Implementation of BIM in the Subject Technical Industrial Projects—Degree in Industrial Technologies Engineering—University of Valladolid

Caballero, Moisés Blanco; Pérez, Patricia Zulueta; Fernández-Coppel, Ignacio Alonso; Lite, Alberto Sánchez

doi:10.1007/978-3-319-51859-6_17

Cited by 4 publications

(4 citation statements)

References 13 publications

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“…There are several methodologies that can be used in the teaching of BIM, among them the active participation of the student within a constructivist approach to the process of teaching/learning [13]. In this sense, there are several initiatives that use novel methodologies, such as project-based learning [39][40][41][42][43], flipped classroom [40], or gamification [41,44,45].…”

Section: Literature Reviewmentioning

confidence: 99%

Developing Project Managers’ Transversal Competences Using Building Information Modeling

et al. 2019

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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.

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Section: Literature Reviewmentioning

confidence: 99%

Developing Project Managers’ Transversal Competences Using Building Information Modeling

et al. 2019

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“…Many of these activities were more common in Phase 2 BIM. As described by Caballero, Pérez, Fernández-Coppel, and Lite (2017), the objective of the implementation was that during the project life-cycle, the student would to be able to create BIM models, including facilities (mechanical, electrical, and plumbing) and would be able to apply IFC ("Industry Foundation Classes") standards [21].…”

Section: Bim Implementation In Project Classesmentioning

confidence: 99%

“…In their study, they employed a feedback mechanism to capture student experiences with respect to their BIMLOs, access to facilities, and the effectiveness of guided autonomous learning through internet video tutorials, and they advised other institutions to consider this approach to achieve multidisciplinary integration of BIM in their curriculum. In Spain, different universities are developing implementation systems in their curricula for degrees in construction engineering and architecture [17][18][19][20] and in industrial engineering [21][22][23][24]. Forty-seven percent of engineering schools are currently incorporating BIM training programs into their undergraduate and postgraduate degrees, representing 12% of all training programs in architecture, civil engineering, industrial engineering, and building/technical architecture [25].…”

Section: Introductionmentioning

confidence: 99%

Introduction of Building Information Modeling in Industrial Engineering Education: Students’ Perception

et al. 2019

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Featured Application: This approach allows the assessment of building information modeling (BIM) implementation in the formal teaching system, taking into account the student perceptions of BIM in the engineering project course.Abstract: The building information modeling (BIM) methodology is becoming a mandatory requirement in the development of projects within the world context. Consequently, technical schools have been introducing BIM in their curricula. The present study aims to evaluate student perceptions concerning the advantages and difficulties of incorporating BIM into the formal teaching system as part of the degree in industrial engineering. Students' understanding and satisfaction were analyzed while using BIM in the development of the practical component of a didactic industrial project. The evaluation was based on a Likert survey with five levels, and the results were interpreted using a factor analysis and ascending hierarchical classification. To identify possible relationships between student satisfaction with the BIM implementation and the factors obtained, a multiple regression analysis was performed. It was determined that students have a high perception of BIM utility and consider the use of the BIM tool that is intuitive and easy to learn, including during the autonomous learning process. The results show a direct correlation between the benefits of BIM implementation in industrial projects and the advantages of defining teamwork within collaborative projects. The incorporation of BIM as a mandatory subject in the industrial engineering curriculum appears to be successful, and the results are encouraging.

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“…The implementation of BIM in industrial engineering study plans can allow students to learn and acquire skills related to requirements of the real practice of engineering. In this sense, Caballero et al [24] describes an implementation of the BIM methodology in project subjects for the degrees in mechanical, electronic and automatic engineering, electricity, industrial organization, industrial technologies, and chemistry in a school of industrial engineering based on a methodology of collaborative learning (CLM). Badak arranges the advantages of using CLM in three groups: social, psychological, and academic advantages.…”

Section: Author Theorymentioning

confidence: 99%

Academic Proposal for Heritage Intervention in a BIM Environment for a 19th Century Flour Factory

et al. 2019

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The implementation of building information modeling (BIM) has become a reality worldwide, not only because of the advantages it offers, but also because of the obligatory nature of its use in construction and civil engineering projects in various countries around the world. An intervention project on an industrial heritage property requires a methodology that considers the condition of the building over time and its value for new use. The advantages of working with a precise 3D model that integrates engineering data in a collaborative work environment makes BIM and heritage BIM (HBIM) very useful tools in a project whose objective is the recovery of an industrial heritage real estate property. This work is part of the academic implementation of BIM in university technical education centers and aims to establish a methodology for shared and collaborative group work in a BIM environment through a Spanish industrial heritage case study of a flour factory dating to 1865. A rigorous historical study and the elaboration of a central BIM model loaded with real content on the industrial complex have allowed the immersion of the students into the BIM methodology, as well as the generation of a value proposition for the exploitation of the factory.

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Implementation of BIM in the Subject Technical Industrial Projects—Degree in Industrial Technologies Engineering—University of Valladolid

Cited by 4 publications

References 13 publications

Developing Project Managers’ Transversal Competences Using Building Information Modeling

Developing Project Managers’ Transversal Competences Using Building Information Modeling

Introduction of Building Information Modeling in Industrial Engineering Education: Students’ Perception

Academic Proposal for Heritage Intervention in a BIM Environment for a 19th Century Flour Factory

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