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ORGANIZACIÓN EUBIM 2018

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Tema 1. BIM en la Universidad

PONENCIA: DEVELOPING A CURRICULUM FOR BIM IN HIGHER EDUCATION


PONENTE: Dr Dominik Holzer

Senior Lecturer in Digital Architecture at the University of Melbourne. Next to his engagement with academia, he applies his expertise in design technology as part of his consultancy AEC Connect. (aecconnect.com.au) / + CV PDF

As one of the leading Design Technology and BIM experts in Australia, Dr Holzer was a member of the Standards Australia ‘BD-104 Working-group/mirror committee’ for the generation of the ISO 19650 Building Information Modeling (BIM) Standards. He is the previous chair of the 'BIM and IPD Steering Group' of the Australian Institute of Architecture & Consult Australia and he is a highly regarded author, commentator, and presenter in Design Technology and BIM related matters. Dr. Holzer published 'The BIM Manager's Handbook' for the renown publisher Wiley & Sons. in 2016 and currently writes 'Design Technology in Contemporary Practice for Routledge'.

His interests lie in parametric design; ‘information management’ across design, construction and operation; Building Information Modelling (BIM); building performance optimisation, and collaborative design across all stakeholders in the building industry. Dr Holzer frequently publishes on Design Technology and he currently authors the BIM column in Australia’s FM Magazine. He is a regular speaker/host at high level industry functions on the topic of BIM, FM and computational design overall   

DEVELOPING A CURRICULUM FOR BIM IN HIGHER EDUCATION

RESUMEN:

This keynote will address the often-conflicting interests higher education institutions are confronted with when integrating BIM in their curriculum. Getting BIM right in education is difficult as its use is continuously evolving and diversifying. Whereas education within academic institutions is structured according to distinct disciplines, BIM is often associated with competencies that are multi-disciplinary and address the entire life-cycle of projects.

Any academic institution teaching architectural, design, engineering, construction or project management has faced questions on how to respond to the increased use of Building Information Modelling throughout the construction industry. BIM has become the main method to deliver construction projects in developed counties, where industry and government representatives push for greater adoption and dissemination of BIM methods among their supply chain.

Educational Institutions need to respond to the challenges and opportunities associated with the increased demand for BIM by adjusting their curricula and determining the most appropriate pathway for their students to approach BIM. A number of questions emerge:

  • Do we teach BIM as a separate course/subject, or Do we expand existing subjects with additional BIM teaching?
  • How do we address the fact that BIM cuts across a broad range of disciplines when setting up academic courses?
  • Do we teach into each discipline, or aim to offer courses that are open to all?
  • How can you prepare students for BIM when its context is constantly changing?
  • How do key competencies associated to BIM differ from those we have taught in the past?

Dominik Holzer will address the above questions based on his experience in the Australian Higher Education context.

 




COMUNICACIONES

1.1 Trabajos colaborativos BIM en enseñanza de grado

Autores:

  • Agulló de Rueda, José
  • Jurado Egea, José
  • Inglés Gosalbez, Beatriz

RESUMEN

Tras la implantación del uso del BIM en asignaturas específicas y tras el creciente uso del BIM individualmente por los alumnos en asignaturas transversales, en la Escuela de Arquitectura de la UEM se plantea la necesidad de enseñar a los alumnos a usar BIM en modo colaborativo en grupos amplios(15-25) divididos por disciplinas y trabajando sobre un proyecto común (PBL) en un tiempo corto.

Este planteamiento se concreta con intención de presentarnos al Concurso BIM Valladolid 2016 y se hace una experiencia piloto con la UCLM y profesionales en junio de 2016. A partir de ahí se orienta a los alumnos de grado sin experiencia profesional y se experimenta en tres ediciones: febrero 2017, mayo 2017 y febrero 2018.

En este artículo se explicará el desarrollo de las tres ediciones, la organización, el calendario y los hitos, el software utilizado, las expectativas, los logros y los fracasos. Las dos primeras ediciones se realizan como optativa en paralelo a asignaturas específicas pero en la tercera edición se incluye como actividad académica en una asignatura transversal. El alumno aprende a trabajar colaborativo, a comunicarse y exigirse con otras personas y a utilizar software y metodologías de trabajo BIM.

Palabras clave: formación, grado, colaborativo, metodología, software, Madrid, UEM, PBL

ABSTRACT

After the BIM implementation in specific subjects and increased individual use of BIM by students in transversal subjects, in the UEM School of Architecture, Engineering and Design (AED) we felt the need to teach students on how to work with BIM developing a project in a collaborative environment (PBL), in broader groups (15 to 25) organised by disciplines and during a short period of time (4 to 6 weeks). 

This approach was implemented in order to participate in the BIM Valladolid Competition of 2016, as a first experience with UCLM and a few BIM professionals on June 2016. Afterwards, we applied this format on bachelor’s students and implemented the three following editions in February 2017, May 2017 and February 2018.

In this paper we will describe the development of these three editions, their organization, time schedule, milestones, software used, goals, achievements and fails. The first editions were elective for students as a complementary activity in specific technical subjects, but the third was conceived as an compulsory academic activity in a transversal core subject. The learning outcomes confirm thats tudents learn to work in a collaborative environment, to communicate and coordinate with others, enhancing their skills in BIM software and workflows.

Keywords: formation, bachelor, colaborative, methodology, software, Madrid, UEM, PBL

 


1.2 Las dimensiones humanas del BIM

Autores:

  • Mokhtar Noriega, Farida
  • Jernigan, Finithb
  • Martínez Matute, Joaquín


RESUMEN

Los procesos de automatización digital, que implementan la próxima generación de BIM, pueden reducir las tareas repetitivas y facilitar la gestión de la información en las actividades de toma de decisiones. Desde una perspectiva holística, el BIM sostiene un ecosistema complejo de acciones, relaciones y aprendizaje humano. Los procesos basados ??en información permiten a los miembros de una comunidad concentrar su energía en buscar soluciones viables a problemas críticos en los ciclos de vida de los edificios, planteando preguntas como: ¿Qué rasgos y habilidades se necesitan para tener éxito en este nuevo marco? ¿Cómo adquirirlos y desarrollarlos en el mundo real? ¿Podemos preservar las actividades tradicionales, al mismo tiempo que adoptamos innovaciones que faciliten el éxito de la automatización? ¿Son necesarios cambios disruptivos? ¿Puede una interpretación humanista ayudarnos a proponer un paradigma de una tecnología para las personas? ¿Cómo expandimos la visión actual del BIM como aplicación manejada por expertos, convirtiéndolo en interfaz de comunicación democrático para los actores sociales involucrados? Todo ello requiere una educación que ayude la industria de la edificación a comprender sus beneficios y posibilidades, proponiendo soluciones operativas para todos. Se pusieron en marcha investigaciones y pruebas de conceptos para promover este marco holístico emergente que llamamos BIM 4.0.

Palabras clave: BIM, automatización, Transformación Cultural, aprendizaje social, colaboración, innovación educativa

ABSTRACT

Digital automation processes, using next-generation BIM, can reduce repetitive tasks and facilitate the management of information in decision-making activities. Moving to a holistic perspective, BIM supports a complex ecosystem of actions, relationships, and human learning. Information-driven processes that allow community members to concentrate their energy on finding viable solutions to critical issues benefits in buildings life cycles, rising question such as: What traits and skills are needed to succeed in this new framework? How to acquire and develop them in the real world? Can we preserve traditional activities, while embracing innovations that make automation successful? Are disruptive changes necessary? Can a humanist interpretation help us formulate a new paradigm that makes the technology people-centered? How do we expand the current view of BIM as an app for experts, to embrace a more democratic BIM that is also a communication interface between all the social actors involved? Education, to help the building industry understand the benefits and possibilities, is required if we are to find answers that work for all concerned. Much research and proof-of-concepts are in place to jumpstart this emerging holistic framework that we call BIM 4.0.

Keywords: BIM, automation, Cultural transformation, social learning, colaboration, education innovation

 


1.3 BIM en el diseño y la construcción de presas en un trabajo final de grado

Autores:

  • Rodríguez Serrano, Marcos
  • Vilardaga Rodrigo, Iván
  • Aramburu Landeras, David


RESUMEN

La metodología BIM en infraestructuras es posible en el ámbito de las presas tanto en la fase de diseño como en la construcción y explotación de la infraestructura.

En el Trabajo Final de Grado defendido en la Universidad Europea de Madrid hemos trabajado con BIM para aportar una alternativa a la solución de la Nueva Presa de la Concepción (Marbella). Esta obra planteada es una presa de doble curvatura (bóveda) que origina el recrecimiento de un embalse actual, para conseguir abastecer el incremento de demanda de suministro de agua.

En el modelo realizado se han preconstruido todos los elementos clave de la presa como el cuerpo de presa (con las galerías y estribos), aliviaderos (superior y lateral), desagüe de fondo, compuertas, torre de toma, coronación, y las carreteras de acceso, obteniendo así un modelo con diferentes disciplinas.

Una vez creado el modelo (con proceso constructivo por bloques),se obtienen planos y mediciones para generar de forma sencilla los diferentes documentos del proyecto. Además, se utilizan las gafas de realidad virtual para poder comprender la obra en su conjunto de una forma más visual y “entrando” virtualmente en la presa.

Palabras clave: presa, ingeniería civil, BIM, trabajo final de grado.

ABSTRACT

BIM methodology in infrastructures is posible in the field of dams, both in the desing phase, the construction phase and operation of the infrastructure.

In the Final Degree Project defended at the “Universidad Europea de Madrid” we have worked with BIM to provide an alternative to the solution of the “Nueva Presa de la Concepción” (Marbella). This proposed project is a double-curved arch dam that generate the regrowth of a current reservoir, in order to supply the increased demand for water supply.

In the created model all key elements of the dam have been pre-constructed, such as the dam body (with galleries and abutments), spillways (upper and lateral), the bottom outlet, floodgates, intake tawer, the top of the dam and the roads access, thus obtaining a model with different disciplines.

Once the model has been created (with a a block construction process), plans and measurements are obtained to generate in a simple way the different project documents. In addition, virtual reality glasses are used to understand the project in a more visual way.

Keywords: dam, civil engineering, BIM, final degree project.

 


EUBIM 2017 / 18, 19-20 de Mayo 2017 Valencia, España.

 

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