Displaying all 2 results
- Conference Session
- Building a Better Program - Construction Curriculum Enhancements
- Collection
- 2013 ASEE Annual Conference & Exposition
- Authors
- Samaneh Zolfagharian, School of Building Construction, Georgia Institute of Technology; Masoud Gheisari, Georgia Institute of Technology; Javier Irizarry P.E., School of Building Construction, Georgia Institute of Technology; Pavan Meadati, Southern Polytechnic State University
- Tagged Divisions
- Construction
materials and constructiondetails required for scheduling the construction process. Moreover, different users with variedbackground can collaborate together on one BIM model of a building 16. Students can learn aboutthe architectural design features with BIM in addition to engineering and construction processes,so there is a need for research and development of educational methods supported by BIM andrelated technologies15.Traditionally the construction sequence is taught by using 2D drawings and critical path method(CPM) bar charts. Students find more success when they are able to visualize and conceptualizethe construction sequence in their minds using 3D models to correlate the relationships betweendifferent components and schedule activities
- Conference Session
- Incorporating Technology into Construction Education
- Collection
- 2013 ASEE Annual Conference & Exposition
- Authors
- Namhun Lee, East Carolina University
- Tagged Divisions
- Construction
problems serve as the stimulus for learning. By analyzing andsolving problems, students acquire requisite knowledge, critical thinking and problem-solvingskills. Students encounter real-life and open-ended situations in a small group and the instructorguides and facilitates the learning process by asking questions and monitoring the problem-solving process.Advocates and Critics of Problem-Based LearningPBL is a somewhat different pedagogical approach from a traditional one. For this reason, therehave been two contradictory perspectives. On one hand, much research has focused on virtues ofPBL, advocating its benefits in higher education. For example, Knowlton 18 argues that thegeneric characteristics of PBL can promote an active and collaborative