Interoperable Learning Leveraging Building Information Modeling (BIM) in Construction Education

Clevenger, Caroline M.; Glick, Leed Ap Scott; Puerto, Carla López del

doi:10.1080/15578771.2011.647249

Cited by 34 publications

(34 citation statements)

References 3 publications

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“…Similar BIM education programs can be found in the cases of Clevenger et al (2012) and Ghosh et al (2015). It could be found from existing literature of the lack of pedagogical approach to link BIM education to industry practice by addressing the state-of-the-art BIM implementation and challenges.…”

Section: Bim Pedagogical Casesmentioning

confidence: 73%

“…A mixture of students from four specific courses at difference levels (sophomore, junior, senior, and graduate levels) all participated in the integrated studio study. Similar BIM education programs can be found in the cases of Clevenger et al (2012) and Ghosh et al (2015). Review of existing literature indicates a lack of a focused pedagogical approach to link BIM education to BIM industry practice by addressing the state-of-the-art BIM implementation and challenges.…”

Section: Literature Reviewmentioning

confidence: 99%

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Project-based pedagogy in interdisciplinary building design adopting BIM

Jin¹,

Yang²,

Piroozfar³

et al. 2018

ECAM

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Purpose -This study aims to present a pedagogical practice in the project-based assessment of AEC students' interdisciplinary building design work adopting BIM. This pedagogical practice emphasizes the impacts of BIM, as the digital collaboration platform, on the crossdisciplinary teamwork design through information sharing. This study also focuses on collecting students' perceptions on BIM effects in integrated project design. Challenges in BIM adoption from AEC students' perspective were identified and discussed, and could spark further research needs.Design/Methodology/Approach -Based on a thorough review of previous pedagogical practices of applying BIM in multiple AEC disciplines, this study adopted a case study of Solar Decathlon residential building design as the group project for AEC students to deliver the design work and construction planning. In total 13 different teams within the University of Nottingham Ningbo China, each group consisting of final year undergraduate students with backgrounds in architecture, civil engineering, and architectural environmental engineering, worked to deliver the detailed design of solar-powered residential house meeting pre-specified project objectives in terms of architectural aesthetics, structural integrity, energy efficiency, prefabrication construction techniques, and other issues such as budget and scheduling. Each team presented the cross-disciplinary design plan with cost estimate and construction scheduling together within group reports. This pedagogical study collected students' reflective thinking on how BIM affected their design work, and compared their feedback on BIM to that from AEC industry professionals in previous studies. Findings -The case study of Solar Decathlon building project showed the capacity of BIM in enabling interdisciplinary collaboration through information exchange and in enhancing communication across different AEC fields. More sustainable design options were considered in the early architectural design stages through the cross-disciplinary cooperation between architecture and building services engineering. BIM motivated AEC student teams to have a more comprehensive design and construction plan by considering multiple criteria including energy efficiency, budget, and construction activities. Students' reflections indicated both positive effects of BIM (e.g., facilitating information sharing) as well as challenges for further BIM implementation, for example, some architecture students' resistance to BIM, and the lack of existing family types in BIM library, etc.Research limitations/implications -Some limitations of the current BIM pedagogy were identified through the student group work. For example, students revealed the problem of interoperability between BIM (i.e., Autodesk Revit) and building energy simulation tools. To further integrate the university education and AEC industry practice, future BIM pedagogical work could recruit professionals and project stakeholders in the adopted case study, for the purpose of providing ...

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Section: Bim Pedagogical Casesmentioning

confidence: 73%

Section: Literature Reviewmentioning

confidence: 99%

Project-based pedagogy in interdisciplinary building design adopting BIM

Jin¹,

Yang²,

Piroozfar³

et al. 2018

ECAM

View full text Add to dashboard Cite

show abstract

“…The system contains guidelines for the instructor to develop the course for the learner to learn and grade others' work. Clevenger et al [11] introduced three BIM-based cross-curricular education modules that integrate BIM technology into architectural engineering-related education. Forsythe et al [12] reported a program-wide implementation strategy for the development of teaching supported by BIM at the University of Technology Sydney (UTS) and pointed out that BIM is a model-driven approach.…”

Section: Changes In Bim Education Are Happeningmentioning

confidence: 99%

Development of a Project-Based Online Course for BIM Learning

2019

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The purpose of this paper was to present a method for developing a project-based online course for building information modeling (BIM) learning. As the development of BIM has gradually increased its influence on the architecture, engineering, and construction (AEC) industries, countries around the world have begun to focus on BIM education and import it into university courses. However, there have been many studies pointing out several problems with the BIM education curriculum. For example, BIM education should not be limited to modeling work, and students do not exactly know the entire BIM workflow. Therefore, this research proposed a project-based online course development method for solving BIM educational issues. The proposed method contains a course development process and guidelines for designing the course. As an example implementation, a five-week Autodesk Revit learning curriculum was developed. Such a curriculum was then utilized in a 32 student class for testing its effectiveness. The results showed that students could understand the BIM process more effectively through the designed project-based course. Additionally, with online video tutorials, students are free to allocate their study time based on their personal needs and adjust their learning progress for better understanding of the course contents.

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“…However, traditional teaching methods do not effectively reach and convince the audience [16]. Some authors [17,18] have also indicated that traditional lectures present difficulties for learners in applying the information in an authentic context, particularly when being immersed in complex scenarios. Pellicer and Ponz-Tienda [19] and Nofera et al [20] demonstrated the added value of using multiple teaching methods for students.…”

Section: Introductionmentioning

confidence: 99%

Impact of Game-Based Learning on Understanding Lean Construction Principles

et al. 2019

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Lean philosophy introduces a new approach for maximizing value while minimizing waste, facilitating sustainable practices at the same time. Companies have become aware of these improvements and are demanding students well formed in Lean concepts. However, to meet this demand, universities must adapt their curricula to include courses that use alternative teaching methods to connect to real contexts. This paper seeks to analyze the benefits of lecture- and game-based learning for developing students’ understanding of Lean Construction Principles. A case study is carried out in the “Lean Construction” course of the Master of Planning and Management in Civil Engineering of the Universitat Politècnica de València. A combination of a traditional lecture and three simple games is applied. Descriptive statistics, the Mann–Whitney U-test, and the Wilcoxon test are performed to analyze the impact of each activity on the understanding of each Lean Construction Principle. Results highlight the importance of combining the lecture class with multiple games to effectively impart knowledge about Lean principles and their application in the construction industry. In addition, they emphasize the importance of selecting the game according to the Lean principle to be taught.

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Interoperable Learning Leveraging Building Information Modeling (BIM) in Construction Education

Cited by 34 publications

References 3 publications

Project-based pedagogy in interdisciplinary building design adopting BIM

Project-based pedagogy in interdisciplinary building design adopting BIM

Development of a Project-Based Online Course for BIM Learning

Impact of Game-Based Learning on Understanding Lean Construction Principles

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