Bim Implications in the Design Process and Project-Based Learning: Comprehensive Integration of Bim in Architecture

Abstract

This paper tries to reflect on the advantages and disadvantages of the BIM paradigm in the context of university education, on the one hand, and the way in which its potentialities could benefit architectural teaching, on the other. A comprehensive implementation of the tool within the architectural degree curriculum can enhance students' learning process, taking advantage of the cross-disciplinarity inherent to BIM as well as relying on the project-based learning model, especially suitable in architectural tuition. Truly digital design studios could benefit and be nurtured with the contents of other disciplines such as construction, structures, building service systems or architectural representation. Students could work on the same models during the same academic course across their curricular matters, adding layers of information and detail to the project depending on the subject content's. Besides, collaborative work could also be improved with team work allowing the use of collaborative BIM tools to make the students familiar with the kind of work they will find once they finish their studies.

Analysis of Global Research Trends on BIM Studies in the Field of Architecture

“…Building information modeling has significantly impacted how architects and engineers approach projects, promoting collaboration across disciplines (Harty, J., Kouider, T., Paterson, G., 2016). It has revolutionized the designer's relationship with the object they are designing, transforming the process from conception design to life cycle maintenance, including detailed design and construction documentation (Marcos, 2017). Cluster 1 is shown in red in Figure 6.…”

Durabilité sociale des processus BIM pour les concepteurs : focus sur les méthodes d’apprentissage dans les écoles d’architecture

“…Dans la première partie de l'exercice, les étudiants étaient amenés à travailler en collaboration pour modifier le système structurel de la maquette, ce qui impliquait des modifications dans le dimensionnement des éléments. Ensuite, individuellement, chaque étudiant avait pour mission de remplacer l'enveloppe du bâtiment par un prototype testé [21].…”

“…Cela semble naturel quand on sait que de nombreux professeurs dans les facultés d'architecture sont également architectes de profession en parallèle de leurs activités d'enseignement. De plus, la volonté d'introduire des pratiques BIM dans les enseignements peut nécessiter une révision globale du modèle pédagogique [21].…”

Rethinking the Student Learning Objectives in an Architectural Project-based Course

“…The introduction of three-dimensional software with BIM produced a lot of critics from within, especially in the architecture niche. The tool is great for representing in the technical disciplines more than in the creativity aspects of architecture [4]. The argument of the software diminishing creativity in students due to no visually repeated iteration process is one of the main challenges faced by AEC educators today.…”

“…Project based learning is where educators use a work methodology that let the students to integrate the software to a project to establish proficiency. This integrated process uses common information given to a group to attain a collective design that meets the desired outcome of the educator and student [4]. This methodology differs from usual course pedagogy where one is lectured and tested.…”