Building Information Modeling (BIM) in Higher Education Based on Pedagogical Concepts and Standardised Methods

Building Information Modeling (BIM) in Higher Education Based on Pedagogical Concepts and Standardised Methods

Eilif Hjelseth (Oslo and Akershus University College of Applied Sciences, Oslo, Norway)
Copyright: © 2017 |Pages: 16
DOI: 10.4018/IJ3DIM.2017010103
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The implementation of BIM in higher education (HE) curricula for architecture and engineering is limited and does not meet the demand for competency in the industry. BIM education is mostly initiated by enthusiasts offering software training in isolated courses. The transfer of educational experiences is limited and partial. This conceptual paper explores the use of pedagogical frameworks to enable the systematic implementation of BIM in higher education. The following pedagogical frameworks are explored: (a) Integrated Design and Delivery Solutions (IDDS), (b) Technological Pedagogical Content Knowledge (TPACK), and (c) Trinity of BIM as building information model/ -modelling/ -management (BIM3P). BIM-related methods are connected to the pedagogical framework to illustrate applicable implementation. This enable BIM to be integrated into most architecture and engineering subjects without separate training in software. Focus is given to understanding relevant information to support design and fact-based decisions. The approach is learning BIM for learning architecture and engineering.
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Bim In Research And Higher Education

Education is a well-established topic within the BIM research community, as illustrated by the following list of research communities that include education as conference topics: the Association for Education and Research in Computer-Aided Architectural Design in Europe (eCAADe, 2016), the International Society for Computing in Civil and Building Engineering (ISCCBE, 2016), the IT in Construction by the International Council for Research and Innovation Building and Construction (CIB W78, 2016), and the European Conference for Product and Process Modeling (ECPPM, 2016).

A study by Chegu Badrinath et al. (2016) identified 70 academic BIM education publications based on search engines such as Google Scholar and Scopus. Of these, half were published in 2015, 71% of which were conference papers. Case studies and experiences were the dominant type of publication in this study. Studies by Øverland (2016) showed that most case studies were conducted without use of pedagogical theories or pedagogical frameworks in BIM-related studies. The BIM-related research within education has mostly focused on presenting cases from a stakeholder’s point of view, without analysis based on pedagogical frameworks. Transfer of experiences will therefore be similarities to case, and not to a joint pedagogical framework.

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