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What should we be assessing in BIM Education?

What should we be looking to assess in regards to BIM in education today? Also what should we be looking to assess in the future as all parties, industry, education and research knowledge of the best BIM practices and processes evolves?  The UK Government is attempting to establish BIM learning outcomes and such but I’d like to hear first-hand off people actively involved in BIM what they feel should be assessed and taught  in Higher Education

 

Over the past few months I’ve discussed many topics revolving around BIM, the what, the why and the drivers. This week I want to follow on from a previous article on ‘The challenges of integrating BIM into Higher Education’. Many parties are now in consensus that we need to be integrating BIM in some shape or form into academic curriculum at HE level. But what exactly should we be teaching and just as important what should we be assessing students on in BIM?

 

http://www.coventry.ac.uk/

http://www.coventry.ac.uk/

Teaching BIM in my opinion is just as much about the people and processes as it is the technology, maybe even more so. This is because if you don’t get the collaborative processes right than how can you expect your staff or students to begin to tackle the more technical aspects of BIM. For members of a team to be able to accept a change in their working process there needs to be an understanding as to why any change is being pushed.  For some this maybe a slight adjustment but for many this maybe a complete culture change.   The whole business view reflects the ground level people view in this respect in that some companies are already practicing collaborative working and in office protocols etc. so they will only need minor adjustments where as other companies may need to make wholesale changes to adapt to BIM processes.

 

If education is to provide the construction industry with graduates that have the applicable skills which are required by industry then education institutes need to ensure that the skills that are being taught in lectures and classes are relevant to the realities of an ever evolving industry.  One of the key challenges I see for BIM education curricular and assessment is being able to continually keep up to date with the changing nature of the construction industry. As I’m sure many of you are aware industry guidelines and practicing policy can often change almost as often as a change in the wind.  Just look at the UK planning guidelines fiasco with bringing in changes and then making abrupt turns in policy. The same can be said for schemes like the feed in tariffs for the solar panel industry.

 

sourced - google images

sourced – google images

With this in mind I feel it’s imperative that academia tries to keep their finger on the pulse as best as reasonable possible in regards to BIM curricular. And yes this may mean that lecturers may spend weeks preparing a module syllabus only to have to completely rework it a year or two later.  Gone are the days when a lecturer can get away with turning up with the same PowerPoint’s and coursework’s year on year for 10-20 years! Well that my opinion at least.  With a continually evolving industry we need a continually evolving and adapting curriculum.  This practice should not only be restricted to BIM teaching it should be the ethos across all courses.  Many courses today are based technical aspects of the industry and with anything technical it continually gets updated and altered year on year; I’m thinking Autodesk policy here!  Culture changes are generally less regular but in the case of BIM beyond the overall wider culture change aspect there is multiple smaller changes down the BIM road. This is a natural progression as BIM feels it way through it implementation.

 

With all this in mind I’d like to evoke some discussion on what should we be looking to assess in regards to BIM in education today? Also what should we be looking to assess in the future as all parties, industry, education and research knowledge of the best BIM practices and processes evolves?  The UK Government is attempting to establish BIM learning outcomes and such but I’d like to hear first-hand off people actively involved in BIM what they feel should be assessed and taught  in Higher Education. Please feel free to join the discussion below with you thoughts and opinions.  (1839)

Comments

  1. Thank you for your timely post. We have similar educational challenges here in Australia and we are trying to address them through a couple of concurrent efforts. In my view, individual BIM competencies – to be assessed for educational purposes – can be identified irrespective of geographies so I’d like to invite you and your readers to inspect this short academic paper: A competency knowledge-base for BIM learning. The paper expands upon the collaborative BIM education framework (part of the Australian AIA/CA initiative) published last year and “introduces a workflow to identify, classify, and aggregate BIM competency items”. The aim is to develop an open knowledge-base for BIM learners and learning providers to use ‘standardized’ competency items to develop ‘custom’ BIM learning modules. These modules can be tailored to satisfy the learning requirements of varied audiences – be they students, practitioners, tradespeople or managers. More importantly, the competency knowledge-base is intended to facilitate a common understanding of BIM deliverables and their requirements, and to support national efforts to promote BIM learning. The 10-page paper can be downloaded from here: http://bit.ly/1eThcRK. I hope you find it useful.

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