Robert Eadie, Mark Rice

Research output: Contribution to journalArticlepeer-review


As one of the newest developments in the construction industry and having been mandated for UK government projects, there has been a requirement to add Building Information Modelling (BIM) to the curriculum of Civil Engineering courses. To date, this has been instigated in an ad hoc manner, without major consideration of the pedagogy or timing given to each BIM element. This paper traces the constructivist and behaviourist philosophies and shows that a mixed method is best for BIM teaching. The BIM Academic Forum (BAF) (2013) provided the general subjects for implementation of BIM teaching, with other work providing Level 6 topics. The value and time allocation of each of these had not been previously determined for either the structures or highways disciplines in Civil Engineering. This paper examines, from a BAF perspective, the pedagogy, the subjects required and their value to the specialisms. Through a comparison with Computer Aided Design (CAD) it shows that a mixture of constructivist and didactic teaching is required and that BIM elements are more significant to students specialising in structures than in highways. Findings show that both strands need to focus on BIM roles, BIM data maturity principles, and Collaboration tools. Big Data can be mentioned, but minimised.Като една от новостите в строителната индустрия, задължителна за държавните проекти на Обединеното кралство, е включването в учебната програма на строително информационно моделиране при обучението на строителните инженери. То се появи ед-хок, без съответстващо педагогическо обсъждане и синхронизиране на всички елементи на BIМ. Тазистатия третира конструктивизма и поведенческата философия и показва, че смесеният метод е най-добър за BIМ обучението. Академичният форум (BАF) за BIМ (2013) предложи главния предмет при обучението да бъде заедно с другите на ниво Значението на времевото разпределение, за всеки от тях, не бе дискутиранo преди това нито по отнощение на конструктивните специалности, нито за транспортните специалности на строителното инженерство. Тази статия изследва, от гледна точка на BAF, педагогиката, необходимите предмети, както и тяхното значение за специализацията. От сравнението с CAD се вижда, че комбинацията конструктивизъм и дидактика е необходима за обучението и, че BIМ елементите са по-важни за специализацията на студентите в областта на конструктив-ните специалности, отколкото за пътностроителните такива. Оценката показа, че двете насоки изискват фокусиране върху ролята на BIM, данните за пълното развитие на принципите на BIМ и колаборационните инструменти. В това отношение могат да се приведат много данни, но минимизирани.
Original languageEnglish
Pages (from-to)51-72
JournalEngineering Sciences
Publication statusPublished - 1 Aug 2017

Bibliographical note

This Journal Article will not be used for the REF
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  • Building Information Modelling
  • pedagogy
  • BIM implementation
  • philosophy.



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