From BIM to Collaboration:A Proposed Integrated Construction curriculum

Ghosh, Arundhati; Parrish, Kristen; Chasey, Allan D.

doi:10.18260/1-2--19632

Cited by 7 publications

(4 citation statements)

References 4 publications

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“…Among the key conclusions from her reflection on these partnerships is that the understanding of new methods of working, analysing and designing "is the most valuable skill a new graduate can bring to industry". Ghosh et al (2013) also support the value of such partnerships to BIM adoption from the education perspective. In their summary of Arizona State University's activities to drive the adoption of BIM the use of "real world examples" have significant mutual benefits for all stakeholders.…”

Section: Bim and Aec Educationmentioning

confidence: 53%

Collaborative BIM Learning via an Academia-Industry Partnership

Thomas

Chisholm

Dempsey

et al. 2014

International Journal of 3-D Information Modeling

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This paper focuses on a joint academia-industry Building Information Modeling (BIM) partnership in Ireland. The partnership was based on €3 million design and build project that was developed via a tender process in late 2012 using 'traditional' technology (including 2D CAD). The successful tender was led by Clancy Construction and their team gave the tender information to Waterford Institute of Technology for a student BIM project to be completed in the second semester of the 2012/13 academic year (January to May). The students were a mix of Architectural Technology, Construction Management and Quantity Surveying. As part of their scheduled semester modules they developed a BIM model of the proposed building. The industry partners continued to develop the 'real' design and build project in parallel with the student BIM project. At the end of the semester a full presentation by the students of their project was made to the design and build team. The paper reviews the general context of BIM in AEC Education and the associated role of academia-industry partnerships. An overview of both the industry design and build project and the student BIM project is also included and the associated lessons learned are identified. The paper concludes with an overview of the 2013/14 BIM related plans at Waterford Institute of Technology, including the extension to the academia-industry partnership agreement for everyone's benefit.

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Section: Bim and Aec Educationmentioning

confidence: 53%

Collaborative BIM Learning via an Academia-Industry Partnership

Thomas

Chisholm

Dempsey

et al. 2014

International Journal of 3-D Information Modeling

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“…SMPI measurement rules standard, the four work items have rules of no deduction voids whose area is <1m 2 , while the measurement rules used by the original data do not have the same rules SMPI. The exterior wall does not have a void area <1m 2 , which is 5.56% original data bigger than SMPI QTO BIM Based (Ghosh et al, 2013). The difference between the two data caused by human error, double calculation, uncounted data, and the information provided from the original data is different from the existing modeling data or a different way of calculating work items due to using different measurement standards shown in table 4 below.…”

Section: Results Analyze and Comparationmentioning

confidence: 94%

Employing the Bim-Based Approach to Analyze and Improve the Quality of Detail Construction Cost Estimation According to NRM 2 and Smpi

Purba

Diandra²,

Feng

2022

JTSFT

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Construction projects have become increasingly complicated and challenging to manage in recent years, especially in analyzing the quantity and cost estimation of construction work to get accurate results and overrun costs. The interdependence among different work items involved, such as architects, civil and electrical works, is one of the fundamental reasons. Besides that, the differences in standards used in analyzing the quantity and unit cost per work item made it more complicated. This study analyzed the existing modeling based on the measurement rules and unit cost standards to analyze the problem which has been explained above. Understanding the items was considered when examining the walls quantity to avoid missing information. In addition, measurement rules standards are utilized to calculate QTO, including NRM 2 standards from the UK and SMPI standards from Indonesia, to calculate the cost based on Indonesia standard SNI-AHSP. Furthermore, using visual programming Dynamo to analyze the quantity of wall works based on the required data, extract the data/information needed to calculate the cost based on unit cost standard, and check if the walls intersect with other elements to avoid excess quantity. Finally, using BIM technology based on standard measurement rules and overlapping element analysis to calculate the quantity and cost produced accurate quantity results and obtained the maximum cost detail per work item. Moreover, generate the information about the analysis results by utilizing the intelligent module to present the required information of the wall works, which improves the inadequacy of BIM. Indeed, it could save more time than calculating them manually and reduce human errors.

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“…Beyond developing BIM software skills, BIM technology has also been used to impart other learning such as coordination, collaboration, communication, and interpersonal relationships among students, etc. (see [16,[32][33][34]). For instance, Barham et al [35] exper-imented with BIM as a visualization tool in teaching structural detailing.…”

Section: Introductionmentioning

confidence: 99%

Defining a BIM-Enabled Learning Environment—An Adaptive Structuration Theory Perspective

et al. 2022

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Digitalization of the AEC-FM industry has resulted in the reassessment of knowledge, knowledge management, teaching and learning, workflows and networks, roles, and relevance. Consequently, new approaches to teaching and learning to meet the demands of new jobs and abilities, new channels of communication, and a new awareness are required. Building Information Modelling (BIM) offers opportunities to address some of the current challenges through BIM-enabled education and training. This research defines the requisite characteristics of a BIM-enabled Learning Environment (BLE)—a web-based platform that facilitates BIM-enabled education and training—in order to develop a prototype version of the BLE. Using a mixed-methods research design and an Adaptive Structuration Theory (AST) perspective for interpreting the findings, 33 features and 5 distinct intentions behind those features were identified. These findings are valuable in taking forward the development of the BLE as they suggest a BLE requires the integration of functions from three existing types of information technology application (virtual learning environments, virtual collaboration platforms, and BIM applications). This study will inform the design of a web-based BLE for enhanced AEC-FM education and training, and it also provides a starting point for researchers to apply AST to evaluate the use of a BLE in different educational and training contexts.

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From BIM to Collaboration:A Proposed Integrated Construction curriculum

Cited by 7 publications

References 4 publications

Collaborative BIM Learning via an Academia-Industry Partnership

Collaborative BIM Learning via an Academia-Industry Partnership

Employing the Bim-Based Approach to Analyze and Improve the Quality of Detail Construction Cost Estimation According to NRM 2 and Smpi

Defining a BIM-Enabled Learning Environment—An Adaptive Structuration Theory Perspective

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