Žiga Turk

Phenomenologial foundations of conceptual product modelling in architecture, engineering and construction

Abstract The ultimate goal of conceptual modelling in architecture, engineering and construction (AEC) has been to define the data structures that could be used to describe the entire built environment through all its life cycle stages — from inception and design to demolition. In spite of the magnitude and complexity of this task, the theoretical foundations of modelling received little attention. In this paper, the theoretical foundations of the traditional modelling approaches are questioned using phenomenology and hermeneutics as philosophical base. The author exposes the difference between the remodelling of some existing models, the modelling of physical objects and the modelling of psychical, intentional objects. The author concludes that AEC or building product and process models do not model objective reality but the modellers partial understanding of that reality. Therefore, several correct but different models may and should exist. Future software architectures in AEC should not be built on a unified, centralized model but, on a combination of models, which may not be standardised but whose schemas are encoded in a standard manner.

Multimedia: providing students with real world experiences

Abstract Multimedia has been quickly accepted by the engineering community. In the first part of the paper, the author provides a theoretical explanation why multimedia is popular in engineering: because it tries to provide an artificial “being-in-the-world” experience. This explanation is backed-up by Heideggers philosophy and Winogards critique of artificial intelligence (AI). Heidegger believed that humans basically act pre-reflectively, depending on the situation into which they are thrown. Such decisions are based on common sense and intuitive knowledge accumulated while “being-in-the-world”, and particularly during breakdowns. Engineering students have few opportunities to observe breakdowns, however, information technology, particularly virtual reality and multimedia provide them. In the second part of the paper, a system to teach earthquake engineering is presented, based on the principles of breakdown-oriented learning. The system is built around a multimedia database that contains digitised photographs of damages caused by some of the recent major earthquakes. To a large extent, such multimedia tools can replace the learning from real breakdowns and complements theoretical knowledge that can be passed on using traditional means.

Object-oriented modelling and integrated CAD☆

Abstract In integrated CAD different techniques are used to model various features (informations, activities, data and data flow) of the problem domain. Because they model the same real world topic, all aspects developed using different techniques must be compatible and able to cooperate. Since most modelling techniques were developed independently, co-operation is not encouraged. We propose an object oriented modelling approach borrowed from object oriented software design that offers methods and notations for both static and dynamic aspects of state and behaviour of models and yields smoother development into implementations with object-oriented languages and databases. The paper discusses the motives, the details of the OO modelling approaches and an example from the domain of standards representation. It has been found out that particularly the introduction of the mechanism concept enables and forces us to think about new features of our models.

Measuring the potential of augmented reality in civil engineering

Recently building information models have substantially improved the explicit semantic content of design information. Information models are used to integrate the initial phases of project development. On the construction site, however, the designs are still mostly represented as line-based paper drawings or projections on portable displays. A generic technology that can integrate information and situate it in time, place and context is augmented reality. The specific research issues addressed are (1) does augmented reality have a potential use in civil engineering, (2) how big - in comparison to other technologies - is this potential and (3) what are the main barriers to its adoption. The generic research issue was to develop a methodology for evaluation of potentials of technology. A prototype was built. It was tested on a real construction site to evaluate the potential of its use using the action-research method. A set of structured interviews with potential users was then conducted to compare the prototype to conventional presentation methods. Using this methodology it has been found out that augmented reality is expected to be as big a step as the transition from 2D line drawings to photorealistic 3D projections. The main barrier to the adoption is immature core virtual reality technology, conservative nature of construction businesses and size of building information models. Well-formed digital models, such as BIM, are a prerequisite for construction AR.Augmented reality can contribute to the understanding of project documentation.Construction AR needs to be developed in parallel with conventional methods.Construction AR can help better understand construction 3D models.

Europe 2030: The citizens, the sun and the Union

In Europe itself, the EU has been a success. But its new challenges are mostly global: the rise of Asia, climate change, the end of the industrial age, the information revolution and an ageing population. To address these effectively, the EU should draw strength from its values of human rights, freedom, democracy, equality and care for people and the environment. In the years to come, it will need to rely increasingly upon three key resources: the people, the sun as an energy source, and the Union itself. The EU has been perfected through generations. Its strength lies in its openness to enlargement and its readiness to deepen its structures. Rather than going through another institutional change, it should learn to use the tools it has to deepen the common market and extend it to vital new areas of competition.

Grid technology for the collaborative enterprise

In the global economy an increasingly popular concept of organization is that of a collaborative enterprise. An essential ingredient of such an enterprise is the information technology infrastructure that enable the coordination and the sharing of information and other resources. Grids have been proposed as the infrastructure for such organizations, however, to date they have been delivering high performance for computation and data while a lot remains to be developed for the grids to be readily useful in day to day enterprising. In particular, for the grid concept to be usefull it must redefine its understanding of a resource. This paper defines the collaborative enterprise identifies the role grids could play in engineering processes taking place in such organizations. It presents a high level architecture for grids based engineering services and tools, reviews it and defines the research and development issues. It is based on the results of an on-going European Union project InteliGrid – Interoperability of Virtual Organizations on a Complex Semantic Grid.

How to teach computing in AEC

Information Technology in Architecture, Engineering and Construction (IT in AEC) is a niche topic, lacking critical mass in most faculties. Researchers are creating critical mass by intense international collaboration. The same is true for education about IT in AEC where critical mass can be achieved in a similar way. In 2004 the first students entered a new postgraduate program called IT in AEC. The program was developed by seven European universities. It is unique not only because of its content, which covers various related IT-topics, but also in the ways in which it is organized and executed and the didactic methods used. It is based on a commonly agreed upon curriculum and is delivered using distant learning technologies. In the first part, the paper describes the reasons for developing the new program. The second part of the paper describes the development process of the program and its content. The final part of the paper describes the learning environment and the underlying teaching-learning scenario(s).

Information literacy of doctoral students in engineering and the librarian’s role

After a reform of the doctoral study programme at the authors’ faculty in Slovenia, an introductory course on scientific research methods became mandatory. It includes the topic of information literacy and covers its five main elements according to ALA 2000 standards. A librarian/researcher runs the practical part. As this course has been running for seven years we were interested in its impacts: (1) what are students’ subjective impressions about the course and (2) if and how such a systematic education on information literacy topics objectively impacts their publishing and citations. The paper first presents the results of the questionnaire among 120 PhD students (the response was 67.5%, i.e. 81 of them) conducted immediately after the completion of the information literacy course. Four indicators were measured to address Question 1. Question 2 was approached by examining students’ citation practices in their own PhD theses and their publishing results. The hypothesis was that the information literacy course increased students’ competence. It was tested using quantitative parameters, such as the number of references in PhD theses and the number of scientific publications written during the study and shortly after it, separately for reformed programme students who attended the information literacy course, and for pre-Bologna reform students who did not take this course. We found that although pre-reform students on average cited a few more references than their post-reform colleagues, there were smaller differences among post-reform than among pre-reform students. Also, the median/typical post-reform students cited more references, what can be attributed to the information literacy course.

A framework for open and participatory designing of built environments

Abstract The Internet has dramatically changed everyones access to information, knowledge and other people. In many fields, this has resulted in an opening up of business models, products, services and organizations. Examples include open academic publishing, open software and open innovation. Experts are increasingly aware that a significant amount of knowledge and experience exists outside of their companies and institutions, which used to be the exclusive creator, aggregator and curator of knowledge and the sole places of innovation. Institutions are responding by reducing their boundaries and are opening up to the outside. A particularly potent technology for engaging people and capturing their knowledge has been social media. However, theories of participation and participatory approaches to shaping the built environment greatly predate even the Internet. In this paper, we present a conceptual framework for open and creative designing. A proven three-tier architecture, various theoretical levels of participation and an abstract view on social media tools have been used to develop an original, flexible, generative, “one size does not fit all” platform that can be used for the optimal collection of external information and knowledge. The platform allows for simple enhancement of in-house information systems (IS) with socially rich components. We are finding such a modular approach as very flexible for organizations that host the planning processes and that the application of social media technology creates very low barriers for the public to contribute.

Global Challenges and the Role of Civil Engineering

The world is going through some profound changes: automation and general improvement of productivity is resulting in the abundance of industrial products, the domination of the West in global economy and politics is challenged by the rise of the BRICS economies, climate change is requiring a reconsideration of the energy system, particularly in Europe demographic changes are resulting in an ageing society, and finally, the electronic communication revolution is changing the ways in which elements in a society are held together influencing all aspects of economy, research, learning, living, media etc. Civil engineers and their forerunners have been shaping the infrastructure of societies for millennia. This paper explores how the listed trends will affect the civil engineering work and where civil engineers will be able to contribute. While the relative contribution of the construction industry to the jobs creation and economic growth will continue to decline, there are substantial opportunities in comparison with some other engineering industries, in particular in the area of climate change and globalization. There are some lessons; in particular with earthquake engineering – the notion of resilience – then can be borrowed by economics and finance.