Dynamic Knowledge Map: Reusing Experts’ Tacit Knowledge in the AEC Industry

Woo, Jeong‐Han; Clayton, Mark J.; Johnson, Robert E.; Flores, Benito E.; Ellis, Ch.

doi:10.52842/conf.acadia.2002.407

Cited by 78 publications

(7 citation statements)

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“…Unlike traditional explicit knowledge which can be taught through manuals, textbooks and in-class examples, this type of knowledge can only be acquired through the exposure to construction process on a job site and therefore requires a more immersive method of teaching. It is suggested that the application of digital technologies can address this gap (Bademosi et al, 2019;Collins, 2010;Khuzaimah & Hassan, 2012;Pathirage et al, 2008;Patil et al, 2020;Sawhney et al, 2000;Woo et al, 2004). Mutis and Issa (2014) has also acknowledged this issue by arguing the lack of appropriate pedagogical methods and materials impacting the ability of educators and instructors to effectively bring those job experiences into the construction classrooms.…”

Section: The Problems Of Conventional Methods Of Teaching In Construc...mentioning

confidence: 99%

Augmented reality in architecture and construction education: state of the field and opportunities

Hajirasouli

Banihashemi

2022

Int J Educ Technol High Educ

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Over the past decade, the architecture and construction (AC) industries have been evolving from traditional practices into more current, interdisciplinary and technology integrated methods. Complex and intricate digital technologies and mobile computing such as simulation, computational design and immersive technologies, have been exploited for different purposes such as reducing cost and time, improving design and enhancing overall project efficiency. Immersive technologies and augmented reality (AR), in particular, have proven to be extremely beneficial in this field. However, the application and usage of these technologies and devices in higher education teaching and learning environments are yet to be fully explored and still scarce. More importantly, there is still a significant gap in developing pedagogies and teaching methods that embrace the usage of such technologies in the AC curricula. This study, therefore, aims to critically analyse the current state-of-the-art and present the developed and improved AR approaches in teaching and learning methods of AC, addressing the identified gap in the extant literature, while developing transformational frameworks to link the gaps to their future research agenda. The conducted analysis incorporates the critical role of the AR implications on the AC students’ skillsets, pedagogical philosophies in AC curricula, techno-educational aspects and content domains in the design and implementation of AR environments for AC learning. The outcomes of this comprehensive study prepare trainers, instructors, and the future generation of AC workers for the rapid advancements in this industry.

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Section: The Problems Of Conventional Methods Of Teaching In Construc...mentioning

confidence: 99%

Augmented reality in architecture and construction education: state of the field and opportunities

Hajirasouli

Banihashemi

2022

Int J Educ Technol High Educ

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“…Construction projects mapping is particularly challenging due to the features of the construction sector. AEC industry is mainly experience-based, composed of small firms (especially in the Italian framework); nonetheless, a more scientific approach in this sense could result in useful outcomes in terms of knowledge management, and therefore higher quality (Woo, Clayton, Johnson, Flores, & Ellis, 2004).…”

Section: Methodology: Framework Comparison and Process Matrixmentioning

confidence: 99%

“…Process maps usually include a huge amount of information related to the engaged actors, the operations that should be carried out, the decisions guiding the process, inputs and outputs, articulated in processes and sub-processes. In this case, a process matrix is presented to provide a simplified and more accessible framework (Governo della Repubblica Italiana, 2016;He & Wang, 2015;Li et al, 2018;Liu & Shi, 2017;Mandujano et al, 2016;Onyango, 2016;Robichaud & Anantatmula, 2010;Rafael Sacks, Koskela, Dave, & Owen, 2010;Tezel, Algan and Aziz, 2017;Voss, Jin, & Overend, 2013;Woo et al, 2004;S. Zhang et al, 2015;Robichaud & Anantatmula, 2010;Rafael Sacks, Koskela, et al, 2010); the matrix includes the main stages of the process, the activities to be carried out, the objectives to be reached for each of the phases, with a special focus on required activities for a BIM for DfMA perspective.…”

Section: Methodology: Framework Comparison and Process Matrixmentioning

confidence: 99%

A BIM-based approach for DfMA in building construction: framework and first results on an Italian case study

Alfieri

Seghezzi

Sauchelli³

et al. 2020

Architectural Engineering and Design Management

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“…Literature classified knowledge as tacit or explicit along a continuum (Woo, et al, 2004;Lee & Wong, 2015;Nonaka & Von Krogh, 2009). According to Nonaka & Von Krogh (2009), the knowledge continuum varies depending on how easy it is captured, recorded, and shared.…”

Section: Classification Of Knowledge Within Construction Organisationsmentioning

confidence: 99%

“…According to Nonaka & Von Krogh (2009), the knowledge continuum varies depending on how easy it is captured, recorded, and shared. Explicit knowledge is documented (Lee & Wong, 2015, p. 712) and can also be described as codified knowledge that is easily transferred or transmitted through formal and systematic language (Woo et al, 2004). In addition, Chou (2005) asserts that explicit knowledge could include declarative knowledge, data, facts, or information.…”

Section: Classification Of Knowledge Within Construction Organisationsmentioning

confidence: 99%

BIM knowledge transfer in construction industry: a partial least square analysis

Rotimi

Rotimi²,

Silva³

et al. 2022

JEDT

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Purpose There are several technologies positively impacting the management of construction projects. Building information modelling (BIM) is one such technology, slowly changing project delivery. However, enhancing knowledge transfer (KT) within the construction industry is crucial because of the characteristic slow uptake of innovation. Therefore, this study aims to establish the effectiveness of the KT mechanism for BIM implementation in construction organisations. Design/methodology/approach This study adopted a quantitative research method where a structured questionnaire was distributed to construction professionals. A partial least square structural equation modeling path analysis was used to test the direct and indirect relationships of computer self-efficacy (CS), perceived ease of use (PEOU), KT and BIM usage. Findings This study found that CS could improve KT, which will, in turn, increase the implementation of BIM within construction organisations. However, in terms of KT, individuals’ confidence and ability to use BIM inspires them to share the knowledge of BIM they had received through training. Furthermore, this study found that the ease of interacting, learning and being skilful with BIM may not necessarily ensure the actual transfer of knowledge. Originality/value This study provides valuable insights into KTs (BIM implementation) in the construction industry. It will enhance the use of BIM systems and related knowledge through effective training amongst construction practitioners. Other previous studies have focused on challenges and barriers to BIM implementation, this study goes deeper into establishing the effectiveness of the KT mechanism for BIM implementation in construction organisations.

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Dynamic Knowledge Map: Reusing Experts’ Tacit Knowledge in the AEC Industry

Cited by 78 publications

References 0 publications

Augmented reality in architecture and construction education: state of the field and opportunities

Augmented reality in architecture and construction education: state of the field and opportunities

A BIM-based approach for DfMA in building construction: framework and first results on an Italian case study

BIM knowledge transfer in construction industry: a partial least square analysis

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