IMPACTS OF PEDAGOGICAL PHILOSOPHY ON LEVEL 6 BUILDING INFORMATION MODELLING CIVIL ENGINEERING CURRICULUM

Robert Eadie, Mark Rice

Research output: Contribution to journalArticle

Abstract

As one of the newest developments in the construction industry and having been mandated for UK government projects, there has been a requirement to add Building Information Modelling (BIM) to the curriculum of Civil Engineering courses. To date, this has been instigated in an ad hoc manner, without major consideration of the pedagogy or timing given to each BIM element. This paper traces the constructivist and behaviourist philosophies and shows that a mixed method is best for BIM teaching. The BIM Academic Forum (BAF) (2013) provided the general subjects for implementation of BIM teaching, with other work providing Level 6 topics. The value and time allocation of each of these had not been previously determined for either the structures or highways disciplines in Civil Engineering. This paper examines, from a BAF perspective, the pedagogy, the subjects required and their value to the specialisms. Through a comparison with Computer Aided Design (CAD) it shows that a mixture of constructivist and didactic teaching is required and that BIM elements are more significant to students specialising in structures than in highways. Findings show that both strands need to focus on BIM roles, BIM data maturity principles, and Collaboration tools. Big Data can be mentioned, but minimised.Като една от новостите в строителната индустрия, задължителна за държавните проекти на Обединеното кралство, е включването в учебната програма на строително информационно моделиране при обучението на строителните инженери. То се появи ед-хок, без съответстващо педагогическо обсъждане и синхронизиране на всички елементи на BIМ. Тазистатия третира конструктивизма и поведенческата философия и показва, че смесеният метод е най-добър за BIМ обучението. Академичният форум (BАF) за BIМ (2013) предложи главния предмет при обучението да бъде заедно с другите на ниво Значението на времевото разпределение, за всеки от тях, не бе дискутиранo преди това нито по отнощение на конструктивните специалности, нито за транспортните специалности на строителното инженерство. Тази статия изследва, от гледна точка на BAF, педагогиката, необходимите предмети, както и тяхното значение за специализацията. От сравнението с CAD се вижда, че комбинацията конструктивизъм и дидактика е необходима за обучението и, че BIМ елементите са по-важни за специализацията на студентите в областта на конструктив-ните специалности, отколкото за пътностроителните такива. Оценката показа, че двете насоки изискват фокусиране върху ролята на BIM, данните за пълното развитие на принципите на BIМ и колаборационните инструменти. В това отношение могат да се приведат много данни, но минимизирани.
LanguageEnglish
Pages51-72
JournalEngineering Sciences
VolumeLIV
Publication statusPublished - 1 Aug 2017

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Civil engineering
Curricula
Teaching
Computer aided design
Construction industry
Data structures
Students

Keywords

  • Building Information Modelling
  • pedagogy
  • BIM implementation
  • philosophy.

Cite this

@article{aa93573efe5040c0a01bbcb0c8b7dd14,
title = "IMPACTS OF PEDAGOGICAL PHILOSOPHY ON LEVEL 6 BUILDING INFORMATION MODELLING CIVIL ENGINEERING CURRICULUM",
abstract = "As one of the newest developments in the construction industry and having been mandated for UK government projects, there has been a requirement to add Building Information Modelling (BIM) to the curriculum of Civil Engineering courses. To date, this has been instigated in an ad hoc manner, without major consideration of the pedagogy or timing given to each BIM element. This paper traces the constructivist and behaviourist philosophies and shows that a mixed method is best for BIM teaching. The BIM Academic Forum (BAF) (2013) provided the general subjects for implementation of BIM teaching, with other work providing Level 6 topics. The value and time allocation of each of these had not been previously determined for either the structures or highways disciplines in Civil Engineering. This paper examines, from a BAF perspective, the pedagogy, the subjects required and their value to the specialisms. Through a comparison with Computer Aided Design (CAD) it shows that a mixture of constructivist and didactic teaching is required and that BIM elements are more significant to students specialising in structures than in highways. Findings show that both strands need to focus on BIM roles, BIM data maturity principles, and Collaboration tools. Big Data can be mentioned, but minimised.Като една от новостите в строителната индустрия, задължителна за държавните проекти на Обединеното кралство, е включването в учебната програма на строително информационно моделиране при обучението на строителните инженери. То се появи ед-хок, без съответстващо педагогическо обсъждане и синхронизиране на всички елементи на BIМ. Тазистатия третира конструктивизма и поведенческата философия и показва, че смесеният метод е най-добър за BIМ обучението. Академичният форум (BАF) за BIМ (2013) предложи главния предмет при обучението да бъде заедно с другите на ниво Значението на времевото разпределение, за всеки от тях, не бе дискутиранo преди това нито по отнощение на конструктивните специалности, нито за транспортните специалности на строителното инженерство. Тази статия изследва, от гледна точка на BAF, педагогиката, необходимите предмети, както и тяхното значение за специализацията. От сравнението с CAD се вижда, че комбинацията конструктивизъм и дидактика е необходима за обучението и, че BIМ елементите са по-важни за специализацията на студентите в областта на конструктив-ните специалности, отколкото за пътностроителните такива. Оценката показа, че двете насоки изискват фокусиране върху ролята на BIM, данните за пълното развитие на принципите на BIМ и колаборационните инструменти. В това отношение могат да се приведат много данни, но минимизирани.",
keywords = "Building Information Modelling, pedagogy, BIM implementation, philosophy.",
author = "Robert Eadie and Mark Rice",
note = "This Journal Article will not be used for the REF Reference text: [1] Chapman, M. Constructive Evolution: Origins and Development of Piaget’s Thought. Cambridge University Press, Cambridge, 1988. [2] Efficiency and Reform Group. Government Construction Strategy, Cabinet Office, London, UK, 2011. [3] BAF, BIM Academic Forum, 2013, Available on-line athttp://www.bimtaskgroup.org/bim-academic-forum-uk/ (Accessed December 2016). [4] BAF, Embedding Building Information Modelling (BIM) within the taught curriculum, 2013a, Available on-line at https://www.heacademy.ac.uk/sites/default/files/bim june2013.pdf (Accessed December 2016). [5] Ertmer, P., T. Newby. Constructivism: Comparing Critical Features from an Instructional Design Perspective. – Performance Improvement Quarterly, 26, 2013, No 2, 43–71, Available on-line at http://ocw.metu.edu.tr/pluginfile.php/3298/course/section/1174/peggy 2013 comparing critical features.pdf [Accessed December 2016]. [6] Hein, G. Constructivist Learning Theory, Institute for Learning, USA, San Francisco, 1991. [7] Boghossian, P. Behaviourism, Constructivism and Socratic Pedagogy. – Educational Philosophy and Theory, 38, 2006, No. 6. [8] Stemberg, R. The Nature of Cognition. MIT Press, USA, 1999. [9] JBM, Good Practice Guide – Digital Technologies in Degree Programmes, 2013, Available on-line at http://www.jbm.org.uk/uploads/JBM115 GoodPracticeGuideDigitalTechnologiesV2pdf [Accessed December 2016]. [10] Collins, S. Enhanced Student Learning Through Applied Constructivist Theory. –Transformative Dialogues: Teaching & Learning Journal, 2, 2008, 2, 1–9. [11] CDIO. The CDIO INITIATIVE, 2015. Available on-line at: http://www.cdio.org/about (Accessed December 2016). [12] Bork, A. Learning in the twenty-first century: Interactive multimedia technology (Ed. M. Giardina), Interactive multimedia learning environments: Human factors and technical considerations on design issues. Heidelberg, Germany, Springer, 1992. [13] Linn, M. Learning and instruction in science education: Taking advantage of technology (Eds D. Tobin & B. Frazer), International handbook of science education. Dordrecht, The Netherlands, Kluwer, 1998. [14] Savery, J., T. Duffy. Problem based learning: An instructional model and its constructivist framework. – Educational Technology, 35, 1995, 31–38. [15] Kymmell, W. Building Information Modelling: Planning and Managing Construction Projects with 4D CAD and Simulations. United States, McGraw–Hill Construction Series, 2008. [16] Committee on Developments in the Science of Learning (CDSL), How People Learn Brain, Mind, Experience, and School, National Academy Press, Washington, D. C., USA, 1999. [17] Skillsyouneed. Learning Approaches, 2016, Available on-line at http://www.skillsyouneed.com/learn/learning-approaches.html (Accessed December 2016). [18] Knowles, M., E. Holton, R. Swanson. The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development, Routledge, Oxon, 2014. [19] Shaffer, K., J. Small. Blended learning in medical education: Use of an integrated approach with web-based small group modules and didactic instruction for teaching radiologic anatomy. – Academic Radiology, 11, 2004, 9, 1059–1070. [20] Doolittle, P.W. Camp. Constructivism: The Career and Technical Education Perspective. – Journal of Career and Technical Education, 16, 1999, No. 1, 23–46 [21] Aound, G., A. Lee, A. Wu. From 3D to nD Modelling. – Journal of Information Technology in Construction, 10, 2005, 15–16, Available online at: http://www.itcon.org/data/works/att/2005 2.content.02825.pdf (Accessed December 2016). [22] Van Nederveen, S., R. Beheshti, W. Gielingh. Modelling Concepts for BIM (Eds J. Underwood, U. Isikdag), Handbook of Research on Building Information Modelling and Construction Informatics: Concepts and Technologies, Hershey, PA, Information Science Reference, 2009, 1–18. [23] Liu, T., T. Hsieh. nD modelling: industry uptake considerations. – Proceedings of the 28th ISARC, Seoul, Korea, 2007, pp. 758–763. [24] Denzer, A., K. Hedges. From CAD to BIM: Educational Strategies for the Coming Paradigm Shift. – AEI, 2008, 1–11. [25] Macdonald, J. BIM – Adding value by assisting collaboration. – in Proceedings of LSAA (Lightweight Structures Association Australia) 2011 Conference (Ed. P. Kneen), Novotel, Sydney Olympic Park, Sydney, Australia, October 2011. [26] Techel, F., K. Nassar. Teaching Building Information Modelling (BIM) From a Sustainability Design Perspective. – in Proceedings of 3rd International Arab Society for Computer Aided Architectural Design ASCAAD Conference on Em‘body’ing Virtual Architecture, ASCAAD-07, Alexandria, Egypt, 2007. [27] Eadie, R., M. Browne, H. Odeyinka, C. McKeown, S. McNiff. BIM implementation throughout the UK construction project lifecycle: An analysis. – Automation in Construction, 36, 2013, 145–151. [28] Ibrahim, M. Teaching BIM, What is missing? – in Proceedings of 3rd International Arab Society for Computer Aided Architectural Design ASCAAD Conference on Em‘body’ing Virtual Architecture, ASCAAD-07, Alexandria, Egypt, 2007. [29] Nadjai, A., O. Vassart, B. Zhao. Engineering Background: Membrane Action of Composite Structures in Case of Fire, 2012, ISBN 13 978-1-85923-255-2. [30] McLernon, T., M. McKane, R. Eadie, D. Comiskey. A Review of Curriculum Design for Building Information Modelling. – in Proceedings of RICS AUBEA 2015, Sydney Australia, 8–10 July 2015, p. 8. [31] Krejcie, R., D. Morgan. Determining Sample Size for Research Activities. – Educational and Psychological Measurement, 30, 1970, 3, 607–610. [32] Rubin, A., E. Babbie. Essential Research Methods for Social Work, USA, Cengage Learning, 2009. [33] BIM Industry working Group. A report for the Government Construction Client Group Building Information Modelling (BIM) Working Party Strategy Paper, 2011, available on-line at http://www.bimtaskgroup.org/wp-content/uploads/2012/03/BIS-BIM-strategy-Report.pdf (Accessed December 2016). [34] WRAP. Highways: Waste less and save money, 2011, Available on-line at http://www.wrap.org.uk/sites/files/wrap/Highways{\%}20 {\%}20FINAL.pdf (Accessed December 2016).",
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journal = "Engineering Sciences",
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IMPACTS OF PEDAGOGICAL PHILOSOPHY ON LEVEL 6 BUILDING INFORMATION MODELLING CIVIL ENGINEERING CURRICULUM. / Eadie, Robert; Rice, Mark.

In: Engineering Sciences, Vol. LIV, 01.08.2017, p. 51-72.

Research output: Contribution to journalArticle

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T1 - IMPACTS OF PEDAGOGICAL PHILOSOPHY ON LEVEL 6 BUILDING INFORMATION MODELLING CIVIL ENGINEERING CURRICULUM

AU - Eadie, Robert

AU - Rice, Mark

N1 - This Journal Article will not be used for the REF Reference text: [1] Chapman, M. Constructive Evolution: Origins and Development of Piaget’s Thought. Cambridge University Press, Cambridge, 1988. [2] Efficiency and Reform Group. Government Construction Strategy, Cabinet Office, London, UK, 2011. [3] BAF, BIM Academic Forum, 2013, Available on-line athttp://www.bimtaskgroup.org/bim-academic-forum-uk/ (Accessed December 2016). [4] BAF, Embedding Building Information Modelling (BIM) within the taught curriculum, 2013a, Available on-line at https://www.heacademy.ac.uk/sites/default/files/bim june2013.pdf (Accessed December 2016). [5] Ertmer, P., T. Newby. Constructivism: Comparing Critical Features from an Instructional Design Perspective. – Performance Improvement Quarterly, 26, 2013, No 2, 43–71, Available on-line at http://ocw.metu.edu.tr/pluginfile.php/3298/course/section/1174/peggy 2013 comparing critical features.pdf [Accessed December 2016]. [6] Hein, G. Constructivist Learning Theory, Institute for Learning, USA, San Francisco, 1991. [7] Boghossian, P. Behaviourism, Constructivism and Socratic Pedagogy. – Educational Philosophy and Theory, 38, 2006, No. 6. [8] Stemberg, R. The Nature of Cognition. MIT Press, USA, 1999. [9] JBM, Good Practice Guide – Digital Technologies in Degree Programmes, 2013, Available on-line at http://www.jbm.org.uk/uploads/JBM115 GoodPracticeGuideDigitalTechnologiesV2pdf [Accessed December 2016]. [10] Collins, S. Enhanced Student Learning Through Applied Constructivist Theory. –Transformative Dialogues: Teaching & Learning Journal, 2, 2008, 2, 1–9. [11] CDIO. The CDIO INITIATIVE, 2015. Available on-line at: http://www.cdio.org/about (Accessed December 2016). [12] Bork, A. Learning in the twenty-first century: Interactive multimedia technology (Ed. M. Giardina), Interactive multimedia learning environments: Human factors and technical considerations on design issues. Heidelberg, Germany, Springer, 1992. [13] Linn, M. Learning and instruction in science education: Taking advantage of technology (Eds D. Tobin & B. Frazer), International handbook of science education. Dordrecht, The Netherlands, Kluwer, 1998. [14] Savery, J., T. Duffy. Problem based learning: An instructional model and its constructivist framework. – Educational Technology, 35, 1995, 31–38. [15] Kymmell, W. Building Information Modelling: Planning and Managing Construction Projects with 4D CAD and Simulations. United States, McGraw–Hill Construction Series, 2008. [16] Committee on Developments in the Science of Learning (CDSL), How People Learn Brain, Mind, Experience, and School, National Academy Press, Washington, D. C., USA, 1999. [17] Skillsyouneed. Learning Approaches, 2016, Available on-line at http://www.skillsyouneed.com/learn/learning-approaches.html (Accessed December 2016). [18] Knowles, M., E. Holton, R. Swanson. The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development, Routledge, Oxon, 2014. [19] Shaffer, K., J. Small. Blended learning in medical education: Use of an integrated approach with web-based small group modules and didactic instruction for teaching radiologic anatomy. – Academic Radiology, 11, 2004, 9, 1059–1070. [20] Doolittle, P.W. Camp. Constructivism: The Career and Technical Education Perspective. – Journal of Career and Technical Education, 16, 1999, No. 1, 23–46 [21] Aound, G., A. Lee, A. Wu. From 3D to nD Modelling. – Journal of Information Technology in Construction, 10, 2005, 15–16, Available online at: http://www.itcon.org/data/works/att/2005 2.content.02825.pdf (Accessed December 2016). [22] Van Nederveen, S., R. Beheshti, W. Gielingh. Modelling Concepts for BIM (Eds J. Underwood, U. Isikdag), Handbook of Research on Building Information Modelling and Construction Informatics: Concepts and Technologies, Hershey, PA, Information Science Reference, 2009, 1–18. [23] Liu, T., T. Hsieh. nD modelling: industry uptake considerations. – Proceedings of the 28th ISARC, Seoul, Korea, 2007, pp. 758–763. [24] Denzer, A., K. Hedges. From CAD to BIM: Educational Strategies for the Coming Paradigm Shift. – AEI, 2008, 1–11. [25] Macdonald, J. BIM – Adding value by assisting collaboration. – in Proceedings of LSAA (Lightweight Structures Association Australia) 2011 Conference (Ed. P. Kneen), Novotel, Sydney Olympic Park, Sydney, Australia, October 2011. [26] Techel, F., K. Nassar. Teaching Building Information Modelling (BIM) From a Sustainability Design Perspective. – in Proceedings of 3rd International Arab Society for Computer Aided Architectural Design ASCAAD Conference on Em‘body’ing Virtual Architecture, ASCAAD-07, Alexandria, Egypt, 2007. [27] Eadie, R., M. Browne, H. Odeyinka, C. McKeown, S. McNiff. BIM implementation throughout the UK construction project lifecycle: An analysis. – Automation in Construction, 36, 2013, 145–151. [28] Ibrahim, M. Teaching BIM, What is missing? – in Proceedings of 3rd International Arab Society for Computer Aided Architectural Design ASCAAD Conference on Em‘body’ing Virtual Architecture, ASCAAD-07, Alexandria, Egypt, 2007. [29] Nadjai, A., O. Vassart, B. Zhao. Engineering Background: Membrane Action of Composite Structures in Case of Fire, 2012, ISBN 13 978-1-85923-255-2. [30] McLernon, T., M. McKane, R. Eadie, D. Comiskey. A Review of Curriculum Design for Building Information Modelling. – in Proceedings of RICS AUBEA 2015, Sydney Australia, 8–10 July 2015, p. 8. [31] Krejcie, R., D. Morgan. Determining Sample Size for Research Activities. – Educational and Psychological Measurement, 30, 1970, 3, 607–610. [32] Rubin, A., E. Babbie. Essential Research Methods for Social Work, USA, Cengage Learning, 2009. [33] BIM Industry working Group. A report for the Government Construction Client Group Building Information Modelling (BIM) Working Party Strategy Paper, 2011, available on-line at http://www.bimtaskgroup.org/wp-content/uploads/2012/03/BIS-BIM-strategy-Report.pdf (Accessed December 2016). [34] WRAP. Highways: Waste less and save money, 2011, Available on-line at http://www.wrap.org.uk/sites/files/wrap/Highways%20 %20FINAL.pdf (Accessed December 2016).

PY - 2017/8/1

Y1 - 2017/8/1

N2 - As one of the newest developments in the construction industry and having been mandated for UK government projects, there has been a requirement to add Building Information Modelling (BIM) to the curriculum of Civil Engineering courses. To date, this has been instigated in an ad hoc manner, without major consideration of the pedagogy or timing given to each BIM element. This paper traces the constructivist and behaviourist philosophies and shows that a mixed method is best for BIM teaching. The BIM Academic Forum (BAF) (2013) provided the general subjects for implementation of BIM teaching, with other work providing Level 6 topics. The value and time allocation of each of these had not been previously determined for either the structures or highways disciplines in Civil Engineering. This paper examines, from a BAF perspective, the pedagogy, the subjects required and their value to the specialisms. Through a comparison with Computer Aided Design (CAD) it shows that a mixture of constructivist and didactic teaching is required and that BIM elements are more significant to students specialising in structures than in highways. Findings show that both strands need to focus on BIM roles, BIM data maturity principles, and Collaboration tools. Big Data can be mentioned, but minimised.Като една от новостите в строителната индустрия, задължителна за държавните проекти на Обединеното кралство, е включването в учебната програма на строително информационно моделиране при обучението на строителните инженери. То се появи ед-хок, без съответстващо педагогическо обсъждане и синхронизиране на всички елементи на BIМ. Тазистатия третира конструктивизма и поведенческата философия и показва, че смесеният метод е най-добър за BIМ обучението. Академичният форум (BАF) за BIМ (2013) предложи главния предмет при обучението да бъде заедно с другите на ниво Значението на времевото разпределение, за всеки от тях, не бе дискутиранo преди това нито по отнощение на конструктивните специалности, нито за транспортните специалности на строителното инженерство. Тази статия изследва, от гледна точка на BAF, педагогиката, необходимите предмети, както и тяхното значение за специализацията. От сравнението с CAD се вижда, че комбинацията конструктивизъм и дидактика е необходима за обучението и, че BIМ елементите са по-важни за специализацията на студентите в областта на конструктив-ните специалности, отколкото за пътностроителните такива. Оценката показа, че двете насоки изискват фокусиране върху ролята на BIM, данните за пълното развитие на принципите на BIМ и колаборационните инструменти. В това отношение могат да се приведат много данни, но минимизирани.

AB - As one of the newest developments in the construction industry and having been mandated for UK government projects, there has been a requirement to add Building Information Modelling (BIM) to the curriculum of Civil Engineering courses. To date, this has been instigated in an ad hoc manner, without major consideration of the pedagogy or timing given to each BIM element. This paper traces the constructivist and behaviourist philosophies and shows that a mixed method is best for BIM teaching. The BIM Academic Forum (BAF) (2013) provided the general subjects for implementation of BIM teaching, with other work providing Level 6 topics. The value and time allocation of each of these had not been previously determined for either the structures or highways disciplines in Civil Engineering. This paper examines, from a BAF perspective, the pedagogy, the subjects required and their value to the specialisms. Through a comparison with Computer Aided Design (CAD) it shows that a mixture of constructivist and didactic teaching is required and that BIM elements are more significant to students specialising in structures than in highways. Findings show that both strands need to focus on BIM roles, BIM data maturity principles, and Collaboration tools. Big Data can be mentioned, but minimised.Като една от новостите в строителната индустрия, задължителна за държавните проекти на Обединеното кралство, е включването в учебната програма на строително информационно моделиране при обучението на строителните инженери. То се появи ед-хок, без съответстващо педагогическо обсъждане и синхронизиране на всички елементи на BIМ. Тазистатия третира конструктивизма и поведенческата философия и показва, че смесеният метод е най-добър за BIМ обучението. Академичният форум (BАF) за BIМ (2013) предложи главния предмет при обучението да бъде заедно с другите на ниво Значението на времевото разпределение, за всеки от тях, не бе дискутиранo преди това нито по отнощение на конструктивните специалности, нито за транспортните специалности на строителното инженерство. Тази статия изследва, от гледна точка на BAF, педагогиката, необходимите предмети, както и тяхното значение за специализацията. От сравнението с CAD се вижда, че комбинацията конструктивизъм и дидактика е необходима за обучението и, че BIМ елементите са по-важни за специализацията на студентите в областта на конструктив-ните специалности, отколкото за пътностроителните такива. Оценката показа, че двете насоки изискват фокусиране върху ролята на BIM, данните за пълното развитие на принципите на BIМ и колаборационните инструменти. В това отношение могат да се приведат много данни, но минимизирани.

KW - Building Information Modelling

KW - pedagogy

KW - BIM implementation

KW - philosophy.

M3 - Article

VL - LIV

SP - 51

EP - 72

JO - Engineering Sciences

T2 - Engineering Sciences

JF - Engineering Sciences

SN - 1312-5702

ER -