization | Three weeks after project start. Sept. 2016 | Phase 3 – Preparation Completed. Preliminary Description, Impacts and goals completed. | weeks after project start.Nov. 2016 | Phase 4 –Meetings with all regulatory bodies & state agencies complete. Initial project feasibility report complete. | 16 weeks after project start. Dec. 2016 | Phase 5 –Augmented Reality Software and its related ancillaries in place. Ready for Test Trials. | 19 weeks after project start. Jan. 2017 | Phase 6 – Test Trails complete. Review trails results and recommend any modifications if necessary. | 37 weeks after project start. May 2017 | Phase 7 – Technology report complete. Proper documentation to approval regulators submitted. | 46 weeks after project start. July 2017 | Phase 8 – Final draft assessment submitted to management | 52 weeks after project start. Sept. 2017 |
Table 2: Milestone Completions

For detailed schedule of tasks, see Appendix C.

6.2 ASSESSMENT PLAN TIMELINE
Time
Time
The Assessment Plan timeline can be seen in the Gantt chart below.
Task
Task

7. COST
The following provides the details of the assessment for resources, hardware and ancillaries. The assessment team will consist of a team leader, one Finance one Advanced Learning center personnel, one curriculum developer, one Information Technology (IT) technician and three instructors. Since all people are employees of the Engineering Department within CNAQ, the salary rate for planning purposes will be $50/hour for all people and is based on CNAQ Collective Agreement. The total project is expected to run for 52 weeks.
Based on the detailed plan, the breakdown for each member is as shown in Table 3 below. Team Member | Allotted Hours | Hourly Rate ($) | Cost ($) | Details | Team Coordinator | 156 | 50 | 7800 | 1 hour/day x 3 day/week x 52 weeks | Finance | 40 | 50 | 2000 | 2 hours/day x 5 days/week x 4 weeks | Curriculum Developer | 40 | 50 | 2000 | 2 hours/day x 5 days/week x 8 weeks | Advanced Learning Centre | 25 | 50 | 1500 | 1 hour/day x 5 days/week x 5 weeks | IT Support | 25 | 50 | 1500 | 2 hours/day x 3 days/week x 5 weeks | Instructor 1 | 60 | 50 | 4500 | 1.5 hours/day x 5 days/week x 8 weeks | Instructor 2 | 60 | 50 | 3000 | 1.5 hours/day x 5 days/week x 8 weeks | Technical Writer | 75 | 50 | 3900 | 2.5 hours/day x 5 days x 6 weeks | Totals | 481 | - | 26,200 | - |
Table 3: Team Member Cost Details
To properly execute the total cost, the plan must include the following ancillaries such as IPAD’s, textbooks and wireless servers.
Since the current wireless server has just recently been upgraded (cost = $40,000), there is no cost at this time.
Augmented reality application software is free of charge, and since the current wireless server has just recently been upgraded, there is no cost at this time.
Test trials will require two mobile tablets (IPad’s) as well as two text books.
IPad’s: 2 @ $500 each = $1000
Textbooks: 2 @ $75 each = $150
Total cost for Project = $27,350

8. RISK ASSESSMENT
Social Impacts
The social impact of human-to-computer and mobile device interfacing is a major concern with the development of this technology. Currently our dependency on computers is very high and computers seem to be involved in every aspect of day-to-day living. The augmented reality would increase the dependency on computers and mobile devices and may lead the way for more computer influence. According to the matrix, the likelihood is possible, and the consequence would be minor. Therefore the risk would be of a medium nature.
Some students may have learning disabilities regarding technology. Introducing a new technology may create fear among them, since the technology is linking them essentially to a machine. According to the matrix, the likelihood is unlikely, and the consequence would be negligible. Therefore the risk would be of a low nature.
Some cultures and religious groups may find technology offensive and inappropriate. Connecting human thought to computers may seem invasive to some, a violation of privacy. According to the matrix, the likelihood is possible, and the consequence would be major. Therefore the risk would be of a high nature, possibly causing significant delays or the implementation to halt completely.
Legal Issues
Evaluation of current legislation with regards to health and safety will involve minimal interpretation since this type of technology currently exists. This may require additional legislation be created to cover possible health and safety risks with augmented reality. One example may be to limit the number of hours a person can be linked to a computer or mobile device to prevent developing a psychological dependency on the technology. According to the matrix, the likelihood is possible, and the consequence would be minor. Therefore the risk would be medium.
Copyrighting of textbook material is another area of concern. Textbooks will have to be closely monitored to ensure limited or no photocopying of such texts is completed. This is an almost certain likelihood with a minor to moderate consequence, resulting in medium risk.
See Appendix D for Risk Matrix and Impact Definitions.

9. APPENDIX A – REFERENCES

5 reasons to use Augmented Reality in Education - Augment News. (2015). Augment News. Retrieved 21 May 2016, from http://www.augment.com/blog/5-reasons-use-augmented-reality-education/
Ege, C. (2013). History of Technical Drawing (Technical Drawing). prezi.com. Retrieved 10 June 2016, from https://prezi.com/wcug7uwpc9jj/history-of-technical-drawing-technical-drawing/

Hopkins, D. (2010). Advantages and Drawbacks of using Augmented Reality | Technology Enhanced Learning Blog. Dontwasteyourtime.co.uk. Retrieved 24 May 2016, from http://www.dontwasteyourtime.co.uk/technology/advantages-and-drawbacks-of-using-augmented-reality-augmentedreality/

Siltanen, S. (2012). Theory and applications of marker-based augmented reality. http://www.vtt.fi. Retrieved 12 June 2016, from http://www.vtt.fi/inf/pdf/science/2012/S3.pdf

Strategic Plan. (2014). Cna-qatar.com. Retrieved 21 May 2016, from https://www.cna-qatar.com/Pages/StrategicPlanning.aspx
The evolution of Augmented Reality - ARLab Blog. Arlab.com. Retrieved 8 June 2016, from http://www.arlab.com/blog/the-evolution-of-augmented-reality/

What is augmented reality (AR)? - Definition from WhatIs.com. (2016). WhatIs.com. Retrieved 21 May 2016, from http://whatis.techtarget.com/definition/augmented-reality-AR

What is Virtual Reality? - Virtual Reality. (2015). Virtual Reality. Retrieved 11 June 2016, from http://www.vrs.org.uk/virtual-reality/what-is-virtual-reality.html

10. APPENDIX B – KEY TERMS

The following table provides definitions for terms relevant to this document. Term | Definition | Two dimensional marker | A two-dimensional symbol, similar to a bar code, allowing a camera to determine position and rotation relative to a surface. It allows for super-imposing of three-dimensional models onto the screen so that they appear to interact with the real world which is being captured by the camera. | Technical Drawings | The act and discipline of composing drawings that visually communicates how something functions or is to be constructed. | Wireless Servers | Networks that connect devices such as computers, tablets and other portable mobile devices without being connected to cables of any kind. |

11. APPENDIX C – DETAILED TASKS AND SCHEDULE

Start Time (mm/yy) | Finish Time(mm/yy) | Duration | Task Description | 08/16 | 9/16 | 5-6 weeks | | Select Augmented Reality software and its supported ancillaries | 09/16 | 11/16 | 10-12 weeks | i | Organize a preliminary assessment team. | | | | ii | Estimate the costs of an assessment, including costs of assessment preparation and approval, and of mitigation, reclamation and abandonment measures. Decide whether to proceed after considering this information, together with other project parameters. | | | | iii | Prepare a preliminary description of the project | | | | iv | Obtain a preliminary description of the existing physical and socio-economic environment, or "baseline". | | | | v | Make a preliminary prediction of the expected effects of the proposal upon the socio-economic environment. | | | | vi | Prepare an outline of the proposed assessment study and related activities. | 09/16 | 11/16 | 5-8 weeks | vii | Meet with the regulatory state agency to review legislation concerning this project and determine all pertinent laws and regulations, including any cultural issues. | | | | viii | Thoroughly review applicable laws and regulations with legal consultation, documenting progress. Any legislation that could potentially stop the project must be presented to the Team Leader as soon as possible. | | | | | Initial report on the feasibility of the project with regards to legislation issues is due. | 10/16 | 12/16 | 4-5 weeks | ix | Integrate software and supported ancillaries. | 01/17 | 05/17 | 15-16 weeks | xi | Commence tests trials. | 05/17 | 06/17 | 3-4 weeks | xii | Review results from test trials and recommend modifications | 06/17 | 08/17 | 6-8 weeks | xiii | Complete draft technology report. | 06/17 | 06/17 | 1-2 weeks | xiv | Submit the results of steps (xii) and (xiii) to the appropriate regulator(s), Obtain and document opinions and approval of these components. | 06/17 | 07/17 | 4-5 weeks | xv | Prepare a final draft assessment report. Submit to the proponent’s management. Revise if necessary. | 07/17 | 08/17 | 2-3 weeks | xvi | Follow departments during review period. Prepare responses and, if appropriate, prepare an assessment addendum to revise the assessment. | 08/17 | 09/17 | 4-12 weeks | xvii | Submit the final draft assessment to the regulatory body for review and approval. |

Likelihood | Consequence | | Negligible | Minor | Moderate | Major | Severe | Almost Certain (> 90%) | Low | Medium | High | Extreme | Extreme | Likely (> 60%) | Low | Medium | Medium | High | Extreme | Possible (50%) | Low | Medium | Medium | High | High | Unlikely(< 50%) | Low | Low | Medium | Medium | High | Rare (< 5%) | Low | Low | Medium | Medium | High |
12. APPENDIX D – Risk Matrix and Impact Definitions

Consequence | Impact | Negligible | Financial: No ImpactSchedule: No Impact | Minor | Financial: Cost to increase by two-five percentSchedule: Schedule lengthened by one to two weeks | Moderate | Financial: Cost to increase by 15-35%Schedule: Schedule lengthened by six to eight weeks | Major | Financial: Cost to increase by 50-80%Schedule: Schedule lengthened by > 12 weeks. | Severe | Financial: Cost to increase by >100%Schedule: Schedule lengthened by > 12 weeks or halt completely. |

13. APPENDIX E – TECHNOLOGY ASSESSMENT PLAN APPROVAL FORM

The undersigned acknowledge they have reviewed the Augmented Reality Software Assessment Plan and agree with the approach it presents. Changes to this Technology Assessment Plan will be coordinated and approved by the undersigned or their designated representative.

Signature: ___________________________ Date: _____________________
Print Name: ___________________________
Title: ___________________________
Role: ___________________________

Signature: ___________________________ Date: _____________________
Print Name: ___________________________
Title: ___________________________
Role: ___________________________

Signature: ___________________________ Date: _____________________
Print Name: ___________________________
Title: ___________________________
Role: ___________________________

14. APPENDIX F – TA-0010-00, TECHNOLOGY ASSESSMENT PLAN REPORT FORM

Technology Assessment Plan Report Form
Form TA-0001-00 Introduction | | | | | | | | Identification of Proponent and Project/Product | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Organization of Document | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Assessment Methodology | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Project/Product Description | | | | | | Project/Product Rationale or Need | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Project/Product Alternatives | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Applicable Legislation and Permits | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Detailed Project Description | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Existing Physical Environment | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Existing Social and Economic Environment | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Impact on Physical Environment | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Impact of Social and Economic Environment | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Public Consultation | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Appendix (Supporting Documentation) | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |