A visual information tool for user participation during the lifecycle of school building design: BIM

Abstract

User participation is a key element in decision processes concerning the accommodation of dynamic organisations such as schools. This article addresses the discrepancy between the perspectives of the architects and engineers, as the makers of school buildings, and school management, teachers and students, as the users of the buildings, and proposes that productive and efficient participatory design of school buildings requires appropriate information tools. Visual information technology tools, such as Building Information Modelling (BIM), already used in interaction between architects, engineers, consultants, etc., are proposed to support school managers, teachers and students in participating in all stages of the life cycle of their school building.The proposed use of BIM is compared to a retrospective analysis of a Dutch school which realised a completely new secondary education building. The article concludes with recommendations to increase the impact of visual information technology tools such as BIM in the design of school buildings in Europe and beyond.

Moving from pedagogical challenge to ergonomic challenge: Translating epistemology into the built environment for learning

“…Another has been to compare differences in learning outcomes between students in formal and technology enhanced learning spaces, with the latter demonstrating significant positive effects (Brooks, 2010;Cotner, Loper, Walker, Walker, & Brooks, 2013) and providing support for constructivist pedagogies already known to develop learner autonomy (Brooks & Solheim, 2014;Imms & Byers, 2016). Yet another approach has been to address process-oriented challenges, such as improving the alignment between pedagogy and physical space (van Merriënboer, McKenney, Cullinan, & Heuer, 2017), providing support for interdisciplinary design (Konings, Bovill, & Woolner, 2017), training for non-designers (Janssen, Konings, & van Merriënboer, 2017) and increasing user participation in the lifecycle of buildings (Koutamanis, Heuer, & Konings, 2017). Whilst each contributes something to the learning spaces literature, none satisfactorily theorise how the designed environment can be said to influence learning activity or how these effects play out across a range of educational settings.…”

Visual environment of cognitive graphics for end-to-end engineering project-based education

“…The proposed technique has also proven itself good in the solution of educational problems in the courses on systems engineering, robotics [21] and other multi-integrated disciplines [22][23][24] during knowledge transfer in the visual form easily interpretable by students (including foreign students). The particular effi ciency of the use of cognitive graphics tools should be noted when teaching foreign students.…”

Conversion Strategies for Dutch Primary Schools: Practice and Refinement

“…Interestingly, participatory design does not only concern the involvement of end users in the design process, but also a permanent input: control after completion and during use. This lack of attuning not only applies to primary education, but also occurs in general in secondary and higher education in the Netherlands (Beckers et al, 2015;Koutamanis et al, 2017). Koutamanis et al (2017) propose to intensify the use of Building Information Modelling (BIM) for secondary schools as a visual tool to involve the end users in the process: school managers, teachers and students.…”

“…This lack of attuning not only applies to primary education, but also occurs in general in secondary and higher education in the Netherlands (Beckers et al, 2015;Koutamanis et al, 2017). Koutamanis et al (2017) propose to intensify the use of Building Information Modelling (BIM) for secondary schools as a visual tool to involve the end users in the process: school managers, teachers and students. In practice, however, the process of participation appears to be complicated (Burke & Konings, 2016).…”