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Experiencing BIM Collaboration in Education

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Presentation for eCAADe 2013 at TU/Delft

In a context of a slow uptake of the Building Information Modeling (BIM) methodology in the Flemish region, we present the results of an educational research project, carried out over 4 semesters, in a multi-disciplinary, cross-campus collaboration. This project fosters an improved application of BIM, information management and communication, by organizing building teams involving students from different schools.
The project partners collaborated on a shared framework of supportive learning material, collaboration scenarios between teams of students and the integration of digital tools for communication, information management and collaboration in the curriculum.
This article, in particular, will elaborate on one of the collaborative exercises, involving architecture and engineering students, using BIM for modeling, information exchange and model evaluation.

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Experiencing BIM Collaboration in Education

  1. 1. Experiencing BIM Collaboration in Education Preparing students for a future building project context OOF-project 2011/24* Stefan Boeykens, Pauline De Somer, Ralf Klein, Rik Saey eCAADe 2013 Computation and Performance, 18-20/9/2013 TU/Delft * This project was funded by the “Education Development Fund” of the KU Leuven Association, with reference OOF 2011/24
  2. 2. PROBLEM STATEMENT & CONTEXT http://upload.wikimedia.org/wikipedia/commons/thumb/6/67/EU-Belgium.svg/1218px-EU-Belgium.svg.png
  3. 3. About project OOF 2011/24 • KU Leuven Assocation “Education Research Fund” • 2 years (test  refine  implement) • Collaboration between different • Schools • Locations • Curriculi • Maturity Level
  4. 4. OBJECTIVES “Collaboration in multi-disciplinary building teams” Experience and critically evaluate possibilities & difficulties of communication and information exchange Manage project information using digital building models Gain insight in the synergy of a building team Student: K. Housmans, 2012
  5. 5. CHALLENGES • Organization • Differences in communication • Roles in a building team • School & Cultural differences • BIM versus the design studio?
  6. 6. BIM versus the design studio? • Tradition of 2D drafting & 3D visualization • Hesitation/attitude towards BIM BIM = methodology BIM = process
  7. 7. Technological Challenges • Software platform, versions • Data formats (proprietary vs. open)
  8. 8. Logistical Challenges • different schedules • different cities • different sizes of groups • different course status
  9. 9. Focus on collaborative aspects of BIM Organize Project Teams Two modes of collaboration METHODOLOGY
  10. 10. Process & Workflow • Guideline Document • IPDP • roles & responsibilities • information flow • activities
  11. 11. TECHNICAL ASPECTS OF COLLABORATION ArchiCAD TeamWork/BIM Server Solibri Model Checker Access through VPN TeamWork BIM Server user user user user License Server VPN
  12. 12. Additional Remarks • Reference Models • Additional Schedules • Process vs. Product Source: openBIM/Graphisoft
  13. 13. buildingSMART methodologies • Best practices for information exchange through IFC (ER – MVD) • Document problems & solutions • Improve specific exchange • Example configuration
  14. 14. Configuration • IFC • Output • Import • Verify View Check Communicate
  15. 15. Student Feedback/Comments Student comment Afterthought Assignments need to be clear and compact Refine the assignment, limit requested documents/models/reports, be specific Improve team coherence Initial group meeting, esp. with external engineering students. Have them clarify their tasks to each other. What should the model checker role do? Add explanations about the rulesets. Graphics in model checker look weird Clarify software limitations. Model checker is not a visualisation environment. Focus on relevance in process. Model geometry is not exact in model viewer/checker Clarify that the purpose of a viewer/checker is different from a documentation tool.
  16. 16. Two types of feedback • Project Based > architectural design, building performance, visualization • Process Based > working in a building team, questionnaires, peer assessment
  17. 17. Conclusions and future outlook • Valuable experience • BIM as process • Reflect on product & process • Software & IFC is “good enough”
  18. 18. Conclusions and future outlook • Clarify Expectations • Refinement • Curriculum Adjustments • Continue collaboration • Regional BIM network Student: Roebben, 2011
  19. 19. Thank you for your attention Questions? More information? http://caad.asro.kuleuven.be/BIM/CMS/

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