Encouraging Computational Skills: Evaluating BIM Course to Support Design Studio

Abstract

Architectural education curricula are inevitably facing the challenge to lead and stay relevant to the expanding territory in architecture, engineering, and construction industries. The design studio, as a capstone of this education system, now meets the rise of computational tools in every aspect of the design process. The question arises on the method to incorporate the increasing development of computational tools into a systematic structure in the curricula that supports and enhance the design and its delivery. This study reports an analysis of the evaluation of five years of implementation of BIM-related courses in the undergraduate study planned to support the use of computational tools for the design studio at the School of Architecture, Planning and Policy Development, Institut Teknologi Bandung. This paper is concerned with the pedagogical approaches and content of teaching materials concerning limitations and constraints given by the curriculum structure. Using content analysis from course evaluation forms and interviews with the students, we analyze and suggest that the essential skills development necessary for the undergraduate level is modeling and documentation of design intent. The pragmatic approach that focuses on those two factors has benefit for design studio projects particularly on specific project typology with varied repetition components and less articulated form. However, our study also found that introducing BIM courses at 2 nd year of the undergraduate program was less useful since it required a proper understanding of additional and technical knowledge of building materials, construction, and others.On the other hand, to tackle the great subjects of BIM, we employ a blended-learning system where we provided curated online tutorials into each of the BIM topics as complementary teaching materials. By this strategy, we optimize learning outcomes while minimizing the effort to pack a wide range of BIM subjects into teaching materials. Based on our findings, the value of computational BIM, therefore, lied on the comprehensive understanding of modeling design intent and integrated method for design delivery that we argue are essential for students entering the workforce. Furthermore, teaching computational skills through BIM to support design studio generates a computational milieu among the students where it encourages students to learn by their peers and various source materials that allowing them to expand their skills across platforms. We presented a detailed description and analysis of the course and outcomes, teaching agenda, student projects, feedbacks, findings, and discussion in the paper.

Scenarios of Building Information Modelling-Based Design Education in Architecture Schools

“…It proposes the possibility of starting a design teaching workshop with a building, rather than the traditional approach that ends with the design of a building. In 2012, a design education workshop model was proposed, based on BIM methodology, establishing reproducible relationships Younis and Al-Kazzaz between design and data-driven designs, as well as collaboration between disciplines involved in the design process [16]. Nakapan believes that, in every stage of education, the design studio has a certain level of BIM detail and drawings.…”

“…Figure 2 explains the first exercise, which is on the individual level, consisting of using BIM to redesign the output Younis and Al-Kazzaz of a student's previously completed design studio project and to provide quantity tables for it. The second exercise, which is at the team level, the industry partner presents a real design project, asking students to redesign it and then detect clashes between architectural, structural, and sanitary components [16]. Fig.…”

“…2. An example of a student project using BIM in its design [16] It is evident from what has been said above that it is possible to teach BIM in a compulsory as well as an elective course. There is a variety of knowledge offered, such as methods of representing building components in BIM, preparing schedules of building components and their quantities, and clash detection between designs of different disciplines.…”

Perception Analysis Of PNJ Civil Engineering Students Toward Main Course Using Importance Performance Analysis Method

“…Khusus pada Mata Kuliah Ilmu Ukur Tanah, rekomendasi tersebut harus dilakukan, karena Mata Kuliah Ilmu Ukur Tanah masih berada pada Kuadran I. Sedangkan untuk Mata Kuliah Bahasa Inggris, rekomendasi yang disarankan adalah peningkatan metode pembelajaran dan penggunaan teknologi terkini (contoh: experimental learning, smart classroom), sehingga hasil pembelajaran menjadi lebih aplikatif dan sesuai dengan kebutuhan industri saat ini. Penggunaan BIM akan lebih optimal bila ditempatkan pada suatu ruangan tertentu seperi desain studio yang didukung oleh augmented reality Indraprastha (2020). Penggunaan smartclassroom juga meningkatkan pemahaman tentang materi pembelajaran dari Mata Kuliah Hongxing and Jingjing (2020).…”