Abstract
| Language | English |
|---|---|
| Title of host publication | Online Learning for STEM Subjects |
| Subtitle of host publication | International Examples of Technologies and Pedagogies in Use |
| Editors | Mark Child, Robby Soetanto |
| Place of Publication | [Abingdon] |
| Pages | 143-163 |
| Number of pages | 21 |
| Publication status | Published - 16 Jan 2017 |
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Keywords
- BIM learning outcomes
- education professionals
- teaching engineering
Cite this
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Successful education of professionals for supporting future BIM implementation within the architecture engineering construction context. / Pour Rahimian, Farzad; Goulding, Jack Steven; Arciszewski, Tomasz.
Online Learning for STEM Subjects: International Examples of Technologies and Pedagogies in Use. ed. / Mark Child; Robby Soetanto. [Abingdon], 2017. p. 143-163.Research output: Chapter in Book/Report/Conference proceeding › Chapter
TY - CHAP
T1 - Successful education of professionals for supporting future BIM implementation within the architecture engineering construction context
AU - Pour Rahimian, Farzad
AU - Goulding, Jack Steven
AU - Arciszewski, Tomasz
PY - 2017/1/16
Y1 - 2017/1/16
N2 - Scientific advances and innovative technologies in Architecture, Engineering, and Construction (AEC) projects are shaping the way in which decisions are made. These decisions are forming the governing foundations for determining and delivering progressive changes in order to address issues pertaining to Society, Knowledge, Economy, and People. These central tenets help support, underpin and drive societal drivers. However, whilst the AEC sector as a whole has been categorised as ‘fragmented’ (Egan, 1998; Latham, 1994; Hampson and Brandon, 2004; Wolstenholme, 2009), the consequence of this has somewhat hindered progress in the use of such innovative technologies (Pour Rahimian et al., 2011). That being said, from a United Kingdom (UK) perspective, there has been a resurgence to address these challenges in order to exploit the full potential of such technologies. In doing so, the UK Government mandated the implementation of Building Information Management (BIM) Level 2 in all public projects from 2016. This required AEC firms to use exchangeable digital building models amongst project parties to enable 2D/3D spatial compliance with British Standard BS1192:2007.
AB - Scientific advances and innovative technologies in Architecture, Engineering, and Construction (AEC) projects are shaping the way in which decisions are made. These decisions are forming the governing foundations for determining and delivering progressive changes in order to address issues pertaining to Society, Knowledge, Economy, and People. These central tenets help support, underpin and drive societal drivers. However, whilst the AEC sector as a whole has been categorised as ‘fragmented’ (Egan, 1998; Latham, 1994; Hampson and Brandon, 2004; Wolstenholme, 2009), the consequence of this has somewhat hindered progress in the use of such innovative technologies (Pour Rahimian et al., 2011). That being said, from a United Kingdom (UK) perspective, there has been a resurgence to address these challenges in order to exploit the full potential of such technologies. In doing so, the UK Government mandated the implementation of Building Information Management (BIM) Level 2 in all public projects from 2016. This required AEC firms to use exchangeable digital building models amongst project parties to enable 2D/3D spatial compliance with British Standard BS1192:2007.
KW - BIM learning outcomes
KW - education professionals
KW - teaching engineering
UR - https://www.routledge.com/Online-Learning-for-STEM-Subjects-International-Examples-of-Technologies/Childs-Soetanto/p/book/9781138934443
M3 - Chapter
SN - 9781138934443
SP - 143
EP - 163
BT - Online Learning for STEM Subjects
A2 - Child, Mark
A2 - Soetanto, Robby
CY - [Abingdon]
ER -