Competitive Design of Web-Based Courses in Engineering Education - Web-Based Engineering Education: Critical Design and Effective Tools - page 138

In this case, the following conflicting prob-
lems are formulated: (a) durability of the moving
object [15] versus amount of substance [26]; and
(b) brightness [18] versus amount of substance
[26]. With respect to these conflicting problems,
the following generic directions of innovation are
suggested by TRIZ: group (a): transition from a
homogeneous structure to a heterogeneous struc-
ture of the system or of the external environment
[3], change the degree of flexibility or density or
volume [35], carry out in advance some actions
or put the components of the system such as to
come fast into action when necessary [10], define
a composite structure of the system [40]; group
(b): increase the segmentation of the system [1],
replace a continuous action with an impulse (and
if it necessary use pauses between impulses to
introduce additional actions) [19].
In order to meet cost-affordability requirements
(see results in figure 3), the web-based course
could comprise the following main technical ele-
ments: use open source repository systems (e.g.
Moodle), where any file format can be uploaded/
downloaded-principle 35; multiple free com-
munication modes are ensured (e.g. off-line via
e-mails; on-line via Skype, Yahoo messenger)
combined with usual web-cameras for visual
contact-principle 40; teacher uses a free license
remote desktop control server application (e.g.
VNC) in order to display remotely any application
that runs on his/her computer-principle 35; file
formats are limited to those which are immediate
accessible to the teacher, with no supplementary
costs for realization-principle 1; train the users
in advance on how to use the system by means
of face-to-face practical sessions and/or a simple
guiding procedure-principle 10; use local assis-
tants from the audience-principle 3; let students
know in advance how to set up the system for
the next session-principle 10; use asynchronous
means to learn (e.g. links to specialized web-sites,
electronic topics, etc.)-principle 19; compensate
the lack of good interactivity with more detailed
written materials and run the course for larger

groups of students at a time-principle 1. This
solution involves low investment. Combined
with qualified teachers and high quality written
materials, this solution could lead to attractive
values of the return on investment.
Figure 4 illustrates deployment of TF 3 -related
requirements into TF 3 -related performance char-
acteristics. The set of matrices from Figure 4 is
called “house of development.” According to the
results in figure 4, the most relevant performance
characteristics for web-course optimization
in relation to TF 3 are: time required to adapt a
classical course to a web-based course, costs re-
quired to adapt a classical course to a web-based
course, time required to train students/lecturers
to use the system and time required to initiate the
working session. There are no conflicts between
the performance characteristics, thus no innova-
tions are required in this dimension. However,
organizational innovations should be considered
in relation to factor D , mainly for reducing costs
necessary to adapt a classical course to a web-
based course (see Figure 4), as well as to meet
the target (less than 20% from the development
costs of a classical course).
In the case of target-function TF 3 , the follow-
ing generic conflicting problems are formulated
with respect to organizational challenges: (a)
amount of substance [26] versus convenience
of use [33]; (b) amount of substance [26] versus
capacity [39]. With respect to meeting key targets,
the following TRIZ-type challenges are defined:
(c) “tension (pressure)” [11] versus volume of
non-moving object [8]; (d) “tension (pressure)”
[11] versus harmful side effects [31]. TRIZ rec-
ommends the following paths of intervention for
these problems: group (a): change the degree
of flexibility or density or volume [35], replace
“solid” parts with “fluidic” parts [29], make use
of “waste material” or make the system to serve
itself [25], carry out in advance some actions or
put the components of the system such as to come
fast into action when necessary [10]; group (b):
inversion (do the things vice versa than usual)