1

EDUC667-910

Universal Design for Learning: Curricular Access for All Students Professors Dan Fendler, Karen Jones, Eddie Jory, Beth Mineo, and Marvin Williams

Summer 2009

FINAL ASSIGNMENT:

MODE CHOICE LESSON PLAN WITH UDL PRINCIPLES

XXXXXXXXXXX

August 12, 2009

2

Table of Contents

Original Artifacts:

1. Assignment #2- Blog Post on Original Lesson Plan

2. Assignment #3- Mapping Blueprint

3. Assignment #4- Presentation on Original Lesson Plan

4. Assignment #5- Blog Post on Barriers Related to Materials

5. Assignment #6- Blog Post on Barriers Related to Student Expression

6. Assignment #7- Blog Post on Student Engagement

Revised Documents:

1. Revised UDL Template

2. Revised Mode Choice- Reflection Exercise

3. Revised Factors of Mode Choice Exercise

3

Original Artifacts from Previous Assignments

Assignment #2- Blog Post

So I have started to brainstorm my ideas for the lesson that I will transform to be more universally accessible. Within civil engineering, I have taught Introduction to Transportation Engineering for two semesters (typically to junior level civil engineers) and therefore, this lesson is one of a four-part series teaching the transportation planning process.

Lesson Description: The lesson focuses on one of the four-part processes that makeup the travel demand model. The travel demand model includes trip generation, trip distribution, mode choice, and trip assignment. This lesson however, is devoted to mode choice.

Goals: The current lesson goals include (1) evaluate personal mode choices through travel diaries, (2) identify factors of mode choice and discuss how they are mode dependent, (3) understand how to quantify mode choice through using the utility function and the logit equation. The focus question for the lesson is “Why is it important to learn about modes from a transportation planning perspective?”

Assessments: Prior to attending class the students have to complete a written travel diary that includes a chart where they can fill in the time they begin their trip, time they end their trip, duration, length, purpose, and mode. This diary is then brought to class in order to use for the discussion portion of the lecture.

Methods and Materials: The students reflect on their travel diaries in terms of their own personal mode choices prior to constructing a concept map of the factors that influence mode choice, as a class. The concept map typically includes the major factors such as cost, distance, duration, convenience, time of day, weather, trip purpose, availability of facilities, environmental impacts, etc. Once the map is drawn a group exercise handout is distributed where they form three groups representing three major modes: auto, bus, and walking. As a group they rank each of the factors based on its influence on using their mode from highest (1) to lowest (9) using a table . As a class they then share their results and complete the table for all modes. Then they discuss how factors vary between modes and between users which has a direct influence on how transportation planners design the facilities. Then the quantification of mode choice is discussed and the two major equations are written on the board and explained in detail. If time permits, an example problem is done as a class where students contribute the steps and process needed to get the end result.

Reason for selecting: This lesson is one of the most student driven lessons that allows for a lot of freedom for discussion. Hearing the personal travel diaries is always exciting and many times the students realize that there are more options out there besides driving everywhere. This then sparks lengthy, yet meaningful, debates which then provide a preview to the importance of utilizing the quantitative aspect of mode choice. Also, I feel there is a lot of room for me to make improvements in terms of how the students document their travel diaries, how they reflect, and how I teach the equations.

Challenges: Students that do not come prepared for class can not fully engage in the class discussion, and I feel that it may be due to the "tedious" aspect of writing every trip down. Many students don't feel that the personal assignments that are "for fun" are just as important as the tests that are given for a grade. Also, many engineering students aren't used to the discussion format and therefore,

4

would rather not share their travel diary reflection with the class. Also, the use of the chalkboard for teaching the equations can sometimes be difficult as students have to rush to copy all the notes and many times do not know what the variables stand for, let alone how to write them. Therefore, they end up focusing on writing notes rather than listening to the explanation and understanding how to use the equation/solve example problems.

5

Assignment #3- Mapping Blueprint

UDL LESSON BUILDER (adapted from CAST) Original Lesson Plan

Lesson Overview

Lesson: Travel Demand Model: Mode Choice

Author: xxxxxx xxxxxxx

Unit: Transportation Planning

Grade Level(s): Junior Level Civil Engineering

Duration: 1 hour

Subject Area: Civil Engineering

Essential Question Why is it important to learn about mode choice from

transportation planning perspective?

Unit Description:

The purpose of this unit is to introduce the students to the four step travel demand model as well as identify its role within transportation planning. The four major steps include trip generation, trip distribution, mode choice, and trip assignment. Over four lessons, the students will be given the background as well as the tools used to assess each step of the model. The skills will then be applied to solve transportation planning problems relying on all four aspects. In addition, lessons covering the policy perspective of agencies such as MPO’s (Metropolitan Planning Organization) and DOT’s (Department of Transportation Agencies) are included to give students an understanding of how government is involved in the process.

Lesson Description for Day:

Students will learn how to: (1) evaluate personal mode

choices through travel diaries, (2) identify factors of mode

choice and discuss how they are mode dependent, (3) and

understand how to quantify mode choice through using the

utility function and logit equation.

State Standards: Does not apply to this lesson.

Goals

Unit Goals:

After this unit, the students should be able to use and apply the methods and tools related to the four step travel demand model: trip generation, trip distribution,

6

mode choice, and trip assignment. They will be able to distinguish the difference between each step as well as demonstrate its importance within the transportation planning process through solving quantitative and qualitative problems. Students should be able to identify when to use each method and articulate its role within the process from a transportation planning perspective.

Lesson Goals:

Analyze mode choice in the context of transportation planning through:

Identifying the role of mode choice in the travel demand model

Reflecting on the personal travel diaries collected prior to class, with a focus on mode choice

Identifying the factors that influence mode choice

Understanding the varying importance of each factor based on mode as well as individual user perspectives

Quantifying mode choice using the utility function and the logit equation

Apply mode choice equations to real world example problem

Methods

Anticipatory Set:

Allow students to gather personal trip information using a travel diary distributed one week prior to the lesson. (See Mode Choice Reflection Exercise under materials.) Using the diary the students will document weekly trip characteristics including start time, end time, duration, length (mi), purpose, and mode. The primary goal is to allow students to reflect on their own experiences with mode choice in order to understand what goes into making trip decisions. This may help to engage students prior to the course, allow them to be ready for discussion, and begin to think about how mode choice may influence transportation planning.

Activating Strategies

Teaching Strategies

Highlight the lesson objectives and allow students to begin thinking about the question of the day.

Describe how mode choice fits into the four step travel demand model and tie into the last two lessons on trip

7

generation and trip distribution.

Discuss how mode choice can be quantified by explaining the utility function and the logit equation. Walk the class through the role of each equation as well as what each variable stands for in words. Make notes on the chalkboard related to what each set of variables in the equations represent in terms of mode choice factors and use examples when explaining. Make sure to note how to check the results where the probability of all modes under evaluation when added should sum to one.

Provide Guided or Distributed Practice:

Allow students to go around and reflect on their own travel diaries focusing on mode choice and their personal decisions that guided their selection.

Summarize the key factors of mode choice through drawing a concept map and having students list some of the factors that influenced them. After having students provide as many factors as possible, guide them to realize additional factors that may have been missed.

Distribute mode choice exercise handout which requires students to split into three groups based on three different modes: auto, bus, and walking. (See Factors of Mode Choice Exercise in materials). Students rank each factor based on its importance toward using their group’s mode from highest (1) to lowest (9). Allow each group to report back their hierarchy and explain their rankings. Guide a discussion around how varying factors between modes as well between users is important from a transportation planning perspective. Highlight the importance of identifying the influential factors when designing transportation facilities.

Set up a quantitative example problem related to a real world scenario and prompt students to begin to identify the steps and equations need to solve the problem. Serve as a guide only as they (as a class or in groups) solve the problem and come to a final answer. Prompt the students to “check” their probabilities by summing them to one.

Provide Independent Practice:

For homework, solve quantitative and qualitative mode choice problems focused on the utility function and logit equation. For each problem, try to identify the factors involved and understand their importance

8

from the user’s perspective.

Assessment

Formative/Ongoing

Assessment:

Mode Choice- Reflection Exercise.

Factors of Mode Choice Group exercise- identify

importance of mode choice factors and their influence

between modes and between users.

Summative/End Of Lesson

Assessment:

Quantitative and qualitative “real world” mode choice

planning questions that reiterate the concepts taught in

class including the factors that influence mode choice, and

their importance toward transportation planning.

Materials

Travel diary- paper handout

Mode Choice Exercise- group handout

Textbook problems- homework assignment

Cartoons- reverse side of mode choice exercise

(see following pages for handouts)

9

Mode Choice- Reflection Exercise

1. Please complete the following chart based on your use of transportation and bring to class on Monday. For each trip you make, please document the duration, length, purpose, and mode used. Refer to the examples listed at the bottom for the types of purposes and modes used for trips. Try to separate each trip by mode and include as many modes as possible. For example, a trip where you ride the bus might include walking to the bus station (trip 1) then riding the bus (trip 2), then walking home (trip 3).

2. Comment on your diary by writing a 1-page reflection discussing common trends based on your personal mode choices and discuss why mode choice could be an important component of the transportation planning process.

3. To be completed after Monday’s class! Reread your reflection and write a 1-page response from a transportation planner’s perspective of how mode choice influences the transportation planning process based on the concepts learned in class.

10

Factors of Mode Choice Exercise

Rank from highest (1) to lowest (9) each factor of mode choice based on its importance toward the

travel modes. For example, how influential is weather on the decision to walk? High or low importance? If a

factor does not apply, or you believe the importance is negligible, leave the space blank. Complete based on the

following group assignments and prepare to discuss with the class the reasoning behind your hierarchy:

Group A: Automobile

Group B: Walking

Group C: Bus

Discussion Notes (reflections on the mode choice exercise):

Some mode choice equations for reference:

Utility Function:

Um= A-(A1*X1)-(A2*X2)-(A3*X3)….where A= values of the traveler and X= numerical equivalent of that

factor (ex. Cost = $)

Logit Equation:

Pm= (e^Um/ ∑e^Uj)…..where Um= utility for that mode, and Uj= utilities for all modes

11

12

Assignment #4- Presentation of Lesson Plan Progress

13

14

Assignment #5- Blog Post

The materials I will be using in my lesson are listed with their associated barriers:

Chalkboard for notes and equations- The chalkboard is used for writing notes and displaying

mathematical equations that relate to the lesson. Since the chalkboard information is not permanent a

barrier is that students who do not take clear and concise notes may not be able to write down all the

information prior to it being erased. Also, the students who may have trouble with visual recognition

may not be able to see the notes or may write down incorrect information when they are interpreting

my own notes (especially with equations). In addition, the chalkboard may cause visual barriers for

students who are not close enough to the board, especially in a large lecture room. These barriers can

be minimized through using either smart boards or tablet computers where the information can be

enlarged, highlighted, and saved for future use. One particular program that may help is Microsoft

OneNote where you can simulate taking notes on engineering paper and link to references or pictures

throughout the same page. This page could then be saved and accessed by all students for reference so

that they can check their notes for errors.

Travel Diary Handout- The travel diary requires the students to write down trip characteristics based on

their own travel. Therefore, students with physical disabilities may not be able to fully participate in this

exercise as well as those that have writing disabilities. The common barrier with this handout is the

“tediousness” of the assignment where students do not find an interest in writing every detail down

about their trip which suggests a lack of motivation and engagement in the assignment. One idea of

how to improve this assignment may be through using a GPS system which can allow the students to

digitally track their trips and share them with their classmates. Either the tool GPSed (www.gpsed.com),

or Buddyway (www.buddyway.com), can be downloaded free to student’s cell phones and then they

can take pictures, display their route, and show their destinations. This tool may improve student

engagement and remove the tedious aspect of writing the diary entries. Another idea would be to have

them videotape their experiences using the Flip Cameras and then display them through a short

presentation during class.

Mode Choice Exercise Handout- This group exercise where they rank the factors that influence mode

choice can present barriers to those that may not travel or make travel decisions due to disabilities. In

addition, students that are not used to doing group or team work may be at a disadvantage if they have

trouble communicating or working with others. Also students that have trouble writing may not be able

to fill in the boxes with their group’s response. Therefore, in order to remove this barrier perhaps

clickers could be used to allow each group member to respond to the factors based on their own

hierarchy. Then the computer could compute the average response for each mode factor based on the

individuals within each group. This would ensure that all students are contributing and they have

immediate feedback based on their group’s responses to compare with other group modes prior to the

discussion session.

Cartoons- Those that have reading disabilities or are visually challenged may not be able to understand

the cartoon and participate in the humorous discussion. These could be visually displayed through

computers to highlight the words and include color. Also they could be read allowed either by the

instructor or using text to speech media.

Concept Map- Those that are not visual learners may not fully be engaged in the concept map exercise

where the factors of mode choice are listed. Seeing the web of all the factors may not be as easy to

comprehend. Also students with visual impairment will not be able to participate as well. To remove

15

these barriers a computer concept map tool that includes pictures, sound, and text icons to display the

features may be more engaging and inclusive for a variety of students.

16

Assignment #6- Blog Post

Within the mode choice lesson plan, there are numerous opportunities for students to communicate what they

have learned (student expression). The following is a list of student assessments and activities that may cause

barriers in student expression:

1. Travel diary reflection questions-The second two questions on the travel diary require the students to

write a 1-pg summary of their diary as a user of transportation and then follow up with a reflection on

the same summary from a transportation planner perspective after the lesson. The students that may

have difficulties expressing themselves through writing may not be fully engaged in the reflection

assignment. Therefore, allowing the students to have multiple forms of expression may help such as

through a short presentation, video, powerpoint slides, or visual graphic of what they have learned. If

they are using the Flip Camera or the GPS downloads they could incorporate these types of media into

the presentation.

2. Mode Choice Group Exercise- The students are required to work in groups and in teams determine a

hierarchy for the importance of each factor that influences their group’s mode. If students are not

typically used to working in group settings or are more soft spoken, the student may not feel

comfortable in participating in the assignment. Many times the group leaders emerge and can

overwhelm students who may not be as outgoing. Therefore, setting “guidelines” for all group work

may alleviate this situation. For example, having a time keeper who allows each member to speak for

an equal amount of time with remaining time for questioning ensures that all students are contributing.

Also giving each student a “role” within the team can allow all students to be engaged and responsible

for a portion of the work. The roles can include leader, recorder, presenter, and time keeper. Based on

the students’ strengths they can then assign roles appropriately.

3. Homework Assignment- For homework the students complete both quantitative and qualitative

questions related to mode choice that reflect real world situations. Through this assignment they are

demonstrating their ability to apply the material learned in class in preparation for a higher-stakes

assessment. Typically all assignments are to be completed by hand using pencil and engineering paper.

Students that may not be comfortable with handwriting each of their responses to the homework may

find it challenging and perhaps even tedious if they are using similar equations throughout the

assignment. Therefore allowing the students to use alternative forms such as Microsoft OneNote or

other tablet technology may help them save time as well as improve clarity of their responses. Also,

having the equations icon or symbols in Word may also help them display their responses quicker and in

a more professional format.

17

Assignment #7- Blog Post

Through previously teaching the lesson, I have noticed that there have been moments where students are really

engaged and followed by moments of disengagement. Most of the time students really enjoy reflecting on their

own travel diaries and contributing to the development of the concept map. I think they look forward to any

opportunities where they can discuss their own opinions and personal viewpoints in class. Many times

engineering classes are only lecture format, therefore, giving students the ability to share their experiences and

knowledge encourages student involvement. One way this portion can be improved even further would be to

team up with engineering classes abroad and complete the GPS travel diary with them. Since every winter the

transportation engineering class goes abroad to Australia, there is a great opportunity to collaborate with the

Australian students and hear about the many different forms of transportation they use (since they are very

transit dependent). The GPS tools could really enhance the diaries and allow for communication not only

between the students but between other classes in other countries.

A less engaging portion of the lesson is the end where they are taught how to quantify mode choice. Listening

to how to use equations followed by hearing an example does not always engage the students. Therefore, if I

could focus on ways to improve this portion of the lesson I believe that the student involvement will remain

throughout the entire class.

One way I could improve student engagement during the quantitative portion of the course may be to

incorporate different media forms when discussing the equations. Whether it means using a smart board, tablet

writers or other more flexible media rather than the chalkboard may help. Any questions the students may have

can be written on the tablet and answered as notes that the students can then refer back to when necessary.

Another way to improve this portion may be to avoid doing an example in lecture format. Instead of just writing

an example on the board, I could print out a real world example and split the class up into groups. Then have

the teams work on the problem to see if as a group they can figure out what steps they need and equations to

use to solve the problem . The team that finishes first with the correct answer could receive extra credit. This

method can encourage student collaboration and problem solving skills which are essential to the engineering

practice.

18

Revised Documents:

UDL LESSON BUILDER (adapted from CAST) Revised UDL Lesson Plan

(revisions in red)

Lesson Overview

Lesson: Travel Demand Model: Mode Choice

Author: Xxxxxxx Xxxxxxx

Unit: Transportation Planning

Grade Level(s): Junior Level Civil Engineering

Duration: 1 hour

Subject Area: Civil Engineering- Introduction to Transportation

Essential Question How does mode choice analysis enhance the

transportation planning process and in what ways can

planners use qualitative and quantitative results to improve

design?

Unit Description:

The purpose of this unit is to introduce the students to the four step travel demand model as well as identify its role within transportation planning. The four major steps include trip generation, trip distribution, mode choice, and trip assignment. Over four lessons, the students will be given the background as well as the tools used to assess each step of the model. The skills will then be applied to solve transportation planning problems relying on all four aspects. In addition, lessons covering the policy perspective of agencies such as MPO’s (Metropolitan Planning Organization) and DOT’s (Department of Transportation Agencies) are included to give students an understanding of how government is involved in the process.

Lesson Description for Day:

Students will learn how to: (1) evaluate personal mode

choices through travel diaries in order to reflect on the

“user” versus “planner” perspective, (2) identify factors that

influence mode choice and discuss how they are mode

dependent, (3) and understand how to quantify mode

choice through using the utility function and logit equation.

State Standards: Does not apply to this lesson.

19

Goals

Unit Goals:

After this unit, students should be able to recognize, implement, and evaluate the results of the four step travel demand model: trip generation, trip distribution, mode choice, and trip assignment. They should be able to distinguish the difference between each step as well as demonstrate its importance within the transportation planning process through solving real world quantitative and qualitative problems. Students should be able to identify when to use each method and articulate its role within the design process. In addition, they should develop an understanding for how policy-making within transportation agencies and organizations can influence the planning process.

Lesson Goals:

Analyze mode choice in the context of transportation planning and:

Identify the role of mode choice in the travel demand model

Reflect on personal travel experiences to distinguish the difference between a “user” vs. “planner” perspective

Identify factors that influence mode choice

Understand how mode choice factors are mode and user-dependent

Apply mode choice to real world problems through quantitative and qualitative methods

Methods

Anticipatory Set:

Allow students to gather personal trip information using an online travel diary. The diary will be developed using a GPS tracking tool such as GPSed (www.gpsed.com) or Buddyway (www.buddyway.com) where students can download the tool to their cellphones and then track their trips. Trip information such as route, length, time of day, duration, purpose, and mode can be shared online with other students. In addition, notes and pictures can be added to supplement their trip description. By keeping real-time GPS data on their personal travel experiences students can then reflect on their own trip decisions and compare with others. The information can be shared using a learning management system blog where students have daily access to a site where they can post their own results and read others.

Also, this exercise can be completed alongside

20

another Introductory Transportation Engineering class both within and outside of the country (such as Australia-University of Melbourne which is the host school for the winter study abroad trip). By sharing this exercise with foreign students through Skype the differences between mode choice will become apparent and allow US students to become more aware of a variety of transportation systems and facilities used throughout the world. (See Mode Choice- Reflection Exercise handout.)

The primary goal of this assignment is to allow students to reflect on their own experiences with mode choice in order to understand what goes into making trip decisions. Therefore, having the students reflect on their diaries by either doing a short presentation, slideshow, or video can provide a variety of forms for self-reflection.

This assignment may help to engage students prior to the course, allow them to be ready for discussion, and begin to think about how mode choice may influence transportation planning.

Activating Strategies

Teaching Strategies

Discuss the lesson objectives and prompt students to begin thinking about the question of the day. Emphasize new vocabulary included in the objectives by highlighting through bold, underlined text and asking students if they have prior knowledge regarding these words.

Describe how mode choice fits into the four step travel demand model and tie into the last two lessons on trip generation and trip distribution. Use a digital graphic that shows the four steps and highlights each one as it is discussed. Have students recall the main ideas of the previous two steps.

Discuss how mode choice can be quantified by explaining the utility function and the logit equation. Walk the class through the role of each equation as well as what each variable stands for in words using a smart board or a tablet program such as Microsoft OneNote. Make notes related to what each set of variables in the equations represent in terms of mode choice factors and use examples when explaining. Write down any questions students ask, and the appropriate responses in order to save all information discussed. Save all notes and make available to students online.

21

Provide Guided or Distributed Practice:

Allow students to go around and reflect on their own travel diaries by sharing their short presentations, videos, or slideshows focusing on mode choice and their personal decisions that guided their selection. Prompt students to connect planning concepts with personal travel trends.

Summarize the key factors of mode choice through using a computerized concept mapping tool such as Inspiration, CMap (cmap.ihmc.us) or SmartDraw (www.smartdraw.com) and having students list some of the factors that influenced them. After having students provide as many factors as possible, guide them to realize additional factors that may have been missed and finalize the map with picture icons, notes, etc.

Distribute classroom clickers and the mode choice exercise handout which requires students to split into three groups based on three different modes: auto, bus, and walking. (See Factors of Mode Choice Exercise in materials). Students rank each factor based on its importance toward using their group’s mode from highest (1) to lowest (9).

Explain the group work “requirements” where each student has equal sharing time to discuss his/her opinions. The time keeper must keep track of the time limit. The recorder must take notes throughout the group discussion to help come to a conclusion on each factor. The responder must “click in” the groups responses. The presenter must discuss the groups reasoning behind their results.

Allow students as a group to report back their hierarchy using classroom clickers. After all groups have responded using their clickers have each group presenter explain their rankings. Guide a discussion around how varying factors between modes as well between users is important from a transportation planning perspective. Highlight the importance of identifying the influential factors when designing transportation facilities.

Set up a quantitative example problem either on the board or using a handout related to a real world scenario. Prompt students to begin to work in groups to identify the steps and equations need to solve the problem. Serve as a guide only as they (in groups) solve the problem and come to a final answer. As they

22

solve the problem have them signal when they are complete. Assess group work by determining if answer and steps are correct. If correct, first group that finishes receives extra credit.

Provide Independent Practice:

For homework, solve quantitative and qualitative mode choice problems focused on the utility function and logit equation. For each problem, try to identify the factors involved and understand their importance from the user’s perspective. Make sure that problems are “real world” and not directly out of the textbook. Allow students to answer using either handwritten responses on engineering paper or using a computerized tool such as Microsoft OneNote or Word.

Assessment

Formative/Ongoing

Assessment:

Online travel diary blog and reflection presentations.

Mode Choice Group exercise- identify importance of mode

choice factors and their influence between modes and

between users.

Summative/End Of Lesson

Assessment:

Group example problem where they work as a team to

solve a quantitative real world problem.

Quantitative and qualitative “real world” mode choice

planning questions that reiterate the concepts taught in

class including the factors that influence mode choice, and

their importance toward transportation planning.

Materials

Mode Choice Reflection Exercise- paper handout of instructions

GPS systems from Transportation Dept. (backup system to GPSed tracking tool for cell phones)

Factors of Mode Choice Exercise- group handout

Classroom Clickers

Cartoons- on back of mode choice exercise and on computer screen

23

Inspiration, CMap or SmartDraw tool for Computerized concept map

GPSed- GPS tracking tool website

Skype

Laptop computer

Microsoft OneNote/Tablet/or SmartBoard

Sakai

24

Mode Choice- Reflection Exercise

4. Please use the GPSed (www.GPSed.com) tracking tool to complete an online travel diary. For each trip you make, please upload and share route information including duration, length, purpose, and mode used. Also upload pictures and notes as necessary to further supplement your trip description. All information should be uploaded in the “blog” section of Sakai. Try to separate each trip by mode and include as many modes as possible. For example, a trip where you ride the bus might include walking to the bus station (trip 1) then riding the bus (trip 2), then walking home (trip 3). ** Students that do not have a phone that is compatible with the GPS tracking program may borrow GPS systems from the Transportation Engineering Department. Please see me after class to sign one out and learn how to program them for your personal computer.

5. Reflect on your diary by either developing a short presentation, slideshow, or video that discusses common trends based on your personal mode choices and discuss why mode choice could be an important component of the transportation planning process.

6. To be completed after Monday’s class! Reread your reflection and be prepared to share during the next class how mode choice influences the transportation planning process from a “planner” versus “user” perspective.

Directions on how to access GPSed tool:

a. Go to www.gpsed.com and click “sign up.” b. Then enter in a username, password, and email to set up your account. c. Download the GPS mobile application for your phone. Trips are automatically uploaded onto the GPSed server.

d. View and organize your trips using their online GPSed web service by signing in. e. Download information, cut and paste photos, add text, display route in Google Maps etc. and add them to your blog in Sakai.

25

Factors of Mode Choice Exercise

Rank from highest (1) to lowest (9) each factor of mode choice based on its importance toward

the travel modes. For example, how influential is weather on the decision to walk? High or low

importance? If a factor does not apply, or you believe the importance is negligible, leave the space

blank. Use classroom clickers to display your group’s results on the board. Complete based on the

following group assignments and prepare to discuss with the class the reasoning behind your hierarchy:

Group A: Automobile

Group B: Walking

Group C: Bus

Discussion Notes (reflections on the mode choice exercise):

Some mode choice equations for reference (refer to posted lesson notes for additional reference):

Utility Function:

Um= A-(A1*X1)-(A2*X2)-(A3*X3)….where A= values of the traveler and X= numerical equivalent

of that factor (ex. Cost = $)

Logit Equation:

Pm= (e^Um/ ∑e^Uj)…..where Um= utility for that mode, and Uj= utilities for all modes

26