Building Information Modelling Design Ecologies

Abstract

This paper considers the barriers to BIM adoption and demonstrates they are symptoms of existing problems in the Architecture, Engineering, Construction, and Operations (AECO) industry. When current external pressures are considered, a varied and complex set of problems emerge that require a significant paradigm change if they are to be resolved sustainably. It is argued that Building Information Modelling (BIM) does not represent a paradigm change on its own and the concept of the design ecology is presented as a framework within which BIM can act as a catalyst for change. Specific affordances of this model are presented in terms of responding to the challenges presented in the Low Carbon Construction report (Innovation and Growth Team, 2010) and to the general characteristics of the original problems identified. Examples are presented to demonstrate that this is already emerging in practice and some suggested areas of further investigation are suggested.

Evaluating the effectiveness of online teaching in architecture courses

“…With the development of Building Information Modelling (BIM) and increasingly distant professional collaborations in the Architecture, Engineering and Construction (AEC) industry, it is necessary to prepare students with the essential skill of online collaboration (Jones & Dewberry, 2013). Since 2020 in light of the societal impact of COVID-19, not only do online collaboration capabilities appear to be essential for future architects, but online studio education is also needed by most architectural schools.…”

A longitudinal study of virtual design studio (VDS) use in STEM distance design education

“…But the studio is changing in higher education and many schools now augment or even replace physical (proximate) studios with virtual design studios (VDS) of some kind (Rodriguez et al 2018;Robbie and Zeeng 2012;Arvola and Artman 2008). In addition, the continuing growth of distributed digital prototyping and design (such as Building Information Modelling (BIM) or Product Lifecycle Modelling (PLM)), requires a shift in how educators prepare students for professional collaboration (Jones and Dewberry 2013). In the higher education setting, VDS use is partly driven by the need to develop student competence in online spaces (Schadewitz and Zamenopoulos 2009), but a further motivation is driven by pressures on curriculum resources and the relatively high costs of studio space, requiring alternative studio solutions (Bradford 1995;Richburg 2013).…”