Integrated teaching for
integrated engineering
practice - BIM on campus
Dr Jacek Magiera
Cracow University of Technology
Institute for Computational Civil Engineering
Outline
Motivation
BIM in industry and BIM on campus A.D. 2013
Benefits, obstacles and problems to be solved
Teaching BIM
Integrated learning environments for integrated
engineering practice
The Cracow University of Technology (CUT) perspective
Conclusions
Motto
„We must be systematic,
but we should keep our systems open”.
Motivation – why BIM here?
BIM is a moving spirit behind the fundamental change in
AEC industry
There is a growing interest/pressure/demand to
implement BIM in academic programs
BIM creates many opportunities for academia but equally
many (or ever more) hurdles and obstacles
It is critical to awake awareness of importance of BIM in
academia
It is critical to implement BIM-oriented and BIM-rich
curriculae/programs in Polish technical universities fast –
Motivation – why me here?
In 2010 at the Cracow University of
Technology created was a Center for
Autodesk Software Competence (CKA
PK), an initiative between the
University and two Autodesk Training
Centers/Partners for promoting
excellence in 3D design software
usage and training
I happen to coordinate the work of this
BIM in industry
BIM in industry
BIM in industry
BIM in industry
In those figures (in Europe):
Architects – 47%
Engineers – 38%
Contractors – 24%
Over a third of Western European BIM users
(34%) have over 5 years of experience using
BIM vs. only 18% in North America
70% of BIM experts report being heavy users,
meaning more than 60% of a user’s project
portfolio involves BIM
BIM in industry
Bernstein, H.M, et al., SmartMarket Report, McGraw Hill, 2012
Among all Western European users, 59% use BIM on more than 30% of their projects. This is striking compared with North America,
where 45% use it on 30% or more of their projects—despite the
fact that North America has a higher adoption rate. This indicates that those Western Europeans who have adopted BIM have
BIM in industry
Future Outlook
The following percent of non-BIM users perceive
that BIM will be highly or very highly important to the industry in five years’ time:
47% in South Korea (2012)
24% in Western Europe (2010)
42% North America (2009)
BIM in Poland
Lack of broader research; in „Czas na zmiany.
Kompas inwestycji w Polsce 2012-2013” and „ Świadomość metodologii BIM w Polsce” by Piotr Miecznikowski data from surveys of visitors of the portal bdzz.pl has been published:
BIM in Poland
BIM in Poland
Conclusions
BIM has not yet quite made its way to the AECO
industry, but is growing
There is a rapidly growing market for BIM in the
Western Europe/USA, Poland will follow that pattern
The number of medium to big projects planned for
execution in the forthcoming years will create high demand for BIM trained professionals
AEC graduates with BIM skills will have a competitive
BIM on campus
Adoption of BIM in academia is relatively new
effort
Teaching programs are offered in many
universities, however they are usually narrowed
to software training/studio usage
There is rapidly growing interest in developing
more wholistic approaches, offering
courses/programs on all levels (under-graduate,
graduate, post-graduate) and across the
BIM on campus – some
references
There is growing number of publications regarding the topic:
- BIM in Academia. Deamer P., Bernstein P.G., (Eds.),
Yale School of Architecture, New Haven, 2011
- Sabongi F. J. , „The Integration of BIM in the
Undergraduate Curriculum: an analysis of
undergraduate courses”, Minnesota State University, 2009
- Taylor M. J., Liu J., Hein M.F., „Integration of Building
Information Modeling (BIM) into an ACCE Accredited
Construction Management Curriculum”, Auburn University, 2008
BIM on campus – some
references
- Mulva, S. & Tisdel R. „Building information modeling: a new
frontier for construction engineering education”. American
Society for Engineering Education, 2007.
- Woo, J. H. „BIM (Building Information Modeling) and
Pedagogical Challenges”, International Proceedings of the 43rd Annual Conference of the Associated Schools of Construction,
Flagstaff, AZ, 2007
- Clevenger C.M., Ozbek M.E., Glick S., „ Integrating BIM into
Construction Management Education”, Colorado State University, (2010)
- Richards E., Clevenger C.M., „Interoperable Learning
Leveraging Building Information Modeling (BIM) in Construction Management and Structural Engineering Education”, 47th ASC Annual International Conference Proceedings , 2011
BIM on campus – some
references
- Penttilä H., Elger , D. „New Professional Profiles for
International Collaboration in Design and Construction”, Proc. 26th eCAADe Conference, 2008
- Becerik-Gerber B., Gerber J., Ku K.,”The pace of
technological innovation in architecture, engineering, and construction education: integrating recent trends into the curricula”, ITCon, Vol. 16, 2011
- Becerik-Gerber B. and Kensek K., „Building information
modeling in architecture, engineering and construction:
emerging research directions and trends”. ASCE Journal of
professional issues in engineering education and practice,
BIM on campus – some
references
- Bur, K.L., „Creative course design: a study in
student-centered course development for a sustainable building/BIM class”. Proceedings of the 45th ASC Annual Conference, Gainesville, Florida, April 1-4, 2009.
- Denzer A. S. and Hedges, K. E.,”From CAD to BIM:
Educational strategies for the coming paradigm shift”. In M. M. Ettouney (Ed.) AEI 2008: Building integrated solutions. Reston, VA, 2008
- Sacks R. and Barak. R.,”Teaching building information
modeling as an integral part of civil engineering in freshman year”. ASCE Journal of professional issues in engineering
BIM on campus – some
references
- Woo J. H., „Building information modeling and pedagogical
challenges”. Proceedings of the 43rd ASC National Annual
Conference, Flagstaff, AZ, April 12-14, 2006
- Barison M.B., Santos E. T., „ Review and analysis of current
strategies for planning a BIM curriculum ”, 2010
- Barison M.B., Santos E. T., „BIM teaching strategies: an
overview of the current approaches”, ICCCBE, Nottingham, 2010
- Wong K. D., Wong K.F., Nadeem A. „Building information
modelling for tertiary construction education in Hong Kong”, ITcon Vol. 16, 2011
- Nejat A., Darwish M.M., Ghebrab T., „BIM Teaching Strategy
for Construction Engineering Students”, American Society for Engineering Education, 2012
Obstacles in BIM adoption
on campuses
There are numbers of factors that affect adoption of
BIM in curruculae/programs:
BIM was created outside academia, it is implemented for
industry and by industry; academia has little to do or care about it;
BIM is a very complex methodology, there is no way to
teach it as it would require enormous number of hours to implement it properly and there is no room for it
BIM requires a highly specialized personnel, educators
seldom have expertise and skills to develop BIM courses;
BIM requires a solid knowledge of business practice and
Obstacles in BIM adoption
on campuses
there is scarcity of handbooks and other training
materials;
it’s better to teach “pure” science; BIM is not a science, it
is just a tool, it requires “manual” skills the students can develop even by themselves;
BIM kills creativity, everything look similar because the
same elements are employed all the time;
BIM requires advanced IT equipment and expensive
software; universities may have problems in getting the right IT environments/personnel
Obstacles in BIM adoption
on campuses
Becerik-Gerber B., Gerber J., Ku K.,”The pace of technological innovation in architecture, engineering, and construction education: integrating recent trends into the curricula”, ITCon, Vol. 16, 2011
Opportunities BIM creates
on campuses
working knowledge of BIM is a wining skill on the market
and industry expects it; lack of BIM training will lead to marginalization of a university or faculty;
Academia will benefit greatly from lateral thinking BIM
requires; the teaching programs might be leveraged to new levels of attractiveness by easy showing on the
under- and graduate levels many aspects of the building industry;
Sustainable development initiatives are hard to implement
outside the BIM environment; its rich data models are a natural starting point for the eco-analyses;
Opportunities BIM creates
on campuses
BIM may enrich the students with new insight and better
understanding of the building performance; 3D
visualizations, walkthroughs, easy structural analysis, easy quantity take-offs and life cost estimates – all these and more will help to educate better, more responsible and aware architects/constructors/designers;
Teaching BIM. Strategies to
consider
BIM is not a candidate for just another class, it requires to
train software skills in the first place, but even more important are „lateral” skills:
Communication skills,
Teamwork skills,
development of the Kelley „T-shape professional personality” Management skills
The BIM-centric course/program has to develop
project-oriented communication skills that follow the rich,
intelligent and contextual data semantic/ontologies of the BIM model
The BIM-centric course/program has to introduce its
Teaching BIM. Strategies to
consider
We should start on undergraduate level and continue
throughout all other levels: BIM is a process, teaching programs have to be a process
Teaching BIM. Strategies to
consider
Teaching BIM. Strategies to
consider
Teaching BIM. Strategies to
consider
„T-shape professional personality” [Kelley, Littman, 2005]
Kelley T., Littman J., „The ten faces of innovation: IDEO’s strategies for Beating the Devil’s Advocate & Driving Creativity Throughout your Organization”. Doubleday, NY, 2005 [after: Messner et al..”Educating the master Building team (…)” in: BIM in
Teaching BIM
A classic methodology: Negroponte, 1970
Negroponte N., The architecture machine, MIT Press, 1970 [after: Bernstein P.G., „BIM: Practice Context and Implications in Academy”.In: Bim in Academia, Yale, 2011
Teaching BIM
A classic methodology: Negroponte, 1970
- Followed in many teaching programs
- Builds the skill from simplest to more complex
- Criticized by some authors for teaching bad habits
(„CADization” or „draftization” of the design process)
- Designed for architects, does not develop
interdisciplinary skills
Negroponte N., The architecture machine, MIT Press, 1970 [after: Bernstein P.G., „BIM: Practice Context and Implications in Academy”.In: Bim in Academia, Yale, 2011
Teaching BIM
EXAMPLE: Brown, Univ. Calif. Berkeley, 2009. Strategies:
Technology courses (software tools)
Studio (performative design and analysis)
Building Systems or Environmental Controls (integrates
building technology knowledge and experience with software skills)
Interdisciplinary Courses (post secondary education,
integrate AEC branches)
Professional Collaboration Studios (partnerships of
architectural schools and firms)
Brown N.C., Peña R., Teaching BIM: Best Practices for Integrating BIM into Architectural Curriculum?”, AU 2009
Teaching BIM
PROJECT TYPES [Brown, cont.]]
- Precedent Studio: mass modeling, digital photography, digital
drawing, etc. Analytical thinking, communicating ideas,..
- Component Design (family member modeling; develops advanced
skills that prevent „standardization” of design)
- Studio (full fledge design, all skills trained)
Brown N.C., Peña R., Teaching BIM: Best Practices for Integrating BIM into Architectural Curriculum?”, AU 2009
Teaching BIM
US universities offering BIM programs (after: Barison,
Teaching BIM
Integrated courses on US univ. (Becerik-Gerber B.,
Teaching BIM
Integrated courses [Becerik-Gerber B., Gerber J., Ku K,
Teaching BIM
Integrated teaching
Requires multi-stage approach:
Separate initial training for disciplines (architecture, structural engineering, comstruction management, etc.)
Developing analytical skills (intermediate level)
Developing communication skills, team work (intermediate level)
Collaborative studios/projects at the advanced level
The third stage is the hardest:
Requires cooperation on the inter-institute level
It’s harder to schedule it across faculties It’s harder to credit it with ECTS
May call for evening classes/meetings
Teaching BIM
Integrated teaching requires greater diversity of class
types:
Required classes
Electives
Out-of-curriculem training courses (paid extra by students)
Post-graduate programs
Teaching BIM
Integrated courses – course structures [Becerik-Gerber
Teaching BIM.
CUT perspectives
BIM courses are offered on Faculties of:
Architecture (mainly ArchiCAD, Revit, 3DSMax Design)
Civil Engineering (Revit, ROBOT, <Tekla - new>, Civil3D,
Zuzia-BIM, Naviswork, Software tools for group work)
Environmental Engineering (Civil3D, ROBOT)
Courses for professionals in Revit Architecture/Structure
(EU POKL funds used)
Teaching BIM.
CUT perspectives
Students are offered additional training/certification, mainly through CUT’s Autodesk Software Competence Center initiative
Teaching BIM.
CUT perspectives
Autodesk Software Competence Center at the CUT (CKA
PK)
Established in 2010, in parallel to signing strategic partnership with Autodesk, manily by wide student demand
It is formally not a division of the CUT
Three entities formed the CKA PK:
CUT
Biś Computers Robobat Polska
(Biś Computers and Robobat Polska are Autodesk Partners and Authorized Training Centers)
Teaching BIM.
CUT perspectives
Mission of the CKA PK
- To promote proficiency in the newest Autodesk engineering software
among students and academic staff
- To offer students/staff training and certification for substantially
reduced cost
- To leverage the overall quality of teaching programs to meet the
requirements of authorized training
- To animate changes towards broader use of the newest 3D modeling
technologies, including BIM
- To offer one-stop place for post-graduate training/continuing
Teaching BIM.
CUT perspectives
Adavantages the CKA PK brings on the campus
Students can get certificates for a fractional cost (courses taught at CUT are counted towards the required amont of authorized training
Students are offered additional courses, all at the campus
CUT was a host to Autodesk Open Doors Day twice, many students and employees passed the Autodesk Certified Professional exams totally for free
Students engage in many activities, they form group by themselves for auxiliary training,
We started Student Expert Program, several students are really active (and supportive) in teaching/training, preparing materials, etc.
Teaching BIM.
CUT perspectives
Adavantages the CKA PK brings on the campus – cont’d.
ATC certificates: - Voluntary - 30h standard course, 10h additional training - Paid by student themselves - 424 altogether
Teaching BIM.
CUT perspectives
Adavantages the CKA PK brings on the campus – cont’d.
ATC certificates:
- Voluntary
- Majority for free
- Higher than average pass ratio (the best results 73%, ca. 36% world average
- 234 certyficates issued
- 658 ATC/ACA/ACP certificates issued
Conclusions
BIM is a business process, BIM education has to be a well
thought out educational process that teaches and mimics the „Big BIM” processes
According to Becerik-Gerber B., Gerber J., Ku K, 2011
findings, 55% US universities do not offer BIM training because there is no teacher. What that percentage be in Poland?
Let us take advantage of every single chance to „BIMprove”
our teaching programs, infuse BIM into the classic subjects (like introduction to civil/structural engineering, mechanics of structures, structural dynamics, other)
Conclusions
We have to show BIM in its broad contexts. We should
navigate towards integrated teaching strategies that inlcude coordinated instruction for different programs (architecture, construction, MEP, management, operation) and
collaborative phase on the studio level
We should offer electives; they have (often undermined) an
extreme potential in (self-)forming professional development (T-shape personalities)
The European funds can be used to develop and offer new
courses/programs; the possibility to test them in the post-graduate courses is a wonderful opportunity
Conclusions
We shoulg explore the enthusiasm and creativity of students
and let them take more control over their professional
development; our experience with enormous activity of so many students in the University’s Autodesk Software
Competence Center shows the potential of community-based and community-oriented initiatives.
BIM
IT’S TIME FOR
COMMUNITY ORIENTED, COMMUNITY BASED