June 14, 2015
June 14, 2015
June 17, 2015
26.932.1 - 26.932.16
Improving the understanding of BIM concepts through a blended learning environmentWork in Progress. Given the data showing how students learn better when given opportunities toengage concepts through real-world and practical skill application, architectural engineering,construction engineering, and construction management (CM) coursework design has shifted tomore student-centered pedagogies like problem-based, experiential, and blended learning. This isespecially evident in the emerging coursework areas of virtual design and construction (VDC)and building information modeling (BIM), where the normative lecture format may be ofquestionable effectiveness when students aren’t able to gain direct experience with computersoftware. But given the time constraints of the traditional three-credit course, it is very difficultto cover digital construction concepts and software skills such that learning outcomes areadequately realized for both. However, when concepts can be introduced and then reiteratedthrough hands-on engagement of software skill-building used in solving specific constructionproblems—called “vignettes”—there may be an opportunity to bridge the gap between thelearning outcomes of digital concepts and an introduction to software skills, doing both in a moretime-efficient manner.This paper explores the use of online software vignettes in an upper-level CM course thatintroduces concepts and tools for VDC and BIM. The course is designed using a blendedlearning rotation model where students move through different learning environments duringeach class period: small-group discussions, online reading and assignments, and whole-classlectures and discussions. Rotations also include the online vignettes, where the introduction tosoftware skills for SketchUp, Revit, Navisworks, and BIM 360 Glue is built around theapplication of key digital concepts. These concepts include fundamental terms like “groups,”“parametric,” and “federated model” as they are used in major industry software packages andapplied in construction practice. The paper describes the design of the online vignettes and anongoing Work-in-Progress study of their effectiveness in improving learning outcomes foressential digital concepts. The study is using a pre-/post- design with anonymous online surveysassessing student’s abilities to correctly define key concepts or apply them in new contextsbefore working on the software vignettes and immediately after. The surveys also ask forstudents to measure their confidence in their answers. The study population is 20 upper-levelundergraduate and graduate students in construction management at a large public university.The paper’s initial findings suggest that the use of rotational vignettes allows students to improvethe understanding of BIM and construction software concepts and their transfer to differentcontexts. This outcome parallels existing educational literature showing that the incorporation ofproblem solving, skill engagement, and other student-centered learning methodologies intraditional lecture-based coursework increases student content understanding and improves theirability to transfer that knowledge to new problems. The example provided by the vignettedesigns and the evidence of its pedagogic effectiveness offers architectural engineering,construction engineering, and construction management educators new methods by whichsoftware skills might be incorporated into introductory VDC and BIM coursework.
Monson, C., & Homayouni, H., & Dossick, C. S., & Anderson, A. K. (2015, June), Improving the Understanding of BIM Concepts Through a Flipped Learning Lab Environment: A Work in Progress Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24269
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