Conceptual framework for the use of building information modeling in engineering education

Abstract

The objective of this paper is to present a critical literature review of the Building Information Modelling (BIM) methodology and to analyze whether BIM can be considered a Virtual Learning Environment.Aconceptual framework is proposed for using BIM in a university context. A search of documents was carried out in the Core Collection of Web of Science; it was restricted to the last five years (2013-2017). A total of 95 documents were analyzed; all documents were written in English and peer reviewed. BIM meets all the characteristics of Virtual Learning Environments. The proposed framework has three dimensions (competencies, pedagogical approach and level of integration). It allows for the planning and analysis of future experiences of teaching BIM in a university context. © 2019 TEMPUS Publications.

Keywords

Author Keywords

Higher education BIM virtual learning environment Construction engineering computer-aided design

Index Keywords

E-learning higher education Computer aided instruction Information theory Pedagogical approach Computer aided design Virtual learning environments Conceptual frameworks Building Information Modelling Construction engineering Architectural design Building Information Model - BIM Level of integrations

Author Affiliations

Depto. de Ingeniería Mecánica, Universidad de Extremadura, Badajoz, Badajoz, Spain

Departamento de Ingeniería del Diseño, Universidad de Sevilla, Sevilla, Seville, Spain

Depto. de Ingeniería Mecánica, Universidad de Extremadura, Badajoz, Badajoz, Spain, Departamento de Ingeniería del Diseño, Universidad de Sevilla, Sevilla, Seville, Spain

Funding & Acknowledgements

Grant: GR18004, IB 16068

Acknowledgments & Funding—Authors thank M. Guerrero-González for her comments and suggestions on the preliminary versions of the manuscript. This work was financed by Research Projects EDU2016-77007-R (AEI/FEDER, UE) of Ministry of Economy and Competitiveness of Spain, and by Research Project IB 16068 and GR18004 of the Regional Government of Extremadura, partially funded by the European Regional Development Fund.

European Regional Development Fund, FEDER

Acknowledgments & Funding—Authors thank M. Guerrero-González for her comments and suggestions on the preliminary versions of the manuscript. This work was financed by Research Projects EDU2016-77007-R (AEI/FEDER, UE) of Ministry of Economy and Competitiveness of Spain, and by Research Project IB 16068 and GR18004 of the Regional Government of Extremadura, partially funded by the European Regional Development Fund.

References 10 References

1 Dlouhá, Jana, Education for Sustainable Development Goals in public debate: The importance of participatory research in reflecting and supporting the consultation process in developing a vision for Czech education, Journal of Cleaner Production, 172, pp. 4314-4327, (2018)

2 Foster, Gillian, Design, implementation, and evaluation of an inverted (flipped) classroom model economics for sustainable education course, Journal of Cleaner Production, 183, pp. 1323-1336, (2018)

3 Sánchez-Martín, Jesús, Innovative education tools for developing ethical skills in university science lessons. The case of the moral cross dilemma, Ramon Llull Journal of Applied Ethics, 8, pp. 225-245, (2017)

4 Torres, Manuel Firmino, Pedagogical and technological replanning: a successful case study on integration and transversal skills for engineering freshmen, International Journal of Technology and Design Education, 28, 2, pp. 573-591, (2018)

5 Zamora-Polo, Francisco, Using moral dilemma for ethical skills development in industrial engineering degrees: Application to Mechanical Engineering, Dyna (Spain), 91, 5, pp. 495-497, (2016)

6 Olmedo-Torre, Noelia, Perception of the acquisition of generic competences in engineering degrees, International Journal of Technology and Design Education, 28, 2, pp. 495-506, (2018)

7 Vega-Hernández, María Concepción, Multivariate characterization of university students using the ICT for learning, Computers and Education, 121, pp. 124-130, (2018)

8 Proceedings of the Viii International Conference of Adaptive and Accessible Virtual Learning Environment, (2016)

9 Luckin, Rosemary, The learner centric ecology of resources: A framework for using technology to scaffold learning, Computers and Education, 50, 2, pp. 449-462, (2008)

10 Muñoz-Cristóbal, Juan A., Using virtual learning environments in bricolage mode for orchestrating learning situations across physical and virtual spaces, Computers and Education, 109, pp. 233-252, (2017)

Conceptual framework for the use of building information modeling in engineering education

How to Cite