Eilif Hjelseth

Public BIM-based Model Checking Solutions: Lessons Learned From Singapore And Norway

There is an increasing interest for BIM-based model checking in general. The use of public solutions for building permit approval is often highlighted as an example of practical use of BIM. A global spread of these solutions could therefore have been expected. However, implementations in other countries have been limited. This study analyses the Corenet solution in Singapore and the ByggSok solution in Norway in respect of identifying experiences that can be useful for other countries that intend to develop their own solutions. Use of the Integrated Design and Delivery (IDDS) framework from CIB helps to explain elements with an impact on implementation of the solution. This type of explanation is often missing when presenting or comparing solutions. The impact of this study is increased understanding of knowledge transfer and awareness of which elements can be re-used from others in national implementations.

ENHANCING LEARNING OUTCOMES BY INTRODUCING BIM IN CIVIL ENGINEERING STUDIES – EXPERIENCES FROM A UNIVERSITY COLLEGE IN NORWAY

It is a challenge to introduce building information modeling (BIM), as demanded from the industry, in an already packed curriculum for higher engineering education. There is therefore a need for alternative ways to include BIM in the curriculum, while at the same time strengthening – rather than supplanting – the traditional engineering subjects. The purpose of this study is increased understanding of how BIM can be integrated as part of an engineering curriculum in an efficient way. The study is based on an evaluation of the ‘Introduction to Building Professions’ course given to all civil engineering students in their first semester of the bachelor’s degree programme at Oslo and Akershus University College of Applied Sciences in Norway. Autodesk Revit was used as BIM-based software in the designing of a two-family timber dwelling, a compulsory group project in the course. Data for this paper are collected from multiple sources: a net-based questionnaire, course evaluations, interviews with students and teachers, and assessment of students’ project work. Selected factors in Active Learning theories are used as a theoretical lens for analyzing the data in a systematic way. BIM enabled a design and ‘virtual construction’ process where students held professional roles in a design team, and contributed with their expertise toward a holistic solution. The students reported that the hands-on modeling with BIMbased software led to increased understanding of design parameters, load distribution, and construction detailing, as well as information requirements for collaboration within a design team. We conclude that BIM in higher engineering education can support understanding of professional content, which is the primary learning outcome. Software proficiency is seen as a necessary yet subordinate skill in higher education and should not be graded as a separate task. Use of BIM-based software should, however, be integrated to enhance problem understanding and relevant information processing. This integrated approach can lead to a more widespread implementation of BIM to support active learning in higher education.

BIM UNDERSTANDING AND ACTIVITIES

The AECOO (architects, engineers, contractors, operators, owners) industry is moving toward increased digitalization. This unstoppable process requires a clear understanding of the important elements required to reach the defined objectives. The change of process—how we work and interact— is often highlighted as one of the most important objectives for the AECOO industry. BIM; which can stand for building information model, modelling, or management, is one of the enablers and most highlighted initiatives in digitalisation, but there is no joint understanding of BIM. However, our understating of BIM, and especially the M, will directly influence our actions related to implementing BIM with objectives that can be documented. This study is based on a literature review of scientific papers, the buildingSMART Norway newsletter, an overview of BIM-related ISO standards and BIM guidance, and experiences with the digital implementation of BIM guidance. Integrated design and delivery solutions (IDDS) focus on the integration of collaboration between people, integrated processes, and interoperable technology. It has therefore been used as a framework for exploring the dominating understanding of BIM. The findings from this study indicate that BIM primary is understood as the use of software programs. Activities for implementation are related to solving the technical aspect of the development of software as well as the exchange of files. Software skills and the use of software are used as indicators of the degree of BIM implementation. Activities related to the development of skills for information management were hard to identify, except in large projects. The understanding of BIM revealed in this study stands in contradiction to numerous statements claiming BIM as a process for changing the AECOO industry. An increased awareness of our real understanding and how this influences our activities can contribute to more targeted activities for implementing BIM to realize objectives for improving the AECOO industry.

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

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.