CODE BIM Project: Jennifer Macdonald Atelier BIM + Education Workshop, Montreal

Transcription

1 CODE BIM Project: Jennifer Macdonald Atelier BIM + Education Workshop, Montreal

2 Sibling Rivalry?

3 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)

4 Barriers to successful BIMing BIM is not just about new software A fundamental shift in processes and ways of working is required Communication Integration Interoperability Knowledge Certainty collaboration

5 The move towards collaborative teams

6 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

7 Implications for AEC Education? Architecture Engineering Construction Management

8 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.!

9 My CODE BIM Project Collaborative Design Education using BIM OLT supported joint project ( ) Now forms basis of my PhD Develop a framework to assist academics to implement principles of collaborative AEC education and BIM throughout the curriculum

10 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

11 Background Research - Australia 11 Universities in Australia Accredited to teach A, E & C 90% offer some BIM but not fully collaborative yet

12 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

13 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 (UK/Australia)

14 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

15 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

16 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

17 Proposed Framework IMAC Illustration stage Manipulation stage Application stage Collaboration stage

18 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)

19 Mapping to Educational Taxonomies SOLO Taxonomy and sample verbs (Biggs, 2014)

20 Sample Target Charts Engineering Construction Mgt

21 Design Team Management Case Study

22 First Year Second Year Third Year Fourth Year Construction Management Program, UTS 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 (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 Time & Quality Management Cost Management 1: Measurement Construction Technology 3 Integrated Services Digital Design & Construction 1 Structures Site Establishment Site Management 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

23 Proposed Framework IMAC Illustration stage Manipulation stage Application stage Collaboration stage

24 All communication forms are valid!

25 IPD Studio Project UTS Library Real project with $500k budget set UTS Chief Librarian and UTS Head of FM main clients

26 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 4 th year civil engineers, 2x 3 rd 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!

27 Winning design (renders by students)

28 The real questions are: - What do I need to do my job? - What do others need from me to do theirs? School of Architecture Prof Arto Kiviniemi 2016 Leon van Berlo, TNO

29 Problematic dependencies and timing 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. School of Architecture Prof Arto Kiviniemi 2016 Kocaturk, T. & Kiviniemi, A. (2012) Challenges of Integrating BIM in Architectural Education

30 An additional challenge in teaching integrated BIM: Different levels of understanding and interest School of Architecture Prof Arto Kiviniemi 2016

31 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 disciplinespecific 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

32 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

33 We want T-Shaped graduates...! Source: advantageperformance.com

34 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] jennifer.macdonald@uts.edu.au

35 codebim.com