The concept of a “digital twin” as a model for data-driven management and control of physical systems has emerged over the past decade in the domains of manufacturing, production, and operations. In the context of buildings and civil infrastructure, the notion of a digital twin remains ill-defined, with little or no consensus among researchers and practitioners of the ways in which digital twin processes and data-centric technologies can support design and construction. This paper builds on existing concepts of Building Information Modeling (BIM), lean project production systems, automated data acquisition from construction sites and supply chains, and artificial intelligence to formulate a mode of construction that applies digital twin information systems to achieve closed loop control systems. It contributes a set of four core information and control concepts for digital twin construction (DTC), which define the dimensions of the conceptual space for the information used in DTC workflows. Working from the core concepts, we propose a DTC information system workflow—including information stores, information processing functions, and monitoring technologies—according to three concentric control workflow cycles. DTC should be viewed as a comprehensive mode of construction that prioritizes closing the control loops rather than an extension of BIM tools integrated with sensing and monitoring technologies.

As building information modeling (BIM) becomes increasingly standard practice in the construction industry, universities providing construction engineering and management education seek to incorporate BIM concepts and skills in their degree programs. The goal of this research was to compile a framework for BIM education that lays out the necessary topics and the levels of achievement required at each stage of degree programs. Industry's requirements for graduate engineers were elicited through surveys, workshops, analyses of job advertisements, and in-depth interviews. An outline of 39 topics in three broad classifications was established. Targets for competency in each topic were developed using the cognitive domain of Bloom's taxonomy, which expresses the learning objectives on six levels (from understand to evaluate). Gap analysis, which compared the state of the art in leading universities to industry requirements, led to the compilation of a framework for the development of BIM content for undergraduate and graduate construction engineering and management degree programs. The requirements and framework are intended to provide educators with essential knowledge as they develop and implement BIM content in their programs.

No abstract

No abstract

No abstract