Developing Project Managers’ Transversal Competences Using Building Information Modeling

Abstract

The emergence of building information modeling (BIM) methodology requires the training of professionals with both specific and transversal skills. In this paper, a project-based learning experience carried out in the context of a project management course at the University of Extremadura is analyzed. To that end, a questionnaire was designed and given to students who participated in the initiative. Results suggest that BIM can be considered a virtual learning environment, from which students value the competences developed. The emotional performance observed was quite flat. Similarly, students valued the usefulness of the initiative. Students expressed a desire for the methodological change of the university classes, and thought that BIM methodology could be useful for other courses. The results obtained show a line of work to be done to improve the training of students and university teaching.

Nonscientific University Students Training in General Science Using an Active-Learning Merged Pedagogy: Gamification in a Flipped Classroom

“…In addition to it having a motivating character, its use improves the development of skills such as: teamwork, critical thinking, etc. These skills, known as soft skills or transversal skills are highly valued by the labor market and are essential for the exercise of critical and committed citizenship [8,37,38]. In this sense, in future work, we want to address the perception that students have in the development of competences with gamification activities.…”

“…Similarly, Jeong et al proposed that active learning methodologies [41] and the flipped classroom cause positive emotions in students [23,30,42] and enhance science self-efficacy in preservice teachers [43]. By contrast, Zamora et al [8] found a plain emotional performance in a project-based learning activity developed using BIM in the university context. correlation of positive emotions with creative activities, or Suwal and Singh [40], who found mainly positive emotions in the use of the building information modeling (BIM) methodology using an online platform.…”

“…Innovative methodologies are a trending topic within education spheres. Methodologies like flipped classrooms, problem-based learning, design thinking or gamification are widely spread, and many scholars are working on them, either at primary school level [5], high school [6] or higher education [7,8]. Despite the relative novelty of such initiatives, all of them obviously respond to a very old question that has already been stated for a long time: How can we better engage more students in the education process, making it an excellent event?…”

Teaching Down to Earth—Service-Learning Methodology for Science Education and Sustainability at the University Level: A Practical Approach

“…Service-Learning (SL) is one of the so-called active education methods [51,52]. Others include Problem-Based Learning (PBL) [13,53,54], Inquiry-Based Learning (IBL) [55], Gamification [56], Flipped Classroom [57], or Game-Based Learning (GBL) [58]. These methods are based on the idea that students will learn better if they directly apply their knowledge to improve real-life situations.…”

Non-Scientific University Students Training in General Science Using an Active-Learning Merged Pedagogy: Gamification in a Flipped Classroom

“…Innovative methodologies are trending topic within the education spheres. Methodologies like flipped classroom, problem-based learning, design thinking or gamification are widely spread and many scholars are working on them, either at primary school level [7], high school [8] or higher education [5,[9][10][11][12][13][14]. Despite the relative novelty of such initiatives, obviously all of them respond to a very old question that is already stated out from a long time: How to engage more and better the students in the education process, making it a real excellent event?…”