Experiential learning in the context of BIM

Abstract

BIM (Building Information Modeling) is conceived and understood differently depending on the profession and industry. As a technology, process or methodology, it is becoming an everyday part of the work of many engineers who deal with space. Hundreds of thousands of current and future representatives of the broadly defined construction industry (AECOO - Architecture, Engineering, Construction, Owner Operator), which accounts for about 1/10 of the GDP (Gross Domestic Product) of almost every country (including Poland), are educated in the formal education process in full-time, part-time, postgraduate or doctoral programs. BIM-related knowledge is imparted in various fields of study. Many publications mention the topic of BIM in education. However, they focus their attention on what to teach. This is undoubtedly very important, yet it is often forgotten how important it is to convey this knowledge. I conducted an in-depth literature review of the content of teaching BIM theory and practice and the ways in which they are taught. My aim was to synthesize the latest trends in BIM didactics, present the latest methods and techniques for experiential learning and propose a conceptual framework for BIM education. The good practices presented in the paper can be used by a wide spectrum of teachers: university teachers, trainers or BIM managers. The previous form of monologue lectures must be abandoned in favor of interactive lectures that formulate problems. Labs or projects, on the other hand, should become a place for problem-solving and transcending the limitations posed by the maturity of BIM to date. The presenter should create a friendly learning space which, combined with skillful facilitation, will lead to creative concept generation, discovery or breaking through existing dogmas.

Keywords

• engineering education
• bim
• building information modeling
• students
• teaching content
• experience