L. Stefan, R. Pascu, I.G. Craifaleanu, O.

Anicai (2016) SEISMOCODE: A PRELIMINARY EVALUATION OF AN ON-LINE

VIRTUAL PLATFORM FOR LLL IN THE FIELD OF SEISMIC DESIGN, ICERI2016 Proceedings, pp. 3512-3520.
https://library.iated.org/view/STEFAN2016SEI

SEISMOCODE: A PRELIMINARY EVALUATION OF AN ON-LINE

VIRTUAL PLATFORM FOR LLL IN THE FIELD OF SEISMIC

DESIGN
L. Stefan1, R. Pascu2, I.G. Craifaleanu3, O. Anicai1
1
Institute for Computers, ITC S.A., Bucharest (ROMANIA)
2
Technical University of Civil Engineering Bucharest (ROMANIA)
3
Technical University of Civil Engineering Bucharest and National R&D Institute
URBANINCERC (ROMANIA)
livia.stefan@itc.ro, r_pascu@hotmail.com, i.craifaleanu@gmail.com, oanicai@itcnet.ro

Abstract
With the accession of the country in 2007 in the European Union, civil engineers in Romania had to
tackle the radical change of building codes, generated by regulatory harmonization requirements. Ten
years after the enforcement, in 2006, of the European harmonized seismic design code, P100-1/2006,
even though several post-graduate courses and presentations have been organized by academia and
professional associations, many engineers still have difficulties in fully understanding the new
regulations. In the meantime, a revision of the code was enforced, P100-1/2013. An online LLL
platform, SEISMOCODE, is being developed by the authors in the framework of an ongoing national
collaborative project, to assist civil engineering practitioners in the assimilation of the new regulation
and of related provisions in other building norms. The paper presents the instructional design and
implementation strategies, highlighting the elements of innovative leverage of the Moodle platform.
The objectives of the SEISMOCODE platform are to provide a useful and efficient environment for the
exploration of complex and rich content, which would facilitate users the assimilation and verification
of their knowledge. The development and organization of instructional materials and resources is
described, as well as the design of a survey for the preliminary evaluation of the platform.
Keywords: lifelong learning, e-learning, civil engineering, seismic code, seismic design.

1 INTRODUCTION

1.1 Context and scope

With the accession of the country in 2007 in the European Union, civil engineers in Romania had to
tackle the radical change of building codes, generated by regulatory harmonization requirements. Ten
years after the enforcement, in 2006, of the European harmonized seismic design code, P100-1/2006
[1], even though several post-graduate courses and presentations have been organized by academia
and professional associations, several engineers still have difficulties in fully understanding the new
regulations. Moreover, in the meantime, a revision of the code was enforced, P100-1/2013 [2],
introducing partially modified requirements.
An online lifelong learning (LLL) platform, SEISMOCODE, is being developed by the authors in the
framework of an ongoing national collaborative project, to assist civil engineering practitioners in the
assimilation of the new regulation and of related provisions in other building codes. The project is
implemented by two civil engineering organizations (a university and a research institute) with
expertise in seismic design and in building codes development, together with an ICT organization.

1.2 Background
Continuous professional education is considered a topic of utmost importance by the governments of
several countries. Various ongoing initiatives, including a significant number of programs and actions
at European level, can be mentioned. For the scope of the presented research, continuous education
in civil engineering is of particular interest.
L. Stefan, R. Pascu, I.G. Craifaleanu, O. Anicai (2016) SEISMOCODE: A PRELIMINARY EVALUATION OF AN ON-LINE
VIRTUAL PLATFORM FOR LLL IN THE FIELD OF SEISMIC DESIGN, ICERI2016 Proceedings, pp. 3512-3520.
https://library.iated.org/view/STEFAN2016SEI

A strategy document of the American Society of Civil Engineers (ASCE) [3], proclaims the need of
developing, by 2025, a "Body of Knowledge" for future engineers, keeping up with progress in science
and society. The document states that "given the ever-increasing quantity of technical and
nontechnical knowledge required of practicing civil engineers, the ability to engage in lifelong learning
is essential". Moreover, engineers are seen as "managers of risk and uncertainty caused by natural
events, accidents, and other threats", which emphasizes, among others, also their responsibility in
reducing seismic risk. Numerous universities in U.S. and worldwide, as well as private organizations
not in the academic sector, are currently providing online course materials, as well as multimedia
content, for continuous civil engineering education, like for other engineering specialties.
In Europe, significant efforts are made by several associations, networks and universities towards the
advancement of continuous education in civil engineering. An extensive review can be found in [4].
The Moodle (Modular Object-Oriented Dynamic Learning Environment) platform [5] is the most
popular web-based Learning Management Systems (LSM) and the preferred online platform in
Romania, in academic media. The Moodle platform, chosen also for the development of the
SEISMOCODE project, is an open and versatile environment for the implementation of virtual
environments for online and distance learning. The Moodle platform can accommodate various
learning styles, such as virtual classrooms, online practice communities, cohorte or individual learning,
mobile-learning and lifelong learning.
The Moodle platform is largely used, especially in the academic environments, as a blended learning
(i.e. mixing face-to-face with online learning) or distance learning instrument, due to its capability to
support all the pedagogical objectives: teaching, learning, assessment and evaluation. During recent
years, a large number of universities in Romania, among which several that offer engineering degrees,
have launched their own online e-learning platforms. Most of these are based on the Moodle
open-source tools and implement graduate and post-graduate courses that are part of the current
curricula.
Apart from the typical implementations on the Moodle platform, the authors have designed the
SEISMOCODE platform [6] (Fig. 1) for LLL objectives and also for facilitating the access to instruction
in seismic design according to the peculiarities of European-harmonized codes. The result is a virtual
online platform, which provides capabilities oriented to self-paced learning and self-assessment.

Figure 1. Management of SEISMOCODE platform content using the Moodle interface

1.3 Paper summary

Following this introductory section, the second section of the paper presents the state-of-the art in LLL
platforms for civil engineering. The third section details the methodology to address the design and
implementation of the SEISMOCODE platform, highlighting the elements of innovative leverage of the
L. Stefan, R. Pascu, I.G. Craifaleanu, O. Anicai (2016) SEISMOCODE: A PRELIMINARY EVALUATION OF AN ON-LINE
VIRTUAL PLATFORM FOR LLL IN THE FIELD OF SEISMIC DESIGN, ICERI2016 Proceedings, pp. 3512-3520.
https://library.iated.org/view/STEFAN2016SEI

Moodle platform. The results are summarized and discussed in Section 4, while Section 5 presents
the design of a survey for the preliminary evaluation of the platform. The final section concludes on the
research work and presents the planned future development.

2 LLL PLATFORMS FOR CIVIL ENGINEERING

2.1 Vision documents and significant projects

According to a “Memorandum on lifelong learning” issued by the European Commission [7], the
definition for lifelong learning (LLL) is: “All learning activity undertaken throughout life, with the
aim of improving knowledge, skill and competences within a personal, civic, social and/or
employment-related perspective”.
During the last decade, various programs and actions were undertaken at European level for the
implementation of LLL. In 2006, the European Commission established an integrated action agenda,
called the Lifelong Learning Programme (2007-2013), which continued previous action programmes,
as Leonardo da Vinci and Socrates. In 2009, the Strategic framework for European cooperation in
education and training ("ET 2020") was launched, as a follow-up to the earlier Education and Training
2010 Work Programme, launched in 2001. The role of the Information and Communications
Technologies (ICT) for learning is acknowledged as a priority of the "transversal" part of the Lifelong
Learning Programme (LLP) [8], [9]. According to [8], "actions [concerning integration of ICT] are not
about developing technology itself, but about its use to enhance learning environments and
experiences".
A key component of EU education policies is adult learning. Its potential has not been yet fully
exploited, as the participation of adults in LLP varies greatly and is rather unsatisfactory in many EU
countries. The average participation in 2011 was 8.9%, which is far below the EU target for 2020,
established at 15% for adults aged 25-64 [10].
In Romania, several actions have been taken during the last decade to implement lifelong learning
and EU policy in the field. Various organizations, governmental or not, some of them having European
correspondents, have prepared strategies and vision documents. The most important of these
organizations is the National Agency for Qualifications (ANC), which has among its main missions the
implementation, by means of various national and international projects, of the European Agenda for
Adult Education of the ET 2020 (Education and Training 2020) framework [11].

2.2 Tools for online LLL implementation

The Moodle platform provides a full-featured solution for online LLL implementation. Moodle is a
state-of-the-art Learning Management System (LMS), which supports both teachers and students, and
the implementation of different pedagogical theories. Moodle is not limited to content publishing, but
provides an integrated and social constructivist environment ([12], [13]) i.e. allowing knowledge
creation, sharing and collaboration. Currently Moodle has 70774 active sites, public and private,
registered in 234 countries [14]. In Romania, there are 286 registered Moodle sites. The platform is
modular and extensible (as an open-source software application), well-documented and continuously
developed by an active community. Among the most innovative Moodle characteristics for online and
distance learning are: ubiquitous access to courses, personal and public notes and comments on
courses, progress monitoring, assignments, student and teacher assessment, automatic calculation of
scores, books of grades, synchronous and asynchronous communication tools, social media tools,
reports, feedbacks and surveys.
The most typical implementations in Romania consist of virtual campuses such as [15] or [16]. It is
also worth mentioning the DidaTec project [17], an e-learning project coordinated by the Technical
University of Cluj-Napoca, which put together ten Romanian universities and facilitated the effective
implementation of modern educational instruments and blended-learning technologies in higher
education teaching-learning for engineers.
A breakthrough in advancing e-learning technologies and paradigms is the Open Courseware (OCW)
initiative, introduced in 2000 by the Massachusetts Institute of Technology (MIT) [18], which resulted in
the online publication of virtually the entire MIT curriculum. At present, 2150 courses are published,
and the OCW website has reached 125 million visits. Combining the OCW initiative with social
L. Stefan, R. Pascu, I.G. Craifaleanu, O. Anicai (2016) SEISMOCODE: A PRELIMINARY EVALUATION OF AN ON-LINE
VIRTUAL PLATFORM FOR LLL IN THE FIELD OF SEISMIC DESIGN, ICERI2016 Proceedings, pp. 3512-3520.
https://library.iated.org/view/STEFAN2016SEI

learning, the concept of MOOC (Massive Open Online Course) was introduced in 2008 [19], aiming at
a massive participation and open access to learning resources via the web. Currently several well
established MOOC platforms, such as Coursera, Udacity, xMOOC, or EdX are providing e-learning
services for both academic and LLL in the humanistic and engineering domains.

3 METHODOLOGY
Given the scope and destination of the SEISMOCODE platform, i.e. the lifelong professional training
of building design engineers in the application of the new Romanian seismic code, one of the most
important components of the platform is the central content resource, the Body of Knowledge. This is
conceived as the main documentary resource, as Moodle course, providing explanations focused on
specific issues. A special attention is given to the aspects identified by the civil engineering members
of the project team as being more difficult to assimilate. Here, the advantage of these members of
being continuously in contact with students and graduates, structural engineering professionals and
the civil engineering community in general is fully fructified.
The SEISMOCODE platform is conceived as a content-based online learning environment. The
envisioned learning-style is self-paced, targeted to specialized groups of users, e.g. civil engineers
and technicians, but also pre-service and young teachers, post-graduate students.
The instructional design, following at least four elements of Bloom’s taxonomy (knowledge,
comprehension, application and analysis) [20], facilitates the exploration and the assimilation of a
complex content, and also verification of their knowledge. The instructional materials consist of several
Moodle resources: texts organized in topics and sections, pages with exemplifications, images, and
web links ([21]-[23]). The instructional material is offered through different Moodle activities: interactive
lessons, quizzes and choices as verification points, questionnaire for evaluation, course-level and
general glossary of terms. As Moodle is conceived as a social constructivist platform [24], the learning
setting of the SEISMOCODE is enriched with discussion forums and wikis, for improved interactivity
and collaboration.
According to learner’s style, the course materials can be navigated in a non-linear manner, following
links and relations, but also in a guided and linear manner, following the interactive lessons. No time
for course completion is specified.
The courses are organized in several Moodle course categories: General principles; Performance
Requirement; Selection of the structure type; Analysis etc. (Fig. 2).

Figure 2. Available courses

L. Stefan, R. Pascu, I.G. Craifaleanu, O. Anicai (2016) SEISMOCODE: A PRELIMINARY EVALUATION OF AN ON-LINE
VIRTUAL PLATFORM FOR LLL IN THE FIELD OF SEISMIC DESIGN, ICERI2016 Proceedings, pp. 3512-3520.
https://library.iated.org/view/STEFAN2016SEI

The SEISMOCODE lifelong learning platform is developed as a system of interconnected modules,

using the course design facilities provided by Moodle. For a systematic approach, the Body of
Knowledge is organized according to a treelike scheme, following the logical steps of seismic design
procedures. Every content unit includes references to the relevant provisions of the Romanian codes
and standards and, when appropriate, also to the Eurocodes. The Eurocodes were adopted as
Romanian standards, to each being added in this process a National Annex, containing specific
provisions for Romania [25]-[28].
The Moodle interface can be visually customized with different themes (e.g. colors, fonts), but also
with different interface modules, called blocks. For the SEISMOCODE platform the following blocks
were activated until now: Tags for easy search of courses upon their topic, Course Completion Status,
Logged in user and Online users.
The administration of the Moodle platform is based on different roles with well-defined permissions to
access different entities of the platform, in certain usage contexts. The roles are: guest, teacher,
student, administrator, course creator, manager. The development of the platform benefits from the
interdisciplinary competences of the project partners, which share and cumulate different roles. In term
of Moodle user roles, the civil engineering partners administrate and employ the platform using the
administrator, course creator and teacher roles (e.g. with permissions to modify content, add
resources, create quizzes and questionnaires etc.). The IT&C partner undertook the administration
(e.g. site installation and administration, creation of users, database backup) and developer role (plug-
in installation, configuration or development).
At the current stage of the platform, the guest user is entitled to see the first page and the course
curriculum, but cannot navigate through the content.

4 RESULTS AND DISCUSSION

The implemented sections of the Body of Knowledge correspond to distinct Moodle courses and are
currently the following [21][23]:
• General aspects
• Performance demands for the structure of a building subjected to seismic loads
• Selection of structural system and establishment of structural configuration
• Establishment of the energy dissipation mechanism and of the ductility level
• Assessment of non-seismic loads and of masses
• Assessment of seismic design loads
• Pre-dimensioning of structural members
• Structural modelling and analysis
• Dimensioning and verification of structural members and of entire structure
• Frame structures
• Dual structures
• Analysis and detailing of floor slabs as horizontal diaphragms
• Dimensioning of the infrastructure
• Nonlinear static analysis
• Nonlinear dynamic analysis
Each section contains different resources and activities, identified by suggestive graphics and fonts
(Figs. 3 and 4).
The typical usage scenario is the access to the Body of Knowledge and glossary of terms, search for
specific topics with the help of keywords and tagged content, completion of the quizzes for verification,
comment or ask questions on the forum.
The Moodle platform proved to be a very powerful and versatile platform, which accommodates
different learning styles and objectives. By using different modules, a platform designer can configure
the desired functionality, the visual interface and determine the flow of activities. Moodle community
offers a plethora of plug-ins, which can further extend the platform’s functionalities.
Considering the project’s general objective to develop a LLL platform, the authors decided not to
introduce too many constraints to the flow of the activities, but merely to develop and manage the
access to the instructional materials in a comprehensive manner and provide quick access to
supplemental resources.
L. Stefan, R. Pascu, I.G. Craifaleanu, O. Anicai (2016) SEISMOCODE: A PRELIMINARY EVALUATION OF AN ON-LINE
VIRTUAL PLATFORM FOR LLL IN THE FIELD OF SEISMIC DESIGN, ICERI2016 Proceedings, pp. 3512-3520.
https://library.iated.org/view/STEFAN2016SEI

Figure 3. A course with lesson, forum activities and content tags

Figure 4. A course with glossary, wiki, additional resources and activities

L. Stefan, R. Pascu, I.G. Craifaleanu, O. Anicai (2016) SEISMOCODE: A PRELIMINARY EVALUATION OF AN ON-LINE
VIRTUAL PLATFORM FOR LLL IN THE FIELD OF SEISMIC DESIGN, ICERI2016 Proceedings, pp. 3512-3520.
https://library.iated.org/view/STEFAN2016SEI

5 PRELIMINARY EVALUATION
As the development of the SEISMOCODE platform progresses, collecting feedback from potential
users by a preliminary evaluation becomes more and more necessary. The authors have implemented
a survey based on COLLES (Constructivist On-Line Learning Environment Survey) [29]. Developed by
Taylor and Maor, COLLES is a survey instrument currently available on the Moodle platform and
which consists of six scales, each with four questions, which can be used for measuring the
perception of users about a teaching solution. From the three types of the surveys provided by
COLLES, the “Actual“ form was chosen as the most appropriate for rapid users’ feedback. A
screenshot with the survey implementation is shown in Fig. 5. This type of survey includes various
options for results processing and display, as well as for download for later use.

Figure 5. COLLES survey implemented in the platform for preliminary evaluation

6 CONCLUSIONS
SEISMOCODE is a content-based LLL platform, enriched with social media tools, for continuous civil
engineering education. The applied methodology to design and implement the platform was detailed,
highlighting the usage of the innovative features of the Moodle platform. The current characteristics of
the platform and the development of a survey for the preliminary evaluation of the platform are
discussed.
In the subsequent phases of the project, supplementary course material and multimedia resources will
be implemented and more resources as questionnaires and quizzes will be added, for a more efficient
learning flow and users’ evaluation and auto-evaluation. Other features of the platform will be
improved and refined as well, such as the visual interface and the site security.

ACKNOWLEDGEMENT
The project “Lifelong E-Learning Platform for Active Implementation of the New Romanian Seismic
Regulations Harmonized with European Standards”, with the acronym SEISMOCODE, is partly funded
by the Romanian Ministry of Education and Scientific Research, Executive Agency for Higher
Education, Research, Development and Innovation (UEFISCDI) under Contract No. 104/2014. The
Institute for Computers, ITC S.A., is a co-funding partner.
L. Stefan, R. Pascu, I.G. Craifaleanu, O. Anicai (2016) SEISMOCODE: A PRELIMINARY EVALUATION OF AN ON-LINE
VIRTUAL PLATFORM FOR LLL IN THE FIELD OF SEISMIC DESIGN, ICERI2016 Proceedings, pp. 3512-3520.
https://library.iated.org/view/STEFAN2016SEI

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