code bim project: jennifer macdonald atelier bim...
TRANSCRIPT
CODE BIM Project: Jennifer Macdonald
Atelier BIM + Education Workshop, Montreal
Sibling Rivalry?
“Without engineers nothing would stand up;
without architects, we would not want it to. The
world we live in is the world engineers have
made; the world we see is the architects’. How
could we possibly expect such people to get
along?”
(Michael Carley)
Sibling Rivalry?
Barriers to successful BIMing…
BIM is not just about new software
A fundamental shift in processes and ways
of working is required
collaboration
Communication
Integration
Interoperability
Knowledge
Certainty
The move towards collaborative teams
A fundamental problem….
The current shortage of built
environment professionals
trained in BIM remains a barrier
to the adoption of BIM and
collaborative working practices
in the industry
Implications for AEC Education?
Architecture Engineering
Construction Management
Implications for AEC Education?
• Universities are lagging behind industry
• Schools of engineering furthest behind
• Collaboration between students of AEC
disciplines is rare
• “Pretend” collaboration occurring
• “We’re not teaching students to press
buttons….!”
My CODE BIM Project
• Collaborative Design Education using BIM
• OLT supported joint project (2010-2013)
• Now forms basis of my PhD
• Develop a framework to assist academics
to implement principles of collaborative
AEC education and BIM throughout the
curriculum
Some Key Questions to Address
• When to introduce BIM or BIM
concepts?
• How to assess BIM/Collaborative
design skill development?
• Getting buy-in from accrediting
bodies
Background Research - Australia
11 Universities in Australia Accredited to teach A, E & C
90% offer some BIM but not fully collaborative yet
Background Research - USA
30 Universities in USA Accredited to teach A, E & C
All offer some ‘BIM courses’ but none fully collaborative (across AEC) yet
Some Major Barriers identified
• Bridging academic & discipline silos!
• Unwillingness to change curriculum
• Lack of support from colleagues/administration
• Lack of support from accreditation bodies
• Difficulty in scaling innovations seen in US
programs (max 25 students per tutor) to large
class sizes of 100++ (UK/Australia)
Some Major Barriers identified
• Limited or inadequate faculty time and resources
• No faculty with ability to “teach BIM”
• No room in the curriculum for new courses
• Perceived complexity of BIM
• Uncertainty over which software tools to adopt
Some Major Barriers identified
• Finding “Goldilocks” projects (not too complex, not
too simple) for student teams
• How to set up projects so that all disciplines have
something to do all the way through
• Managing workflows / interoperability
• Dealing with varying levels of BIM competency
across different disciplines
What should be incorporated?
• Core fundamentals of computer science
• Introductory level BIM courses
• Integration of BIM into studio courses
• Integration of BIM into sustainability / energy
modelling / discipline specific courses
• Collaborative, multi-disciplinary, BIM-enabled
capstone courses
Proposed Framework
Illustration stage
Manipulation stage
Application stage
Collaboration stage
IMAC
Mapping to Educational Taxonomies
Bloom’s Taxonomy of Learning: Cognitive Domain (left) and Affective Domain (right)
Sources: Bloom et al (1956) and Krathwohl et al (1964)
Mapping to Educational Taxonomies
SOLO Taxonomy and sample verbs (Biggs, 2014)
Sample Target Charts
Construction Mgt
Engineering
Design Team Management – Case Study
Construction Management Program, UTS F
ou
rth
Year
Project Management
Integration Professional Practice (Free Elective)
Human Resources &
Communications Management
Digital Design &
Construction 2
Cost Management 4: Advanced
Cost Management (Free Elective)
Property Accounting &
Financial Management
Th
ird
Year
(Free Elective) Cost Management 3: Cost
Planning Construction Technology 4
Procurement & Contract
Management
Design Team Management Cost Management 2: Estimating (Free Elective) Risk & Safety Management
Seco
nd
Year
Time & Quality Management Cost Management 1:
Measurement Construction Technology 3 Integrated Services
Digital Design &
Construction 1 Structures Site Establishment Site Management
Fir
st
Year
Introduction to the Digital
Built Environment Materials Science Construction Technology 2
Sustainable Urban Design and
Development
Introduction to the Built
Environment Built Environment Economics Construction Technology 1
Built Environment Law and
Ethics
Proposed Framework
Illustration stage
Manipulation stage
Application stage
Collaboration stage
IMAC
All communication forms are valid!
IPD Studio Project – UTS Library
Real project with $500k budget set
UTS Chief Librarian and UTS Head of FM main clients
IPD Studio Project – UTS Library
Sat within wider CRC for Low Carbon Living project –
students provided with basic IFC model
6 multi-disciplinary teams (2x 4th year civil engineers, 2x 3rd
year construction students, 1 x Master of Architecture
student)
Winning team given small prize (vouchers for tech/music
store)
Clients: “Four out of the Six teams delivered better (final)
presentations than we have seen from professional industry
teams!”
Winning design (renders by students)
School of Architecture © Prof Arto Kiviniemi 2016
The real questions are: - What do I need to do my job?
- What do others need from me to do theirs?
Leon van Berlo, TNO - 2015
School of Architecture © Prof Arto Kiviniemi 2016
• In real projects there are a lot of dependencies between different disciplines, and in the integrated BIM environment it is crucial to understand how these affect the workflow.
•However, having the real dependencies in education is very problematic. If one student does not deliver on time or the quality is not sufficient, we cannot punish other students because the bad marks would be a burden for the rest of their career, not just in that one project. How to simulate the dependencies without negative effects?
• In addition, what is the right stage to teach collaboration? How much the students have to know about their own discipline before learning their role in the team?
• According to Pihlak et al (2011) the collaboration across different disciplines was productive when designers were strong and confident. Too much compromise led to less than optimal design solutions.
Problematic dependencies and timing
Kocaturk, T. & Kiviniemi, A. (2012) Challenges of Integrating BIM in Architectural Education
School of Architecture © Prof Arto Kiviniemi 2016
An additional challenge in teaching integrated BIM: Different levels of understanding and interest
Student responses
“It was definitely the most relevant subject I
undertook as part of my degree as it
reflected a real-world project and solutions
depending on each person’s discipline-
specific knowledge... we were tasked with all
of the same requirements, issues and
dynamics of a real project: to be given a
brief, a team and a time frame to deliver it is
the same as any real-world project”
IPD studio construction student
Student responses
“I particularly liked in the class that we were
working in small multidisciplinary teams, as
this is the first time in 5 years at university
that I have actually worked together with a
student from another discipline and this is
common practice in industry, but I haven’t
been exposed to this at university until I did
this subject”
IPD studio engineering student
We want T-Shaped graduates...!
Source: advantageperformance.com
The future belongs to the integrators!
“I am looking for a lot of men who have an infinite capacity to not know
what can't be done…” [Henry Ford]
