Using Building Information Modelling to initiate criticality to promote built environment student collaboration at the Nelson Mandela University
- Authors: Basson, Jean-Pierre
- Date: 2024-04
- Subjects: Building information modeling -- South Africa , Architectural design -- Computer simulation , Buildings -- Computer-aided design
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/64470 , vital:73736
- Description: Architectural, engineering, and construction education is fragmented, and there is no collaboration between disciplines during an architectural design project in the design studio. There is a lack of co-creation of knowledge in an interdisciplinary collaborative environment where students use critical reasoning, self-reflection, and critical action, essential skills required to become 21st century global citizens. Therefore, students from the built environment are being prepared contrary to the highly collaborative nature of the industry they are entering upon graduation. The purpose of this study is thus to determine whether adopting a digital interdisciplinary collaborative Building Information Modelling (BIM) environment in which architectural design projects promote criticality in undergraduate exit-level students. A cohort comparison study was used as a method to collect qualitative data. The 2022 cohort used the traditional design process, whereas the 2023 cohort used the BIM process, which supported interdisciplinary collaboration. Both cohorts engaged in a project and student narrative self-reflection essay. Fourteen students from the 2022 and 2023 cohorts participated in the study. The work was analysed using three cycles of coding. The first cycle focused on linguistic acts, followed by the second cycle that looked for evidence of critical reasoning, self-reflection, and action. The third cycle was based on the Habersian validity claims of truth, comprehension, and sincerity. The work of both cohorts was analysed, and findings included the following: relationships; information; emotional reasoning, and digital environment. Based on the research findings, it can be concluded that the BIM process as teaching strategy promotes a higher level of criticality in students than the traditional design process. In conclusion, this research not only contributes to promoting criticality improvement in students but also enriches the existing body of knowledge relative to BIM adoption in AEC education. Moreover, it offers practical guidance for educators to assess and enhance students' critical thinking skills, ultimately advancing the field of interdisciplinary education in the digital era. , Thesis (PhD) -- Faculty of Engineering, the Built Environment, and Technology, School of Built Environment and Civil Engineering, 2024
- Full Text:
- Date Issued: 2024-04
- Authors: Basson, Jean-Pierre
- Date: 2024-04
- Subjects: Building information modeling -- South Africa , Architectural design -- Computer simulation , Buildings -- Computer-aided design
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/64470 , vital:73736
- Description: Architectural, engineering, and construction education is fragmented, and there is no collaboration between disciplines during an architectural design project in the design studio. There is a lack of co-creation of knowledge in an interdisciplinary collaborative environment where students use critical reasoning, self-reflection, and critical action, essential skills required to become 21st century global citizens. Therefore, students from the built environment are being prepared contrary to the highly collaborative nature of the industry they are entering upon graduation. The purpose of this study is thus to determine whether adopting a digital interdisciplinary collaborative Building Information Modelling (BIM) environment in which architectural design projects promote criticality in undergraduate exit-level students. A cohort comparison study was used as a method to collect qualitative data. The 2022 cohort used the traditional design process, whereas the 2023 cohort used the BIM process, which supported interdisciplinary collaboration. Both cohorts engaged in a project and student narrative self-reflection essay. Fourteen students from the 2022 and 2023 cohorts participated in the study. The work was analysed using three cycles of coding. The first cycle focused on linguistic acts, followed by the second cycle that looked for evidence of critical reasoning, self-reflection, and action. The third cycle was based on the Habersian validity claims of truth, comprehension, and sincerity. The work of both cohorts was analysed, and findings included the following: relationships; information; emotional reasoning, and digital environment. Based on the research findings, it can be concluded that the BIM process as teaching strategy promotes a higher level of criticality in students than the traditional design process. In conclusion, this research not only contributes to promoting criticality improvement in students but also enriches the existing body of knowledge relative to BIM adoption in AEC education. Moreover, it offers practical guidance for educators to assess and enhance students' critical thinking skills, ultimately advancing the field of interdisciplinary education in the digital era. , Thesis (PhD) -- Faculty of Engineering, the Built Environment, and Technology, School of Built Environment and Civil Engineering, 2024
- Full Text:
- Date Issued: 2024-04
The use of building information modelling as a tool to improve informed design communication between student and lecturer during critique sessions
- Authors: Basson, Jean-Pierre
- Date: 2018
- Subjects: Building information modeling , Building -- Data processing Construction industry -- South Africa Construction projects -- South Africa
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10948/23680 , vital:30598
- Description: Within the design studio at the Department of Architecture, Nelson Mandela University, the timeous submission of design projects is a problem. After close inspection, it is noted that students spend weeks on conceptual design ideas with no progressions towards completion. The purpose of the study is thus to determine whether building information modelling (BIM), as opposed to the traditional method of design, can be used to improve informed design communication during conceptual design for the first-year master of architecture students and contribute to timeous design project submission. A cohort comparison rubric will be used as the method for looking at the qualitative attributes of design intention, function, aesthetics, and sustainability. The 2016 cohort made use of the traditional design method, whereas for the 2017 cohort the BIM course was introduced in the computer module with implementation in the design studio. The work of nine students from both cohorts was analysed and findings include the following: improved drawing type availability, accuracy, and quality; reduced time spent on redundant work; inclusive discussions compared to isolated critique sessions; reduced printing costs - and the establishment of “what if” scenarios early in the project. Based upon the research findings it can be concluded that BIM as a teaching strategy and process has the capability of improving the communication between student and lecturer in the conceptual stage, thereby leading to a more timeous submission. It is recommended that BIM education must be incorporated in the undergraduate programme thereby providing students with an appropriate platform for expressing conceptual ideas more effectively within the design course.
- Full Text:
- Date Issued: 2018
- Authors: Basson, Jean-Pierre
- Date: 2018
- Subjects: Building information modeling , Building -- Data processing Construction industry -- South Africa Construction projects -- South Africa
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10948/23680 , vital:30598
- Description: Within the design studio at the Department of Architecture, Nelson Mandela University, the timeous submission of design projects is a problem. After close inspection, it is noted that students spend weeks on conceptual design ideas with no progressions towards completion. The purpose of the study is thus to determine whether building information modelling (BIM), as opposed to the traditional method of design, can be used to improve informed design communication during conceptual design for the first-year master of architecture students and contribute to timeous design project submission. A cohort comparison rubric will be used as the method for looking at the qualitative attributes of design intention, function, aesthetics, and sustainability. The 2016 cohort made use of the traditional design method, whereas for the 2017 cohort the BIM course was introduced in the computer module with implementation in the design studio. The work of nine students from both cohorts was analysed and findings include the following: improved drawing type availability, accuracy, and quality; reduced time spent on redundant work; inclusive discussions compared to isolated critique sessions; reduced printing costs - and the establishment of “what if” scenarios early in the project. Based upon the research findings it can be concluded that BIM as a teaching strategy and process has the capability of improving the communication between student and lecturer in the conceptual stage, thereby leading to a more timeous submission. It is recommended that BIM education must be incorporated in the undergraduate programme thereby providing students with an appropriate platform for expressing conceptual ideas more effectively within the design course.
- Full Text:
- Date Issued: 2018
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