Integrated teaching for integrated engineering practice - BIM on campus Dr Jacek Magiera

Transcription

1 Integrated teaching for integrated engineering practice - BIM on campus Dr Jacek Magiera Cracow University of Technology Institute for Computational Civil Engineering plmagier@cyfronet.pl

2 Outline Motivation BIM in industry and BIM on campus A.D Benefits, obstacles and problems to be solved Teaching BIM Integrated learning environments for integrated engineering practice The Cracow University of Technology (CUT) perspective Conclusions

3 Motto We must be systematic, but we should keep our systems open. A.N. Whitehead

4 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 AND IT SHOULD BE DONE RIGHT

5 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 body on the CUT campus since then

6 BIM in industry Bernstein, H.M, et al., SmartMarket Report, McGraw Hill, 2012

7 BIM in industry Ghang Lee,Ph.D, et al., SmartMarket Report, McGraw Hill, 2012

8 BIM in industry Bernstein, H.M, et al., SmartMarket Report, McGraw Hill, 2012

9 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 Bernstein, H.M, et al., SmartMarket Report, McGraw Hill, 2012

10 BIM in industry 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 significantly integrated it into their internal processes. Bernstein, H.M, et al., SmartMarket Report, McGraw Hill, 2012

11 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) Ghang Lee,Ph.D, et al., SmartMarket Report, McGraw Hill, 2012

12 BIM in Poland Lack of broader research; in Czas na zmiany. Kompas inwestycji w Polsce and Świadomość metodologii BIM w Polsce by Piotr Miecznikowski data from surveys of visitors of the portal bdzz.pl has been published:

13 BIM in Poland

14 BIM in Poland

15 BIM in Poland Market prospects:

16 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 advantage on the labour market

17 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 specialties

18 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, Sabongi F. J., The Integration of BIM in the Undergraduate Curriculum: an analysis of undergraduate courses, Minnesota State University, Taylor M. J., Liu J., Hein M.F., Integration of Building Information Modeling (BIM) into an ACCE Accredited Construction Management Curriculum, Auburn University, 2008

19 BIM on campus some references - Mulva, S. & Tisdel R. Building information modeling: a new frontier for construction engineering education. American Society for Engineering Education, 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, 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

20 BIM on campus some references - Penttilä H., Elger, D. New Professional Profiles for International Collaboration in Design and Construction, Proc. 26th ecaade Conference, 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, 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, 2010

21 BIM on campus some references - Bur, K.L., Creative course design: a study in studentcentered course development for a sustainable building/bim class. Proceedings of the 45th ASC Annual Conference, Gainesville, Florida, April 1-4, 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, 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 education and practice, Vol. 136, No. 1, 30-38, 2009

22 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, Barison M.B., Santos E. T., Review and analysis of current strategies for planning a BIM curriculum, Barison M.B., Santos E. T., BIM teaching strategies: an overview of the current approaches, ICCCBE, Nottingham, Wong K. D., Wong K.F., Nadeem A. Building information modelling for tertiary construction education in Hong Kong, ITcon Vol. 16, Nejat A., Darwish M.M., Ghebrab T., BIM Teaching Strategy for Construction Engineering Students, American Society for Engineering Education, 2012

23 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 workflow, it is hard to mimic it in the teaching programs;

24 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 ( )

25 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

26 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;

27 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; ( )

28 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 projectoriented 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 elements in a coordinated manner

29 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

30 Teaching BIM. Strategies to consider Standard project delivery BIM project delivery

31 Teaching BIM. Strategies to consider Not well thought BIM course Well thought BIM course

32 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 Academia, Yale 2011

33 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

34 Teaching BIM A classic methodology: Negroponte, 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

35 Teaching BIM EXAMPLE: Brown, Univ. Calif. Berkeley, 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

36 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

37 Teaching BIM US universities offering BIM programs (after: Barison, Santos, 2010)

38 Teaching BIM Integrated courses on US univ. (Becerik-Gerber B., Gerber J., Ku K, 2011)

39 Teaching BIM Integrated courses [Becerik-Gerber B., Gerber J., Ku K, 2011]

40 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 Grading for team work may be a challange

41 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 Continuing learning

42 Teaching BIM Integrated courses course structures [Becerik-Gerber B., Gerber J., Ku K, 2011]

43 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) Other initiatives

44 Teaching BIM. CUT perspectives Students are offered additional training/certification, mainly through CUT s Autodesk Software Competence Center initiative

45 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)

46 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 education

47 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.

48 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 altogether

49 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 certyficates issued ATC/ACA/ACP certificates issued

50 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)

51 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 postgraduate courses is a wonderful opportunity

52 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.

53 BIM IT S TIME FOR COMMUNITY ORIENTED, COMMUNITY BASED EDUCATION 2.0!!!