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10.1016/j.rcradv.2022.200110 | Digitalization for a circular economy in the building industry: Multiple-case study of Dutch social housing organizations | Digital technologies are considered enablers of circular economy implementation in the built environment. Literature mainly focuses on conceptual or review studies examining the role of digital tools (e.g., material passport and building information modelling) to close the material loops. There is a lack of understanding of how digital technologies are implemented in real-life and whether they offer value to the industry actors. This study conducted a multiple-case study to collect empirical evidence from Dutch social housing organizations actively applying circular principles in new construction, renovation, maintenance, and demolition projects. Our findings suggest that artificial intelligence, digital twins, and scanning technologies support data collection, integration, and analysis for slowing the loops strategies (i.e., maintenance), while digital marketplaces facilitate material reuse, enabling narrowing and closing the loops. This study identified 12 challenges that hinder the broader adoption of digital technologies that are associated with the technological, cultural, market, and regulatory factors. | 10.1016/j.rcradv.2022.200110/93-1 | Appendix A | • What kind of digital tools could support you in implementing CE strategies and decision-making? | Sultan Çetin|Vincent Gruis|Ad Straub | 13 August 2022 | Dutch social housing in a nutshell|De woningcorporaties die lid zijn van Aedes Retrieved 9-May-2022 from aedes|Deep learning model for demolition waste prediction in a circular economy|Disassembly and deconstruction analytics system (D-DAS) for construction in a circular economy|Industry 4.0 and the circular economy: a literature review and recommendations for future research|Circular economy in the construction industry: a systematic literature review|Circularity as the new normal|Product design and business model strategies for a circular economy|The role of digital technologies in operationalizing the circular economy transition: a systematic literature review|How different tools contribute to climate change mitigation in a circular building environment?-a systematic literature review|Circular digital built environment: an emerging framework|How can digital technologies support the circular transition of social housing organizations?|Briefing: industry 4.0 in construction: radical transformation or restricted agenda?|Uses of building information modelling for overcoming barriers to a circular economy|Building theories from case study research|Schools of thought|Circular Economy Action Plan: for a cleaner and more competitive Europe|Recovery plan for Europe|Shaping Europe's digital future-Green digital sector|Waste statistics|Industry platforms and ecosystem innovation|The circular economy -A new sustainability paradigm?|Material Passports-Best Practice: Innovative Solutions For a Transition to a Circular Economy in the Built Environment|Calculation and evaluation of circularity indicators for the built environment using the case studies of UMAR and Madaster|Resource efficiency in the building sector|Material passports for the end-of-life stage of buildings: challenges and potentials|Improving the recycling potential of buildings through Material Passports (MP): an Austrian case study|The state of housing in Europe|The use of smart technologies in enabling construction components reuse: a viable method or a problem creating solution?|Challenges and solutions in condition-based maintenance implementation -A multiple case study|Critical review of nano and micro-level building circularity indicators and frameworks|Barriers to the circular economy: evidence from the european union (EU)|Conceptualizing the circular economy: an analysis of 114 definitions|A tool to analyze, ideate and develop circular innovation ecosystems|Urban mining and buildings: a review of possibilities and limitations|The smart circular economy: a digital-enabled circular strategies framework for manufacturing companies|A blockchainand IoT-based smart product-service system for the sustainability of prefabricated housing construction|Industry 4.0 and the circular economy: a proposed research agenda and original roadmap for sustainable operations|Madaster circularity indicator explained|Comparing European countries' performances in the transition towards the circular economy|Qualitative Data Analysis: An Expanded Sourcebook|Materials passport's review: challenges and opportunities toward a circular economy building sector|Toward a resource-efficient built environment: a literature review and conceptual model|Circular economy and virtual reality in advanced BIM-Based prefabricated construction|The emergent role of digital technologies in the circular economy: a review|Guide-passports for the construction sector -working agreements for circular construction|Methods to optimize carbon footprint of buildings in regenerative architectural design with the use of machine learning, convolutional neural network, and parametric design|Enabling component reuse from existing buildings through machine learning -using google street view to enhance building databases|Digital technologies catalyzing business model innovation for circular economy-Multiple case study|Nederland circulair in 2050|Assessing relations between Circular Economy and Industry 4.0: a systematic literature review|Enabling a circular economy in the built environment sector through blockchain technology|Analytics for the Internet of Things|BIM uses for deconstruction: an activity-theoretical perspective on reorganising end-of-life practices|Case Study Research and Applications: Design and Methods|Circular economy in the construction industry: a review of decision support tools based on Information & Communication Technologies|BIM-based Building Circularity Assessment from the Early Design stages: a BIM-based Framework For Automating the Building Circularity Assessment from Different Levels of a Building's Composition and Providing the Decision-Making Support On the Design of the Circular Building from the Early Design Stages Eindhoven University of Technology | Çetin, Gruis, Straub - 2022 - Resources , Conservation & Recycling Advances Digitalization for a circular economy in the building indust-annotated.tei.xml |
10.1016/j.rcradv.2022.200110 | Digitalization for a circular economy in the building industry: Multiple-case study of Dutch social housing organizations | Digital technologies are considered enablers of circular economy implementation in the built environment. Literature mainly focuses on conceptual or review studies examining the role of digital tools (e.g., material passport and building information modelling) to close the material loops. There is a lack of understanding of how digital technologies are implemented in real-life and whether they offer value to the industry actors. This study conducted a multiple-case study to collect empirical evidence from Dutch social housing organizations actively applying circular principles in new construction, renovation, maintenance, and demolition projects. Our findings suggest that artificial intelligence, digital twins, and scanning technologies support data collection, integration, and analysis for slowing the loops strategies (i.e., maintenance), while digital marketplaces facilitate material reuse, enabling narrowing and closing the loops. This study identified 12 challenges that hinder the broader adoption of digital technologies that are associated with the technological, cultural, market, and regulatory factors. | 10.1016/j.rcradv.2022.200110/94-1 | Appendix A | • Are you familiar with the digital tools that you could use for CE? | Sultan Çetin|Vincent Gruis|Ad Straub | 13 August 2022 | Dutch social housing in a nutshell|De woningcorporaties die lid zijn van Aedes Retrieved 9-May-2022 from aedes|Deep learning model for demolition waste prediction in a circular economy|Disassembly and deconstruction analytics system (D-DAS) for construction in a circular economy|Industry 4.0 and the circular economy: a literature review and recommendations for future research|Circular economy in the construction industry: a systematic literature review|Circularity as the new normal|Product design and business model strategies for a circular economy|The role of digital technologies in operationalizing the circular economy transition: a systematic literature review|How different tools contribute to climate change mitigation in a circular building environment?-a systematic literature review|Circular digital built environment: an emerging framework|How can digital technologies support the circular transition of social housing organizations?|Briefing: industry 4.0 in construction: radical transformation or restricted agenda?|Uses of building information modelling for overcoming barriers to a circular economy|Building theories from case study research|Schools of thought|Circular Economy Action Plan: for a cleaner and more competitive Europe|Recovery plan for Europe|Shaping Europe's digital future-Green digital sector|Waste statistics|Industry platforms and ecosystem innovation|The circular economy -A new sustainability paradigm?|Material Passports-Best Practice: Innovative Solutions For a Transition to a Circular Economy in the Built Environment|Calculation and evaluation of circularity indicators for the built environment using the case studies of UMAR and Madaster|Resource efficiency in the building sector|Material passports for the end-of-life stage of buildings: challenges and potentials|Improving the recycling potential of buildings through Material Passports (MP): an Austrian case study|The state of housing in Europe|The use of smart technologies in enabling construction components reuse: a viable method or a problem creating solution?|Challenges and solutions in condition-based maintenance implementation -A multiple case study|Critical review of nano and micro-level building circularity indicators and frameworks|Barriers to the circular economy: evidence from the european union (EU)|Conceptualizing the circular economy: an analysis of 114 definitions|A tool to analyze, ideate and develop circular innovation ecosystems|Urban mining and buildings: a review of possibilities and limitations|The smart circular economy: a digital-enabled circular strategies framework for manufacturing companies|A blockchainand IoT-based smart product-service system for the sustainability of prefabricated housing construction|Industry 4.0 and the circular economy: a proposed research agenda and original roadmap for sustainable operations|Madaster circularity indicator explained|Comparing European countries' performances in the transition towards the circular economy|Qualitative Data Analysis: An Expanded Sourcebook|Materials passport's review: challenges and opportunities toward a circular economy building sector|Toward a resource-efficient built environment: a literature review and conceptual model|Circular economy and virtual reality in advanced BIM-Based prefabricated construction|The emergent role of digital technologies in the circular economy: a review|Guide-passports for the construction sector -working agreements for circular construction|Methods to optimize carbon footprint of buildings in regenerative architectural design with the use of machine learning, convolutional neural network, and parametric design|Enabling component reuse from existing buildings through machine learning -using google street view to enhance building databases|Digital technologies catalyzing business model innovation for circular economy-Multiple case study|Nederland circulair in 2050|Assessing relations between Circular Economy and Industry 4.0: a systematic literature review|Enabling a circular economy in the built environment sector through blockchain technology|Analytics for the Internet of Things|BIM uses for deconstruction: an activity-theoretical perspective on reorganising end-of-life practices|Case Study Research and Applications: Design and Methods|Circular economy in the construction industry: a review of decision support tools based on Information & Communication Technologies|BIM-based Building Circularity Assessment from the Early Design stages: a BIM-based Framework For Automating the Building Circularity Assessment from Different Levels of a Building's Composition and Providing the Decision-Making Support On the Design of the Circular Building from the Early Design Stages Eindhoven University of Technology | Çetin, Gruis, Straub - 2022 - Resources , Conservation & Recycling Advances Digitalization for a circular economy in the building indust-annotated.tei.xml |
10.1016/j.rcradv.2022.200110 | Digitalization for a circular economy in the building industry: Multiple-case study of Dutch social housing organizations | Digital technologies are considered enablers of circular economy implementation in the built environment. Literature mainly focuses on conceptual or review studies examining the role of digital tools (e.g., material passport and building information modelling) to close the material loops. There is a lack of understanding of how digital technologies are implemented in real-life and whether they offer value to the industry actors. This study conducted a multiple-case study to collect empirical evidence from Dutch social housing organizations actively applying circular principles in new construction, renovation, maintenance, and demolition projects. Our findings suggest that artificial intelligence, digital twins, and scanning technologies support data collection, integration, and analysis for slowing the loops strategies (i.e., maintenance), while digital marketplaces facilitate material reuse, enabling narrowing and closing the loops. This study identified 12 challenges that hinder the broader adoption of digital technologies that are associated with the technological, cultural, market, and regulatory factors. | 10.1016/j.rcradv.2022.200110/95-1 | Appendix A | • What challenges do you face when implementing new digital tools for CE? Digitalisation and innovation (For ICT managers) | Sultan Çetin|Vincent Gruis|Ad Straub | 13 August 2022 | Dutch social housing in a nutshell|De woningcorporaties die lid zijn van Aedes Retrieved 9-May-2022 from aedes|Deep learning model for demolition waste prediction in a circular economy|Disassembly and deconstruction analytics system (D-DAS) for construction in a circular economy|Industry 4.0 and the circular economy: a literature review and recommendations for future research|Circular economy in the construction industry: a systematic literature review|Circularity as the new normal|Product design and business model strategies for a circular economy|The role of digital technologies in operationalizing the circular economy transition: a systematic literature review|How different tools contribute to climate change mitigation in a circular building environment?-a systematic literature review|Circular digital built environment: an emerging framework|How can digital technologies support the circular transition of social housing organizations?|Briefing: industry 4.0 in construction: radical transformation or restricted agenda?|Uses of building information modelling for overcoming barriers to a circular economy|Building theories from case study research|Schools of thought|Circular Economy Action Plan: for a cleaner and more competitive Europe|Recovery plan for Europe|Shaping Europe's digital future-Green digital sector|Waste statistics|Industry platforms and ecosystem innovation|The circular economy -A new sustainability paradigm?|Material Passports-Best Practice: Innovative Solutions For a Transition to a Circular Economy in the Built Environment|Calculation and evaluation of circularity indicators for the built environment using the case studies of UMAR and Madaster|Resource efficiency in the building sector|Material passports for the end-of-life stage of buildings: challenges and potentials|Improving the recycling potential of buildings through Material Passports (MP): an Austrian case study|The state of housing in Europe|The use of smart technologies in enabling construction components reuse: a viable method or a problem creating solution?|Challenges and solutions in condition-based maintenance implementation -A multiple case study|Critical review of nano and micro-level building circularity indicators and frameworks|Barriers to the circular economy: evidence from the european union (EU)|Conceptualizing the circular economy: an analysis of 114 definitions|A tool to analyze, ideate and develop circular innovation ecosystems|Urban mining and buildings: a review of possibilities and limitations|The smart circular economy: a digital-enabled circular strategies framework for manufacturing companies|A blockchainand IoT-based smart product-service system for the sustainability of prefabricated housing construction|Industry 4.0 and the circular economy: a proposed research agenda and original roadmap for sustainable operations|Madaster circularity indicator explained|Comparing European countries' performances in the transition towards the circular economy|Qualitative Data Analysis: An Expanded Sourcebook|Materials passport's review: challenges and opportunities toward a circular economy building sector|Toward a resource-efficient built environment: a literature review and conceptual model|Circular economy and virtual reality in advanced BIM-Based prefabricated construction|The emergent role of digital technologies in the circular economy: a review|Guide-passports for the construction sector -working agreements for circular construction|Methods to optimize carbon footprint of buildings in regenerative architectural design with the use of machine learning, convolutional neural network, and parametric design|Enabling component reuse from existing buildings through machine learning -using google street view to enhance building databases|Digital technologies catalyzing business model innovation for circular economy-Multiple case study|Nederland circulair in 2050|Assessing relations between Circular Economy and Industry 4.0: a systematic literature review|Enabling a circular economy in the built environment sector through blockchain technology|Analytics for the Internet of Things|BIM uses for deconstruction: an activity-theoretical perspective on reorganising end-of-life practices|Case Study Research and Applications: Design and Methods|Circular economy in the construction industry: a review of decision support tools based on Information & Communication Technologies|BIM-based Building Circularity Assessment from the Early Design stages: a BIM-based Framework For Automating the Building Circularity Assessment from Different Levels of a Building's Composition and Providing the Decision-Making Support On the Design of the Circular Building from the Early Design Stages Eindhoven University of Technology | Çetin, Gruis, Straub - 2022 - Resources , Conservation & Recycling Advances Digitalization for a circular economy in the building indust-annotated.tei.xml |
10.1016/j.rcradv.2022.200110 | Digitalization for a circular economy in the building industry: Multiple-case study of Dutch social housing organizations | Digital technologies are considered enablers of circular economy implementation in the built environment. Literature mainly focuses on conceptual or review studies examining the role of digital tools (e.g., material passport and building information modelling) to close the material loops. There is a lack of understanding of how digital technologies are implemented in real-life and whether they offer value to the industry actors. This study conducted a multiple-case study to collect empirical evidence from Dutch social housing organizations actively applying circular principles in new construction, renovation, maintenance, and demolition projects. Our findings suggest that artificial intelligence, digital twins, and scanning technologies support data collection, integration, and analysis for slowing the loops strategies (i.e., maintenance), while digital marketplaces facilitate material reuse, enabling narrowing and closing the loops. This study identified 12 challenges that hinder the broader adoption of digital technologies that are associated with the technological, cultural, market, and regulatory factors. | 10.1016/j.rcradv.2022.200110/96-1 | Appendix A | • How does your organization understand and use digitalization? | Sultan Çetin|Vincent Gruis|Ad Straub | 13 August 2022 | Dutch social housing in a nutshell|De woningcorporaties die lid zijn van Aedes Retrieved 9-May-2022 from aedes|Deep learning model for demolition waste prediction in a circular economy|Disassembly and deconstruction analytics system (D-DAS) for construction in a circular economy|Industry 4.0 and the circular economy: a literature review and recommendations for future research|Circular economy in the construction industry: a systematic literature review|Circularity as the new normal|Product design and business model strategies for a circular economy|The role of digital technologies in operationalizing the circular economy transition: a systematic literature review|How different tools contribute to climate change mitigation in a circular building environment?-a systematic literature review|Circular digital built environment: an emerging framework|How can digital technologies support the circular transition of social housing organizations?|Briefing: industry 4.0 in construction: radical transformation or restricted agenda?|Uses of building information modelling for overcoming barriers to a circular economy|Building theories from case study research|Schools of thought|Circular Economy Action Plan: for a cleaner and more competitive Europe|Recovery plan for Europe|Shaping Europe's digital future-Green digital sector|Waste statistics|Industry platforms and ecosystem innovation|The circular economy -A new sustainability paradigm?|Material Passports-Best Practice: Innovative Solutions For a Transition to a Circular Economy in the Built Environment|Calculation and evaluation of circularity indicators for the built environment using the case studies of UMAR and Madaster|Resource efficiency in the building sector|Material passports for the end-of-life stage of buildings: challenges and potentials|Improving the recycling potential of buildings through Material Passports (MP): an Austrian case study|The state of housing in Europe|The use of smart technologies in enabling construction components reuse: a viable method or a problem creating solution?|Challenges and solutions in condition-based maintenance implementation -A multiple case study|Critical review of nano and micro-level building circularity indicators and frameworks|Barriers to the circular economy: evidence from the european union (EU)|Conceptualizing the circular economy: an analysis of 114 definitions|A tool to analyze, ideate and develop circular innovation ecosystems|Urban mining and buildings: a review of possibilities and limitations|The smart circular economy: a digital-enabled circular strategies framework for manufacturing companies|A blockchainand IoT-based smart product-service system for the sustainability of prefabricated housing construction|Industry 4.0 and the circular economy: a proposed research agenda and original roadmap for sustainable operations|Madaster circularity indicator explained|Comparing European countries' performances in the transition towards the circular economy|Qualitative Data Analysis: An Expanded Sourcebook|Materials passport's review: challenges and opportunities toward a circular economy building sector|Toward a resource-efficient built environment: a literature review and conceptual model|Circular economy and virtual reality in advanced BIM-Based prefabricated construction|The emergent role of digital technologies in the circular economy: a review|Guide-passports for the construction sector -working agreements for circular construction|Methods to optimize carbon footprint of buildings in regenerative architectural design with the use of machine learning, convolutional neural network, and parametric design|Enabling component reuse from existing buildings through machine learning -using google street view to enhance building databases|Digital technologies catalyzing business model innovation for circular economy-Multiple case study|Nederland circulair in 2050|Assessing relations between Circular Economy and Industry 4.0: a systematic literature review|Enabling a circular economy in the built environment sector through blockchain technology|Analytics for the Internet of Things|BIM uses for deconstruction: an activity-theoretical perspective on reorganising end-of-life practices|Case Study Research and Applications: Design and Methods|Circular economy in the construction industry: a review of decision support tools based on Information & Communication Technologies|BIM-based Building Circularity Assessment from the Early Design stages: a BIM-based Framework For Automating the Building Circularity Assessment from Different Levels of a Building's Composition and Providing the Decision-Making Support On the Design of the Circular Building from the Early Design Stages Eindhoven University of Technology | Çetin, Gruis, Straub - 2022 - Resources , Conservation & Recycling Advances Digitalization for a circular economy in the building indust-annotated.tei.xml |
10.1016/j.rcradv.2022.200110 | Digitalization for a circular economy in the building industry: Multiple-case study of Dutch social housing organizations | Digital technologies are considered enablers of circular economy implementation in the built environment. Literature mainly focuses on conceptual or review studies examining the role of digital tools (e.g., material passport and building information modelling) to close the material loops. There is a lack of understanding of how digital technologies are implemented in real-life and whether they offer value to the industry actors. This study conducted a multiple-case study to collect empirical evidence from Dutch social housing organizations actively applying circular principles in new construction, renovation, maintenance, and demolition projects. Our findings suggest that artificial intelligence, digital twins, and scanning technologies support data collection, integration, and analysis for slowing the loops strategies (i.e., maintenance), while digital marketplaces facilitate material reuse, enabling narrowing and closing the loops. This study identified 12 challenges that hinder the broader adoption of digital technologies that are associated with the technological, cultural, market, and regulatory factors. | 10.1016/j.rcradv.2022.200110/97-1 | Appendix A | • What is the level of maturity of digitalization in your organization? | Sultan Çetin|Vincent Gruis|Ad Straub | 13 August 2022 | Dutch social housing in a nutshell|De woningcorporaties die lid zijn van Aedes Retrieved 9-May-2022 from aedes|Deep learning model for demolition waste prediction in a circular economy|Disassembly and deconstruction analytics system (D-DAS) for construction in a circular economy|Industry 4.0 and the circular economy: a literature review and recommendations for future research|Circular economy in the construction industry: a systematic literature review|Circularity as the new normal|Product design and business model strategies for a circular economy|The role of digital technologies in operationalizing the circular economy transition: a systematic literature review|How different tools contribute to climate change mitigation in a circular building environment?-a systematic literature review|Circular digital built environment: an emerging framework|How can digital technologies support the circular transition of social housing organizations?|Briefing: industry 4.0 in construction: radical transformation or restricted agenda?|Uses of building information modelling for overcoming barriers to a circular economy|Building theories from case study research|Schools of thought|Circular Economy Action Plan: for a cleaner and more competitive Europe|Recovery plan for Europe|Shaping Europe's digital future-Green digital sector|Waste statistics|Industry platforms and ecosystem innovation|The circular economy -A new sustainability paradigm?|Material Passports-Best Practice: Innovative Solutions For a Transition to a Circular Economy in the Built Environment|Calculation and evaluation of circularity indicators for the built environment using the case studies of UMAR and Madaster|Resource efficiency in the building sector|Material passports for the end-of-life stage of buildings: challenges and potentials|Improving the recycling potential of buildings through Material Passports (MP): an Austrian case study|The state of housing in Europe|The use of smart technologies in enabling construction components reuse: a viable method or a problem creating solution?|Challenges and solutions in condition-based maintenance implementation -A multiple case study|Critical review of nano and micro-level building circularity indicators and frameworks|Barriers to the circular economy: evidence from the european union (EU)|Conceptualizing the circular economy: an analysis of 114 definitions|A tool to analyze, ideate and develop circular innovation ecosystems|Urban mining and buildings: a review of possibilities and limitations|The smart circular economy: a digital-enabled circular strategies framework for manufacturing companies|A blockchainand IoT-based smart product-service system for the sustainability of prefabricated housing construction|Industry 4.0 and the circular economy: a proposed research agenda and original roadmap for sustainable operations|Madaster circularity indicator explained|Comparing European countries' performances in the transition towards the circular economy|Qualitative Data Analysis: An Expanded Sourcebook|Materials passport's review: challenges and opportunities toward a circular economy building sector|Toward a resource-efficient built environment: a literature review and conceptual model|Circular economy and virtual reality in advanced BIM-Based prefabricated construction|The emergent role of digital technologies in the circular economy: a review|Guide-passports for the construction sector -working agreements for circular construction|Methods to optimize carbon footprint of buildings in regenerative architectural design with the use of machine learning, convolutional neural network, and parametric design|Enabling component reuse from existing buildings through machine learning -using google street view to enhance building databases|Digital technologies catalyzing business model innovation for circular economy-Multiple case study|Nederland circulair in 2050|Assessing relations between Circular Economy and Industry 4.0: a systematic literature review|Enabling a circular economy in the built environment sector through blockchain technology|Analytics for the Internet of Things|BIM uses for deconstruction: an activity-theoretical perspective on reorganising end-of-life practices|Case Study Research and Applications: Design and Methods|Circular economy in the construction industry: a review of decision support tools based on Information & Communication Technologies|BIM-based Building Circularity Assessment from the Early Design stages: a BIM-based Framework For Automating the Building Circularity Assessment from Different Levels of a Building's Composition and Providing the Decision-Making Support On the Design of the Circular Building from the Early Design Stages Eindhoven University of Technology | Çetin, Gruis, Straub - 2022 - Resources , Conservation & Recycling Advances Digitalization for a circular economy in the building indust-annotated.tei.xml |
10.1016/j.rcradv.2022.200110 | Digitalization for a circular economy in the building industry: Multiple-case study of Dutch social housing organizations | Digital technologies are considered enablers of circular economy implementation in the built environment. Literature mainly focuses on conceptual or review studies examining the role of digital tools (e.g., material passport and building information modelling) to close the material loops. There is a lack of understanding of how digital technologies are implemented in real-life and whether they offer value to the industry actors. This study conducted a multiple-case study to collect empirical evidence from Dutch social housing organizations actively applying circular principles in new construction, renovation, maintenance, and demolition projects. Our findings suggest that artificial intelligence, digital twins, and scanning technologies support data collection, integration, and analysis for slowing the loops strategies (i.e., maintenance), while digital marketplaces facilitate material reuse, enabling narrowing and closing the loops. This study identified 12 challenges that hinder the broader adoption of digital technologies that are associated with the technological, cultural, market, and regulatory factors. | 10.1016/j.rcradv.2022.200110/98-1 | Appendix A | • How far is your organization's housing stock digitalized? | Sultan Çetin|Vincent Gruis|Ad Straub | 13 August 2022 | Dutch social housing in a nutshell|De woningcorporaties die lid zijn van Aedes Retrieved 9-May-2022 from aedes|Deep learning model for demolition waste prediction in a circular economy|Disassembly and deconstruction analytics system (D-DAS) for construction in a circular economy|Industry 4.0 and the circular economy: a literature review and recommendations for future research|Circular economy in the construction industry: a systematic literature review|Circularity as the new normal|Product design and business model strategies for a circular economy|The role of digital technologies in operationalizing the circular economy transition: a systematic literature review|How different tools contribute to climate change mitigation in a circular building environment?-a systematic literature review|Circular digital built environment: an emerging framework|How can digital technologies support the circular transition of social housing organizations?|Briefing: industry 4.0 in construction: radical transformation or restricted agenda?|Uses of building information modelling for overcoming barriers to a circular economy|Building theories from case study research|Schools of thought|Circular Economy Action Plan: for a cleaner and more competitive Europe|Recovery plan for Europe|Shaping Europe's digital future-Green digital sector|Waste statistics|Industry platforms and ecosystem innovation|The circular economy -A new sustainability paradigm?|Material Passports-Best Practice: Innovative Solutions For a Transition to a Circular Economy in the Built Environment|Calculation and evaluation of circularity indicators for the built environment using the case studies of UMAR and Madaster|Resource efficiency in the building sector|Material passports for the end-of-life stage of buildings: challenges and potentials|Improving the recycling potential of buildings through Material Passports (MP): an Austrian case study|The state of housing in Europe|The use of smart technologies in enabling construction components reuse: a viable method or a problem creating solution?|Challenges and solutions in condition-based maintenance implementation -A multiple case study|Critical review of nano and micro-level building circularity indicators and frameworks|Barriers to the circular economy: evidence from the european union (EU)|Conceptualizing the circular economy: an analysis of 114 definitions|A tool to analyze, ideate and develop circular innovation ecosystems|Urban mining and buildings: a review of possibilities and limitations|The smart circular economy: a digital-enabled circular strategies framework for manufacturing companies|A blockchainand IoT-based smart product-service system for the sustainability of prefabricated housing construction|Industry 4.0 and the circular economy: a proposed research agenda and original roadmap for sustainable operations|Madaster circularity indicator explained|Comparing European countries' performances in the transition towards the circular economy|Qualitative Data Analysis: An Expanded Sourcebook|Materials passport's review: challenges and opportunities toward a circular economy building sector|Toward a resource-efficient built environment: a literature review and conceptual model|Circular economy and virtual reality in advanced BIM-Based prefabricated construction|The emergent role of digital technologies in the circular economy: a review|Guide-passports for the construction sector -working agreements for circular construction|Methods to optimize carbon footprint of buildings in regenerative architectural design with the use of machine learning, convolutional neural network, and parametric design|Enabling component reuse from existing buildings through machine learning -using google street view to enhance building databases|Digital technologies catalyzing business model innovation for circular economy-Multiple case study|Nederland circulair in 2050|Assessing relations between Circular Economy and Industry 4.0: a systematic literature review|Enabling a circular economy in the built environment sector through blockchain technology|Analytics for the Internet of Things|BIM uses for deconstruction: an activity-theoretical perspective on reorganising end-of-life practices|Case Study Research and Applications: Design and Methods|Circular economy in the construction industry: a review of decision support tools based on Information & Communication Technologies|BIM-based Building Circularity Assessment from the Early Design stages: a BIM-based Framework For Automating the Building Circularity Assessment from Different Levels of a Building's Composition and Providing the Decision-Making Support On the Design of the Circular Building from the Early Design Stages Eindhoven University of Technology | Çetin, Gruis, Straub - 2022 - Resources , Conservation & Recycling Advances Digitalization for a circular economy in the building indust-annotated.tei.xml |
10.1016/j.rcradv.2022.200110 | Digitalization for a circular economy in the building industry: Multiple-case study of Dutch social housing organizations | Digital technologies are considered enablers of circular economy implementation in the built environment. Literature mainly focuses on conceptual or review studies examining the role of digital tools (e.g., material passport and building information modelling) to close the material loops. There is a lack of understanding of how digital technologies are implemented in real-life and whether they offer value to the industry actors. This study conducted a multiple-case study to collect empirical evidence from Dutch social housing organizations actively applying circular principles in new construction, renovation, maintenance, and demolition projects. Our findings suggest that artificial intelligence, digital twins, and scanning technologies support data collection, integration, and analysis for slowing the loops strategies (i.e., maintenance), while digital marketplaces facilitate material reuse, enabling narrowing and closing the loops. This study identified 12 challenges that hinder the broader adoption of digital technologies that are associated with the technological, cultural, market, and regulatory factors. | 10.1016/j.rcradv.2022.200110/99-1 | Appendix A | • What kind of technologies are used to manage housing stock data\information? | Sultan Çetin|Vincent Gruis|Ad Straub | 13 August 2022 | Dutch social housing in a nutshell|De woningcorporaties die lid zijn van Aedes Retrieved 9-May-2022 from aedes|Deep learning model for demolition waste prediction in a circular economy|Disassembly and deconstruction analytics system (D-DAS) for construction in a circular economy|Industry 4.0 and the circular economy: a literature review and recommendations for future research|Circular economy in the construction industry: a systematic literature review|Circularity as the new normal|Product design and business model strategies for a circular economy|The role of digital technologies in operationalizing the circular economy transition: a systematic literature review|How different tools contribute to climate change mitigation in a circular building environment?-a systematic literature review|Circular digital built environment: an emerging framework|How can digital technologies support the circular transition of social housing organizations?|Briefing: industry 4.0 in construction: radical transformation or restricted agenda?|Uses of building information modelling for overcoming barriers to a circular economy|Building theories from case study research|Schools of thought|Circular Economy Action Plan: for a cleaner and more competitive Europe|Recovery plan for Europe|Shaping Europe's digital future-Green digital sector|Waste statistics|Industry platforms and ecosystem innovation|The circular economy -A new sustainability paradigm?|Material Passports-Best Practice: Innovative Solutions For a Transition to a Circular Economy in the Built Environment|Calculation and evaluation of circularity indicators for the built environment using the case studies of UMAR and Madaster|Resource efficiency in the building sector|Material passports for the end-of-life stage of buildings: challenges and potentials|Improving the recycling potential of buildings through Material Passports (MP): an Austrian case study|The state of housing in Europe|The use of smart technologies in enabling construction components reuse: a viable method or a problem creating solution?|Challenges and solutions in condition-based maintenance implementation -A multiple case study|Critical review of nano and micro-level building circularity indicators and frameworks|Barriers to the circular economy: evidence from the european union (EU)|Conceptualizing the circular economy: an analysis of 114 definitions|A tool to analyze, ideate and develop circular innovation ecosystems|Urban mining and buildings: a review of possibilities and limitations|The smart circular economy: a digital-enabled circular strategies framework for manufacturing companies|A blockchainand IoT-based smart product-service system for the sustainability of prefabricated housing construction|Industry 4.0 and the circular economy: a proposed research agenda and original roadmap for sustainable operations|Madaster circularity indicator explained|Comparing European countries' performances in the transition towards the circular economy|Qualitative Data Analysis: An Expanded Sourcebook|Materials passport's review: challenges and opportunities toward a circular economy building sector|Toward a resource-efficient built environment: a literature review and conceptual model|Circular economy and virtual reality in advanced BIM-Based prefabricated construction|The emergent role of digital technologies in the circular economy: a review|Guide-passports for the construction sector -working agreements for circular construction|Methods to optimize carbon footprint of buildings in regenerative architectural design with the use of machine learning, convolutional neural network, and parametric design|Enabling component reuse from existing buildings through machine learning -using google street view to enhance building databases|Digital technologies catalyzing business model innovation for circular economy-Multiple case study|Nederland circulair in 2050|Assessing relations between Circular Economy and Industry 4.0: a systematic literature review|Enabling a circular economy in the built environment sector through blockchain technology|Analytics for the Internet of Things|BIM uses for deconstruction: an activity-theoretical perspective on reorganising end-of-life practices|Case Study Research and Applications: Design and Methods|Circular economy in the construction industry: a review of decision support tools based on Information & Communication Technologies|BIM-based Building Circularity Assessment from the Early Design stages: a BIM-based Framework For Automating the Building Circularity Assessment from Different Levels of a Building's Composition and Providing the Decision-Making Support On the Design of the Circular Building from the Early Design Stages Eindhoven University of Technology | Çetin, Gruis, Straub - 2022 - Resources , Conservation & Recycling Advances Digitalization for a circular economy in the building indust-annotated.tei.xml |
10.1016/j.rcradv.2022.200110 | Digitalization for a circular economy in the building industry: Multiple-case study of Dutch social housing organizations | Digital technologies are considered enablers of circular economy implementation in the built environment. Literature mainly focuses on conceptual or review studies examining the role of digital tools (e.g., material passport and building information modelling) to close the material loops. There is a lack of understanding of how digital technologies are implemented in real-life and whether they offer value to the industry actors. This study conducted a multiple-case study to collect empirical evidence from Dutch social housing organizations actively applying circular principles in new construction, renovation, maintenance, and demolition projects. Our findings suggest that artificial intelligence, digital twins, and scanning technologies support data collection, integration, and analysis for slowing the loops strategies (i.e., maintenance), while digital marketplaces facilitate material reuse, enabling narrowing and closing the loops. This study identified 12 challenges that hinder the broader adoption of digital technologies that are associated with the technological, cultural, market, and regulatory factors. | 10.1016/j.rcradv.2022.200110/100-1 | Appendix A | • What kind of data/information is collected from the housing stock? And, how? | Sultan Çetin|Vincent Gruis|Ad Straub | 13 August 2022 | Dutch social housing in a nutshell|De woningcorporaties die lid zijn van Aedes Retrieved 9-May-2022 from aedes|Deep learning model for demolition waste prediction in a circular economy|Disassembly and deconstruction analytics system (D-DAS) for construction in a circular economy|Industry 4.0 and the circular economy: a literature review and recommendations for future research|Circular economy in the construction industry: a systematic literature review|Circularity as the new normal|Product design and business model strategies for a circular economy|The role of digital technologies in operationalizing the circular economy transition: a systematic literature review|How different tools contribute to climate change mitigation in a circular building environment?-a systematic literature review|Circular digital built environment: an emerging framework|How can digital technologies support the circular transition of social housing organizations?|Briefing: industry 4.0 in construction: radical transformation or restricted agenda?|Uses of building information modelling for overcoming barriers to a circular economy|Building theories from case study research|Schools of thought|Circular Economy Action Plan: for a cleaner and more competitive Europe|Recovery plan for Europe|Shaping Europe's digital future-Green digital sector|Waste statistics|Industry platforms and ecosystem innovation|The circular economy -A new sustainability paradigm?|Material Passports-Best Practice: Innovative Solutions For a Transition to a Circular Economy in the Built Environment|Calculation and evaluation of circularity indicators for the built environment using the case studies of UMAR and Madaster|Resource efficiency in the building sector|Material passports for the end-of-life stage of buildings: challenges and potentials|Improving the recycling potential of buildings through Material Passports (MP): an Austrian case study|The state of housing in Europe|The use of smart technologies in enabling construction components reuse: a viable method or a problem creating solution?|Challenges and solutions in condition-based maintenance implementation -A multiple case study|Critical review of nano and micro-level building circularity indicators and frameworks|Barriers to the circular economy: evidence from the european union (EU)|Conceptualizing the circular economy: an analysis of 114 definitions|A tool to analyze, ideate and develop circular innovation ecosystems|Urban mining and buildings: a review of possibilities and limitations|The smart circular economy: a digital-enabled circular strategies framework for manufacturing companies|A blockchainand IoT-based smart product-service system for the sustainability of prefabricated housing construction|Industry 4.0 and the circular economy: a proposed research agenda and original roadmap for sustainable operations|Madaster circularity indicator explained|Comparing European countries' performances in the transition towards the circular economy|Qualitative Data Analysis: An Expanded Sourcebook|Materials passport's review: challenges and opportunities toward a circular economy building sector|Toward a resource-efficient built environment: a literature review and conceptual model|Circular economy and virtual reality in advanced BIM-Based prefabricated construction|The emergent role of digital technologies in the circular economy: a review|Guide-passports for the construction sector -working agreements for circular construction|Methods to optimize carbon footprint of buildings in regenerative architectural design with the use of machine learning, convolutional neural network, and parametric design|Enabling component reuse from existing buildings through machine learning -using google street view to enhance building databases|Digital technologies catalyzing business model innovation for circular economy-Multiple case study|Nederland circulair in 2050|Assessing relations between Circular Economy and Industry 4.0: a systematic literature review|Enabling a circular economy in the built environment sector through blockchain technology|Analytics for the Internet of Things|BIM uses for deconstruction: an activity-theoretical perspective on reorganising end-of-life practices|Case Study Research and Applications: Design and Methods|Circular economy in the construction industry: a review of decision support tools based on Information & Communication Technologies|BIM-based Building Circularity Assessment from the Early Design stages: a BIM-based Framework For Automating the Building Circularity Assessment from Different Levels of a Building's Composition and Providing the Decision-Making Support On the Design of the Circular Building from the Early Design Stages Eindhoven University of Technology | Çetin, Gruis, Straub - 2022 - Resources , Conservation & Recycling Advances Digitalization for a circular economy in the building indust-annotated.tei.xml |
10.1016/j.rcradv.2022.200110 | Digitalization for a circular economy in the building industry: Multiple-case study of Dutch social housing organizations | Digital technologies are considered enablers of circular economy implementation in the built environment. Literature mainly focuses on conceptual or review studies examining the role of digital tools (e.g., material passport and building information modelling) to close the material loops. There is a lack of understanding of how digital technologies are implemented in real-life and whether they offer value to the industry actors. This study conducted a multiple-case study to collect empirical evidence from Dutch social housing organizations actively applying circular principles in new construction, renovation, maintenance, and demolition projects. Our findings suggest that artificial intelligence, digital twins, and scanning technologies support data collection, integration, and analysis for slowing the loops strategies (i.e., maintenance), while digital marketplaces facilitate material reuse, enabling narrowing and closing the loops. This study identified 12 challenges that hinder the broader adoption of digital technologies that are associated with the technological, cultural, market, and regulatory factors. | 10.1016/j.rcradv.2022.200110/101-1 | Appendix A | • How are these data stored and monitored by the employees? | Sultan Çetin|Vincent Gruis|Ad Straub | 13 August 2022 | Dutch social housing in a nutshell|De woningcorporaties die lid zijn van Aedes Retrieved 9-May-2022 from aedes|Deep learning model for demolition waste prediction in a circular economy|Disassembly and deconstruction analytics system (D-DAS) for construction in a circular economy|Industry 4.0 and the circular economy: a literature review and recommendations for future research|Circular economy in the construction industry: a systematic literature review|Circularity as the new normal|Product design and business model strategies for a circular economy|The role of digital technologies in operationalizing the circular economy transition: a systematic literature review|How different tools contribute to climate change mitigation in a circular building environment?-a systematic literature review|Circular digital built environment: an emerging framework|How can digital technologies support the circular transition of social housing organizations?|Briefing: industry 4.0 in construction: radical transformation or restricted agenda?|Uses of building information modelling for overcoming barriers to a circular economy|Building theories from case study research|Schools of thought|Circular Economy Action Plan: for a cleaner and more competitive Europe|Recovery plan for Europe|Shaping Europe's digital future-Green digital sector|Waste statistics|Industry platforms and ecosystem innovation|The circular economy -A new sustainability paradigm?|Material Passports-Best Practice: Innovative Solutions For a Transition to a Circular Economy in the Built Environment|Calculation and evaluation of circularity indicators for the built environment using the case studies of UMAR and Madaster|Resource efficiency in the building sector|Material passports for the end-of-life stage of buildings: challenges and potentials|Improving the recycling potential of buildings through Material Passports (MP): an Austrian case study|The state of housing in Europe|The use of smart technologies in enabling construction components reuse: a viable method or a problem creating solution?|Challenges and solutions in condition-based maintenance implementation -A multiple case study|Critical review of nano and micro-level building circularity indicators and frameworks|Barriers to the circular economy: evidence from the european union (EU)|Conceptualizing the circular economy: an analysis of 114 definitions|A tool to analyze, ideate and develop circular innovation ecosystems|Urban mining and buildings: a review of possibilities and limitations|The smart circular economy: a digital-enabled circular strategies framework for manufacturing companies|A blockchainand IoT-based smart product-service system for the sustainability of prefabricated housing construction|Industry 4.0 and the circular economy: a proposed research agenda and original roadmap for sustainable operations|Madaster circularity indicator explained|Comparing European countries' performances in the transition towards the circular economy|Qualitative Data Analysis: An Expanded Sourcebook|Materials passport's review: challenges and opportunities toward a circular economy building sector|Toward a resource-efficient built environment: a literature review and conceptual model|Circular economy and virtual reality in advanced BIM-Based prefabricated construction|The emergent role of digital technologies in the circular economy: a review|Guide-passports for the construction sector -working agreements for circular construction|Methods to optimize carbon footprint of buildings in regenerative architectural design with the use of machine learning, convolutional neural network, and parametric design|Enabling component reuse from existing buildings through machine learning -using google street view to enhance building databases|Digital technologies catalyzing business model innovation for circular economy-Multiple case study|Nederland circulair in 2050|Assessing relations between Circular Economy and Industry 4.0: a systematic literature review|Enabling a circular economy in the built environment sector through blockchain technology|Analytics for the Internet of Things|BIM uses for deconstruction: an activity-theoretical perspective on reorganising end-of-life practices|Case Study Research and Applications: Design and Methods|Circular economy in the construction industry: a review of decision support tools based on Information & Communication Technologies|BIM-based Building Circularity Assessment from the Early Design stages: a BIM-based Framework For Automating the Building Circularity Assessment from Different Levels of a Building's Composition and Providing the Decision-Making Support On the Design of the Circular Building from the Early Design Stages Eindhoven University of Technology | Çetin, Gruis, Straub - 2022 - Resources , Conservation & Recycling Advances Digitalization for a circular economy in the building indust-annotated.tei.xml |
10.1016/j.rcradv.2022.200110 | Digitalization for a circular economy in the building industry: Multiple-case study of Dutch social housing organizations | Digital technologies are considered enablers of circular economy implementation in the built environment. Literature mainly focuses on conceptual or review studies examining the role of digital tools (e.g., material passport and building information modelling) to close the material loops. There is a lack of understanding of how digital technologies are implemented in real-life and whether they offer value to the industry actors. This study conducted a multiple-case study to collect empirical evidence from Dutch social housing organizations actively applying circular principles in new construction, renovation, maintenance, and demolition projects. Our findings suggest that artificial intelligence, digital twins, and scanning technologies support data collection, integration, and analysis for slowing the loops strategies (i.e., maintenance), while digital marketplaces facilitate material reuse, enabling narrowing and closing the loops. This study identified 12 challenges that hinder the broader adoption of digital technologies that are associated with the technological, cultural, market, and regulatory factors. | 10.1016/j.rcradv.2022.200110/102-1 | Appendix A | • Have you used any specific tools for circularity? | Sultan Çetin|Vincent Gruis|Ad Straub | 13 August 2022 | Dutch social housing in a nutshell|De woningcorporaties die lid zijn van Aedes Retrieved 9-May-2022 from aedes|Deep learning model for demolition waste prediction in a circular economy|Disassembly and deconstruction analytics system (D-DAS) for construction in a circular economy|Industry 4.0 and the circular economy: a literature review and recommendations for future research|Circular economy in the construction industry: a systematic literature review|Circularity as the new normal|Product design and business model strategies for a circular economy|The role of digital technologies in operationalizing the circular economy transition: a systematic literature review|How different tools contribute to climate change mitigation in a circular building environment?-a systematic literature review|Circular digital built environment: an emerging framework|How can digital technologies support the circular transition of social housing organizations?|Briefing: industry 4.0 in construction: radical transformation or restricted agenda?|Uses of building information modelling for overcoming barriers to a circular economy|Building theories from case study research|Schools of thought|Circular Economy Action Plan: for a cleaner and more competitive Europe|Recovery plan for Europe|Shaping Europe's digital future-Green digital sector|Waste statistics|Industry platforms and ecosystem innovation|The circular economy -A new sustainability paradigm?|Material Passports-Best Practice: Innovative Solutions For a Transition to a Circular Economy in the Built Environment|Calculation and evaluation of circularity indicators for the built environment using the case studies of UMAR and Madaster|Resource efficiency in the building sector|Material passports for the end-of-life stage of buildings: challenges and potentials|Improving the recycling potential of buildings through Material Passports (MP): an Austrian case study|The state of housing in Europe|The use of smart technologies in enabling construction components reuse: a viable method or a problem creating solution?|Challenges and solutions in condition-based maintenance implementation -A multiple case study|Critical review of nano and micro-level building circularity indicators and frameworks|Barriers to the circular economy: evidence from the european union (EU)|Conceptualizing the circular economy: an analysis of 114 definitions|A tool to analyze, ideate and develop circular innovation ecosystems|Urban mining and buildings: a review of possibilities and limitations|The smart circular economy: a digital-enabled circular strategies framework for manufacturing companies|A blockchainand IoT-based smart product-service system for the sustainability of prefabricated housing construction|Industry 4.0 and the circular economy: a proposed research agenda and original roadmap for sustainable operations|Madaster circularity indicator explained|Comparing European countries' performances in the transition towards the circular economy|Qualitative Data Analysis: An Expanded Sourcebook|Materials passport's review: challenges and opportunities toward a circular economy building sector|Toward a resource-efficient built environment: a literature review and conceptual model|Circular economy and virtual reality in advanced BIM-Based prefabricated construction|The emergent role of digital technologies in the circular economy: a review|Guide-passports for the construction sector -working agreements for circular construction|Methods to optimize carbon footprint of buildings in regenerative architectural design with the use of machine learning, convolutional neural network, and parametric design|Enabling component reuse from existing buildings through machine learning -using google street view to enhance building databases|Digital technologies catalyzing business model innovation for circular economy-Multiple case study|Nederland circulair in 2050|Assessing relations between Circular Economy and Industry 4.0: a systematic literature review|Enabling a circular economy in the built environment sector through blockchain technology|Analytics for the Internet of Things|BIM uses for deconstruction: an activity-theoretical perspective on reorganising end-of-life practices|Case Study Research and Applications: Design and Methods|Circular economy in the construction industry: a review of decision support tools based on Information & Communication Technologies|BIM-based Building Circularity Assessment from the Early Design stages: a BIM-based Framework For Automating the Building Circularity Assessment from Different Levels of a Building's Composition and Providing the Decision-Making Support On the Design of the Circular Building from the Early Design Stages Eindhoven University of Technology | Çetin, Gruis, Straub - 2022 - Resources , Conservation & Recycling Advances Digitalization for a circular economy in the building indust-annotated.tei.xml |
10.1016/j.rcradv.2022.200110 | Digitalization for a circular economy in the building industry: Multiple-case study of Dutch social housing organizations | Digital technologies are considered enablers of circular economy implementation in the built environment. Literature mainly focuses on conceptual or review studies examining the role of digital tools (e.g., material passport and building information modelling) to close the material loops. There is a lack of understanding of how digital technologies are implemented in real-life and whether they offer value to the industry actors. This study conducted a multiple-case study to collect empirical evidence from Dutch social housing organizations actively applying circular principles in new construction, renovation, maintenance, and demolition projects. Our findings suggest that artificial intelligence, digital twins, and scanning technologies support data collection, integration, and analysis for slowing the loops strategies (i.e., maintenance), while digital marketplaces facilitate material reuse, enabling narrowing and closing the loops. This study identified 12 challenges that hinder the broader adoption of digital technologies that are associated with the technological, cultural, market, and regulatory factors. | 10.1016/j.rcradv.2022.200110/103-1 | Appendix A | • How was your experience with that tool? | Sultan Çetin|Vincent Gruis|Ad Straub | 13 August 2022 | Dutch social housing in a nutshell|De woningcorporaties die lid zijn van Aedes Retrieved 9-May-2022 from aedes|Deep learning model for demolition waste prediction in a circular economy|Disassembly and deconstruction analytics system (D-DAS) for construction in a circular economy|Industry 4.0 and the circular economy: a literature review and recommendations for future research|Circular economy in the construction industry: a systematic literature review|Circularity as the new normal|Product design and business model strategies for a circular economy|The role of digital technologies in operationalizing the circular economy transition: a systematic literature review|How different tools contribute to climate change mitigation in a circular building environment?-a systematic literature review|Circular digital built environment: an emerging framework|How can digital technologies support the circular transition of social housing organizations?|Briefing: industry 4.0 in construction: radical transformation or restricted agenda?|Uses of building information modelling for overcoming barriers to a circular economy|Building theories from case study research|Schools of thought|Circular Economy Action Plan: for a cleaner and more competitive Europe|Recovery plan for Europe|Shaping Europe's digital future-Green digital sector|Waste statistics|Industry platforms and ecosystem innovation|The circular economy -A new sustainability paradigm?|Material Passports-Best Practice: Innovative Solutions For a Transition to a Circular Economy in the Built Environment|Calculation and evaluation of circularity indicators for the built environment using the case studies of UMAR and Madaster|Resource efficiency in the building sector|Material passports for the end-of-life stage of buildings: challenges and potentials|Improving the recycling potential of buildings through Material Passports (MP): an Austrian case study|The state of housing in Europe|The use of smart technologies in enabling construction components reuse: a viable method or a problem creating solution?|Challenges and solutions in condition-based maintenance implementation -A multiple case study|Critical review of nano and micro-level building circularity indicators and frameworks|Barriers to the circular economy: evidence from the european union (EU)|Conceptualizing the circular economy: an analysis of 114 definitions|A tool to analyze, ideate and develop circular innovation ecosystems|Urban mining and buildings: a review of possibilities and limitations|The smart circular economy: a digital-enabled circular strategies framework for manufacturing companies|A blockchainand IoT-based smart product-service system for the sustainability of prefabricated housing construction|Industry 4.0 and the circular economy: a proposed research agenda and original roadmap for sustainable operations|Madaster circularity indicator explained|Comparing European countries' performances in the transition towards the circular economy|Qualitative Data Analysis: An Expanded Sourcebook|Materials passport's review: challenges and opportunities toward a circular economy building sector|Toward a resource-efficient built environment: a literature review and conceptual model|Circular economy and virtual reality in advanced BIM-Based prefabricated construction|The emergent role of digital technologies in the circular economy: a review|Guide-passports for the construction sector -working agreements for circular construction|Methods to optimize carbon footprint of buildings in regenerative architectural design with the use of machine learning, convolutional neural network, and parametric design|Enabling component reuse from existing buildings through machine learning -using google street view to enhance building databases|Digital technologies catalyzing business model innovation for circular economy-Multiple case study|Nederland circulair in 2050|Assessing relations between Circular Economy and Industry 4.0: a systematic literature review|Enabling a circular economy in the built environment sector through blockchain technology|Analytics for the Internet of Things|BIM uses for deconstruction: an activity-theoretical perspective on reorganising end-of-life practices|Case Study Research and Applications: Design and Methods|Circular economy in the construction industry: a review of decision support tools based on Information & Communication Technologies|BIM-based Building Circularity Assessment from the Early Design stages: a BIM-based Framework For Automating the Building Circularity Assessment from Different Levels of a Building's Composition and Providing the Decision-Making Support On the Design of the Circular Building from the Early Design Stages Eindhoven University of Technology | Çetin, Gruis, Straub - 2022 - Resources , Conservation & Recycling Advances Digitalization for a circular economy in the building indust-annotated.tei.xml |
10.1016/j.rcradv.2022.200110 | Digitalization for a circular economy in the building industry: Multiple-case study of Dutch social housing organizations | Digital technologies are considered enablers of circular economy implementation in the built environment. Literature mainly focuses on conceptual or review studies examining the role of digital tools (e.g., material passport and building information modelling) to close the material loops. There is a lack of understanding of how digital technologies are implemented in real-life and whether they offer value to the industry actors. This study conducted a multiple-case study to collect empirical evidence from Dutch social housing organizations actively applying circular principles in new construction, renovation, maintenance, and demolition projects. Our findings suggest that artificial intelligence, digital twins, and scanning technologies support data collection, integration, and analysis for slowing the loops strategies (i.e., maintenance), while digital marketplaces facilitate material reuse, enabling narrowing and closing the loops. This study identified 12 challenges that hinder the broader adoption of digital technologies that are associated with the technological, cultural, market, and regulatory factors. | 10.1016/j.rcradv.2022.200110/104-1 | Appendix A | • What kind of digital tools could support you in implementing CE strategies and decision-making? | Sultan Çetin|Vincent Gruis|Ad Straub | 13 August 2022 | Dutch social housing in a nutshell|De woningcorporaties die lid zijn van Aedes Retrieved 9-May-2022 from aedes|Deep learning model for demolition waste prediction in a circular economy|Disassembly and deconstruction analytics system (D-DAS) for construction in a circular economy|Industry 4.0 and the circular economy: a literature review and recommendations for future research|Circular economy in the construction industry: a systematic literature review|Circularity as the new normal|Product design and business model strategies for a circular economy|The role of digital technologies in operationalizing the circular economy transition: a systematic literature review|How different tools contribute to climate change mitigation in a circular building environment?-a systematic literature review|Circular digital built environment: an emerging framework|How can digital technologies support the circular transition of social housing organizations?|Briefing: industry 4.0 in construction: radical transformation or restricted agenda?|Uses of building information modelling for overcoming barriers to a circular economy|Building theories from case study research|Schools of thought|Circular Economy Action Plan: for a cleaner and more competitive Europe|Recovery plan for Europe|Shaping Europe's digital future-Green digital sector|Waste statistics|Industry platforms and ecosystem innovation|The circular economy -A new sustainability paradigm?|Material Passports-Best Practice: Innovative Solutions For a Transition to a Circular Economy in the Built Environment|Calculation and evaluation of circularity indicators for the built environment using the case studies of UMAR and Madaster|Resource efficiency in the building sector|Material passports for the end-of-life stage of buildings: challenges and potentials|Improving the recycling potential of buildings through Material Passports (MP): an Austrian case study|The state of housing in Europe|The use of smart technologies in enabling construction components reuse: a viable method or a problem creating solution?|Challenges and solutions in condition-based maintenance implementation -A multiple case study|Critical review of nano and micro-level building circularity indicators and frameworks|Barriers to the circular economy: evidence from the european union (EU)|Conceptualizing the circular economy: an analysis of 114 definitions|A tool to analyze, ideate and develop circular innovation ecosystems|Urban mining and buildings: a review of possibilities and limitations|The smart circular economy: a digital-enabled circular strategies framework for manufacturing companies|A blockchainand IoT-based smart product-service system for the sustainability of prefabricated housing construction|Industry 4.0 and the circular economy: a proposed research agenda and original roadmap for sustainable operations|Madaster circularity indicator explained|Comparing European countries' performances in the transition towards the circular economy|Qualitative Data Analysis: An Expanded Sourcebook|Materials passport's review: challenges and opportunities toward a circular economy building sector|Toward a resource-efficient built environment: a literature review and conceptual model|Circular economy and virtual reality in advanced BIM-Based prefabricated construction|The emergent role of digital technologies in the circular economy: a review|Guide-passports for the construction sector -working agreements for circular construction|Methods to optimize carbon footprint of buildings in regenerative architectural design with the use of machine learning, convolutional neural network, and parametric design|Enabling component reuse from existing buildings through machine learning -using google street view to enhance building databases|Digital technologies catalyzing business model innovation for circular economy-Multiple case study|Nederland circulair in 2050|Assessing relations between Circular Economy and Industry 4.0: a systematic literature review|Enabling a circular economy in the built environment sector through blockchain technology|Analytics for the Internet of Things|BIM uses for deconstruction: an activity-theoretical perspective on reorganising end-of-life practices|Case Study Research and Applications: Design and Methods|Circular economy in the construction industry: a review of decision support tools based on Information & Communication Technologies|BIM-based Building Circularity Assessment from the Early Design stages: a BIM-based Framework For Automating the Building Circularity Assessment from Different Levels of a Building's Composition and Providing the Decision-Making Support On the Design of the Circular Building from the Early Design Stages Eindhoven University of Technology | Çetin, Gruis, Straub - 2022 - Resources , Conservation & Recycling Advances Digitalization for a circular economy in the building indust-annotated.tei.xml |
10.1016/j.rcradv.2022.200110 | Digitalization for a circular economy in the building industry: Multiple-case study of Dutch social housing organizations | Digital technologies are considered enablers of circular economy implementation in the built environment. Literature mainly focuses on conceptual or review studies examining the role of digital tools (e.g., material passport and building information modelling) to close the material loops. There is a lack of understanding of how digital technologies are implemented in real-life and whether they offer value to the industry actors. This study conducted a multiple-case study to collect empirical evidence from Dutch social housing organizations actively applying circular principles in new construction, renovation, maintenance, and demolition projects. Our findings suggest that artificial intelligence, digital twins, and scanning technologies support data collection, integration, and analysis for slowing the loops strategies (i.e., maintenance), while digital marketplaces facilitate material reuse, enabling narrowing and closing the loops. This study identified 12 challenges that hinder the broader adoption of digital technologies that are associated with the technological, cultural, market, and regulatory factors. | 10.1016/j.rcradv.2022.200110/105-1 | Appendix A | • Are you familiar with the digital tools that you could use for CE? | Sultan Çetin|Vincent Gruis|Ad Straub | 13 August 2022 | Dutch social housing in a nutshell|De woningcorporaties die lid zijn van Aedes Retrieved 9-May-2022 from aedes|Deep learning model for demolition waste prediction in a circular economy|Disassembly and deconstruction analytics system (D-DAS) for construction in a circular economy|Industry 4.0 and the circular economy: a literature review and recommendations for future research|Circular economy in the construction industry: a systematic literature review|Circularity as the new normal|Product design and business model strategies for a circular economy|The role of digital technologies in operationalizing the circular economy transition: a systematic literature review|How different tools contribute to climate change mitigation in a circular building environment?-a systematic literature review|Circular digital built environment: an emerging framework|How can digital technologies support the circular transition of social housing organizations?|Briefing: industry 4.0 in construction: radical transformation or restricted agenda?|Uses of building information modelling for overcoming barriers to a circular economy|Building theories from case study research|Schools of thought|Circular Economy Action Plan: for a cleaner and more competitive Europe|Recovery plan for Europe|Shaping Europe's digital future-Green digital sector|Waste statistics|Industry platforms and ecosystem innovation|The circular economy -A new sustainability paradigm?|Material Passports-Best Practice: Innovative Solutions For a Transition to a Circular Economy in the Built Environment|Calculation and evaluation of circularity indicators for the built environment using the case studies of UMAR and Madaster|Resource efficiency in the building sector|Material passports for the end-of-life stage of buildings: challenges and potentials|Improving the recycling potential of buildings through Material Passports (MP): an Austrian case study|The state of housing in Europe|The use of smart technologies in enabling construction components reuse: a viable method or a problem creating solution?|Challenges and solutions in condition-based maintenance implementation -A multiple case study|Critical review of nano and micro-level building circularity indicators and frameworks|Barriers to the circular economy: evidence from the european union (EU)|Conceptualizing the circular economy: an analysis of 114 definitions|A tool to analyze, ideate and develop circular innovation ecosystems|Urban mining and buildings: a review of possibilities and limitations|The smart circular economy: a digital-enabled circular strategies framework for manufacturing companies|A blockchainand IoT-based smart product-service system for the sustainability of prefabricated housing construction|Industry 4.0 and the circular economy: a proposed research agenda and original roadmap for sustainable operations|Madaster circularity indicator explained|Comparing European countries' performances in the transition towards the circular economy|Qualitative Data Analysis: An Expanded Sourcebook|Materials passport's review: challenges and opportunities toward a circular economy building sector|Toward a resource-efficient built environment: a literature review and conceptual model|Circular economy and virtual reality in advanced BIM-Based prefabricated construction|The emergent role of digital technologies in the circular economy: a review|Guide-passports for the construction sector -working agreements for circular construction|Methods to optimize carbon footprint of buildings in regenerative architectural design with the use of machine learning, convolutional neural network, and parametric design|Enabling component reuse from existing buildings through machine learning -using google street view to enhance building databases|Digital technologies catalyzing business model innovation for circular economy-Multiple case study|Nederland circulair in 2050|Assessing relations between Circular Economy and Industry 4.0: a systematic literature review|Enabling a circular economy in the built environment sector through blockchain technology|Analytics for the Internet of Things|BIM uses for deconstruction: an activity-theoretical perspective on reorganising end-of-life practices|Case Study Research and Applications: Design and Methods|Circular economy in the construction industry: a review of decision support tools based on Information & Communication Technologies|BIM-based Building Circularity Assessment from the Early Design stages: a BIM-based Framework For Automating the Building Circularity Assessment from Different Levels of a Building's Composition and Providing the Decision-Making Support On the Design of the Circular Building from the Early Design Stages Eindhoven University of Technology | Çetin, Gruis, Straub - 2022 - Resources , Conservation & Recycling Advances Digitalization for a circular economy in the building indust-annotated.tei.xml |
10.1016/j.rcradv.2022.200110 | Digitalization for a circular economy in the building industry: Multiple-case study of Dutch social housing organizations | Digital technologies are considered enablers of circular economy implementation in the built environment. Literature mainly focuses on conceptual or review studies examining the role of digital tools (e.g., material passport and building information modelling) to close the material loops. There is a lack of understanding of how digital technologies are implemented in real-life and whether they offer value to the industry actors. This study conducted a multiple-case study to collect empirical evidence from Dutch social housing organizations actively applying circular principles in new construction, renovation, maintenance, and demolition projects. Our findings suggest that artificial intelligence, digital twins, and scanning technologies support data collection, integration, and analysis for slowing the loops strategies (i.e., maintenance), while digital marketplaces facilitate material reuse, enabling narrowing and closing the loops. This study identified 12 challenges that hinder the broader adoption of digital technologies that are associated with the technological, cultural, market, and regulatory factors. | 10.1016/j.rcradv.2022.200110/106-1 | Appendix A | • What challenges do you face when implementing new digital tools for CE? | Sultan Çetin|Vincent Gruis|Ad Straub | 13 August 2022 | Dutch social housing in a nutshell|De woningcorporaties die lid zijn van Aedes Retrieved 9-May-2022 from aedes|Deep learning model for demolition waste prediction in a circular economy|Disassembly and deconstruction analytics system (D-DAS) for construction in a circular economy|Industry 4.0 and the circular economy: a literature review and recommendations for future research|Circular economy in the construction industry: a systematic literature review|Circularity as the new normal|Product design and business model strategies for a circular economy|The role of digital technologies in operationalizing the circular economy transition: a systematic literature review|How different tools contribute to climate change mitigation in a circular building environment?-a systematic literature review|Circular digital built environment: an emerging framework|How can digital technologies support the circular transition of social housing organizations?|Briefing: industry 4.0 in construction: radical transformation or restricted agenda?|Uses of building information modelling for overcoming barriers to a circular economy|Building theories from case study research|Schools of thought|Circular Economy Action Plan: for a cleaner and more competitive Europe|Recovery plan for Europe|Shaping Europe's digital future-Green digital sector|Waste statistics|Industry platforms and ecosystem innovation|The circular economy -A new sustainability paradigm?|Material Passports-Best Practice: Innovative Solutions For a Transition to a Circular Economy in the Built Environment|Calculation and evaluation of circularity indicators for the built environment using the case studies of UMAR and Madaster|Resource efficiency in the building sector|Material passports for the end-of-life stage of buildings: challenges and potentials|Improving the recycling potential of buildings through Material Passports (MP): an Austrian case study|The state of housing in Europe|The use of smart technologies in enabling construction components reuse: a viable method or a problem creating solution?|Challenges and solutions in condition-based maintenance implementation -A multiple case study|Critical review of nano and micro-level building circularity indicators and frameworks|Barriers to the circular economy: evidence from the european union (EU)|Conceptualizing the circular economy: an analysis of 114 definitions|A tool to analyze, ideate and develop circular innovation ecosystems|Urban mining and buildings: a review of possibilities and limitations|The smart circular economy: a digital-enabled circular strategies framework for manufacturing companies|A blockchainand IoT-based smart product-service system for the sustainability of prefabricated housing construction|Industry 4.0 and the circular economy: a proposed research agenda and original roadmap for sustainable operations|Madaster circularity indicator explained|Comparing European countries' performances in the transition towards the circular economy|Qualitative Data Analysis: An Expanded Sourcebook|Materials passport's review: challenges and opportunities toward a circular economy building sector|Toward a resource-efficient built environment: a literature review and conceptual model|Circular economy and virtual reality in advanced BIM-Based prefabricated construction|The emergent role of digital technologies in the circular economy: a review|Guide-passports for the construction sector -working agreements for circular construction|Methods to optimize carbon footprint of buildings in regenerative architectural design with the use of machine learning, convolutional neural network, and parametric design|Enabling component reuse from existing buildings through machine learning -using google street view to enhance building databases|Digital technologies catalyzing business model innovation for circular economy-Multiple case study|Nederland circulair in 2050|Assessing relations between Circular Economy and Industry 4.0: a systematic literature review|Enabling a circular economy in the built environment sector through blockchain technology|Analytics for the Internet of Things|BIM uses for deconstruction: an activity-theoretical perspective on reorganising end-of-life practices|Case Study Research and Applications: Design and Methods|Circular economy in the construction industry: a review of decision support tools based on Information & Communication Technologies|BIM-based Building Circularity Assessment from the Early Design stages: a BIM-based Framework For Automating the Building Circularity Assessment from Different Levels of a Building's Composition and Providing the Decision-Making Support On the Design of the Circular Building from the Early Design Stages Eindhoven University of Technology | Çetin, Gruis, Straub - 2022 - Resources , Conservation & Recycling Advances Digitalization for a circular economy in the building indust-annotated.tei.xml |
10.1108/SASBE-08-2022-0184 | Context-based learning for BIM: simulative role-playing games for strategic business implementations | Purpose -This paper presents a set of instrumental case studies for the context-based learning of BIM in the milieu of knowledge-based practice in the AEC industry. The study aimed to examine students' actions and perspectives in a simulated learning environment for real-world BIM processes. The core intent was to provide an in-depth understanding of strategic and functional BIM implementation by synthesizing a suggestive pedagogical framework based on context-based learning approaches. Design/methodology/approach -Derived from context-based approaches and experiential learning methods such as role-play, problem-based and active learning, the study involved a set of doctoral-level case studies. In a qualitative research study, these cases were devised and organized around industry-focused simulations on various levels of BIM implementation strategies. Findings -Results from the case studies and the student responses suggest that the comprehensive evaluation of real-world BIM implementation simulations facilitates a solid understanding of the value of BIM. The participation of industry professionals catalyzes the development of strategic and functional BIM competencies. Originality/value -The study proposes a well-structured and replicable BIM learning framework based on context-based learning approaches. The novel framework is adaptive and flexible for BIM education. It can provide students with the necessary skills, strategic vision and professional competencies for innovative practices in the 21st-century AEC Industry. The simulative learning settings, including the evaluation rubrics and connected instructional methods, can be implemented and further developed for similar education efforts. | 10.1108/SASBE-08-2022-0184/1-1 | General | Purpose -This paper presents a set of instrumental case studies for the context-based learning of BIM in the milieu of knowledge-based practice in the AEC industry. The study aimed to examine students' actions and perspectives in a simulated learning environment for real-world BIM processes. The core intent was to provide an in-depth understanding of strategic and functional BIM implementation by synthesizing a suggestive pedagogical framework based on context-based learning approaches. Design/methodology/approach -Derived from context-based approaches and experiential learning methods such as role-play, problem-based and active learning, the study involved a set of doctoral-level case studies. In a qualitative research study, these cases were devised and organized around industry-focused simulations on various levels of BIM implementation strategies. Findings -Results from the case studies and the student responses suggest that the comprehensive evaluation of real-world BIM implementation simulations facilitates a solid understanding of the value of BIM. The participation of industry professionals catalyzes the development of strategic and functional BIM competencies. | Ozan € Onder|€ Ozener | 2023 | Building Information Modelling (BIM) adoption and implementation enablers in AEC firms: a systematic literature review|Strategies and outcomes of BIM education: Italian experiences|Using gamification and competitions to enhance BIM learning experience|Understanding BIM information management processes through international BIM standards|Problem-based learning, self-and peer assessment in higher education: towards advancing lifelong learning skills|Curriculum to prepare AEC students for BIMenabled globally distributed projects|Building information modeling in engineering teachingretaining the context of engineering knowledge and skills|How to plan and perform a qualitative study using content analysis|A systematic review of current strategies and methods for BIM implementation in the academic field|Inquiry-based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A Conceptual and Practical Resource for Educators|Taxonomy of Educational Objectives, the Classification of Educational Goals -Handbook I: Cognitive Domain|InterViews: Learning the Craft of Qualitative Research Interviewing|Identifying effective collaborative behaviors in building information modeling-enabled construction projects|University-industry collaboration for BIM education: lessons learned from a case study|Integrating BIM into construction management education|Roleplaying in a conflict resolution setting: description and some implications for accounting|Research Design: Qualitative, Quantitative, and Mixed Methods Approaches|BIM-Based Collaborative Building Process Management|Onstage or behind the scenes? Relative learning benefits of simulation role-play and design|Learning and skills in the knowledge economy|The Power of Problem-Based Learning|Recent developments of BIM adoption based on categorisation, identification and factors: a systematic literature review|Teaching user-centered design for more sustainable infrastructure through role-play and experiential learning|Active learning in engineering education. A review of fundamentals, best practices and experiences|Understanding BIM: the Past, Present and Future|Developing interdisciplinary understanding and dialogue between engineering and architectural students: design and evaluation of a problem-based learning module|Collaboration in BIM-based construction networks|Guideline for building information modeling in construction engineering and management education|Project-based learning in a building information modeling for construction management course|BIM project execution planning guide (V. 2.2)|An Australian consolidated framework for BIM teaching and learning|Teaching BIM as a collaborative information management process through a continuous improvement assessment lens: a case study|Enhancing BIM competencies of built environment undergraduates students using a problem-based learning and network analysis approach|Modelling the relationship between Building Information Modelling (BIM) implementation barriers, usage and awareness on building project lifecycle|Conceptualising building information modelling for construction education|Building information modelling (BIM) -enabled construction education: teaching project cash flow concepts|Defining a BIM-enabled learning environment-an adaptive structuration theory perspective|BIM integration in architectural education: where do we stand?|Advances in Building Information Modeling|Developing digerati leaders: education beyond the building information modelling (BIM) ecosystem|Does active learning work? A review of the research|Practical challenges of BIM education|Active learning strategies to develop research competences in engineering education|Building information modeling education for construction engineering and management: industry requirements, state of the art, and gap analysis|BIM Handbook: A Guide to Building Information Modeling for Owners, Designers, Engineers, Contractors, and Facility Managers|Adaptive poleplaying games: an immersive approach for problem-based learning|Students perceptions of BIM education in the higher education sector a UK and USA perspective|BIM education through problem-based learning exercise: challenges and opportunities in an inter-professional module|Participant Observation|Implementing sustainable development through problem-based learning: pedagogy and practice|An integrated approach to BIM competency assessment, acquisition and application|BIM teaching and learning frameworks in construction-related domains: what the literature says|A peer review system for BIM learning|Toward deep impacts of BIM on education|Embedding building information modelling (BIM) within the taught curriculum: supporting bim implementation and adoption through the development of learning outcomes within the UK academic context for built environment programmes|Process-oriented approach of teaching building information modeling in construction management|Incorporating BIM into the upper-division curriculum of construction engineering and management|Assessing context-based learning: not only rigorous but also relevant|Case Study Research: Design and Methods|Enhancing building information modeling competency among civil engineering and management students with team-based learning|Improvement of students problem-solving skills through project execution planning in civil engineering and construction management education|Exploring the influence of socio-historical constructs on BIM implementation: an activity theory perspective | Özener - 2023 - Context-based learning for BIM simulative role-playing games for strategic business implementations-annotated.tei.xml |
10.1108/SASBE-08-2022-0184 | Context-based learning for BIM: simulative role-playing games for strategic business implementations | Purpose -This paper presents a set of instrumental case studies for the context-based learning of BIM in the milieu of knowledge-based practice in the AEC industry. The study aimed to examine students' actions and perspectives in a simulated learning environment for real-world BIM processes. The core intent was to provide an in-depth understanding of strategic and functional BIM implementation by synthesizing a suggestive pedagogical framework based on context-based learning approaches. Design/methodology/approach -Derived from context-based approaches and experiential learning methods such as role-play, problem-based and active learning, the study involved a set of doctoral-level case studies. In a qualitative research study, these cases were devised and organized around industry-focused simulations on various levels of BIM implementation strategies. Findings -Results from the case studies and the student responses suggest that the comprehensive evaluation of real-world BIM implementation simulations facilitates a solid understanding of the value of BIM. The participation of industry professionals catalyzes the development of strategic and functional BIM competencies. Originality/value -The study proposes a well-structured and replicable BIM learning framework based on context-based learning approaches. The novel framework is adaptive and flexible for BIM education. It can provide students with the necessary skills, strategic vision and professional competencies for innovative practices in the 21st-century AEC Industry. The simulative learning settings, including the evaluation rubrics and connected instructional methods, can be implemented and further developed for similar education efforts. | 10.1108/SASBE-08-2022-0184/2-1 | General | Originality/value -The study proposes a well-structured and replicable BIM learning framework based on context-based learning approaches. The novel framework is adaptive and flexible for BIM education. It can provide students with the necessary skills, strategic vision and professional competencies for innovative practices in the 21st-century AEC Industry. The simulative learning settings, including the evaluation rubrics and connected instructional methods, can be implemented and further developed for similar education efforts. | Ozan € Onder|€ Ozener | 2023 | Building Information Modelling (BIM) adoption and implementation enablers in AEC firms: a systematic literature review|Strategies and outcomes of BIM education: Italian experiences|Using gamification and competitions to enhance BIM learning experience|Understanding BIM information management processes through international BIM standards|Problem-based learning, self-and peer assessment in higher education: towards advancing lifelong learning skills|Curriculum to prepare AEC students for BIMenabled globally distributed projects|Building information modeling in engineering teachingretaining the context of engineering knowledge and skills|How to plan and perform a qualitative study using content analysis|A systematic review of current strategies and methods for BIM implementation in the academic field|Inquiry-based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A Conceptual and Practical Resource for Educators|Taxonomy of Educational Objectives, the Classification of Educational Goals -Handbook I: Cognitive Domain|InterViews: Learning the Craft of Qualitative Research Interviewing|Identifying effective collaborative behaviors in building information modeling-enabled construction projects|University-industry collaboration for BIM education: lessons learned from a case study|Integrating BIM into construction management education|Roleplaying in a conflict resolution setting: description and some implications for accounting|Research Design: Qualitative, Quantitative, and Mixed Methods Approaches|BIM-Based Collaborative Building Process Management|Onstage or behind the scenes? Relative learning benefits of simulation role-play and design|Learning and skills in the knowledge economy|The Power of Problem-Based Learning|Recent developments of BIM adoption based on categorisation, identification and factors: a systematic literature review|Teaching user-centered design for more sustainable infrastructure through role-play and experiential learning|Active learning in engineering education. A review of fundamentals, best practices and experiences|Understanding BIM: the Past, Present and Future|Developing interdisciplinary understanding and dialogue between engineering and architectural students: design and evaluation of a problem-based learning module|Collaboration in BIM-based construction networks|Guideline for building information modeling in construction engineering and management education|Project-based learning in a building information modeling for construction management course|BIM project execution planning guide (V. 2.2)|An Australian consolidated framework for BIM teaching and learning|Teaching BIM as a collaborative information management process through a continuous improvement assessment lens: a case study|Enhancing BIM competencies of built environment undergraduates students using a problem-based learning and network analysis approach|Modelling the relationship between Building Information Modelling (BIM) implementation barriers, usage and awareness on building project lifecycle|Conceptualising building information modelling for construction education|Building information modelling (BIM) -enabled construction education: teaching project cash flow concepts|Defining a BIM-enabled learning environment-an adaptive structuration theory perspective|BIM integration in architectural education: where do we stand?|Advances in Building Information Modeling|Developing digerati leaders: education beyond the building information modelling (BIM) ecosystem|Does active learning work? A review of the research|Practical challenges of BIM education|Active learning strategies to develop research competences in engineering education|Building information modeling education for construction engineering and management: industry requirements, state of the art, and gap analysis|BIM Handbook: A Guide to Building Information Modeling for Owners, Designers, Engineers, Contractors, and Facility Managers|Adaptive poleplaying games: an immersive approach for problem-based learning|Students perceptions of BIM education in the higher education sector a UK and USA perspective|BIM education through problem-based learning exercise: challenges and opportunities in an inter-professional module|Participant Observation|Implementing sustainable development through problem-based learning: pedagogy and practice|An integrated approach to BIM competency assessment, acquisition and application|BIM teaching and learning frameworks in construction-related domains: what the literature says|A peer review system for BIM learning|Toward deep impacts of BIM on education|Embedding building information modelling (BIM) within the taught curriculum: supporting bim implementation and adoption through the development of learning outcomes within the UK academic context for built environment programmes|Process-oriented approach of teaching building information modeling in construction management|Incorporating BIM into the upper-division curriculum of construction engineering and management|Assessing context-based learning: not only rigorous but also relevant|Case Study Research: Design and Methods|Enhancing building information modeling competency among civil engineering and management students with team-based learning|Improvement of students problem-solving skills through project execution planning in civil engineering and construction management education|Exploring the influence of socio-historical constructs on BIM implementation: an activity theory perspective | Özener - 2023 - Context-based learning for BIM simulative role-playing games for strategic business implementations-annotated.tei.xml |
10.1108/SASBE-08-2022-0184 | Context-based learning for BIM: simulative role-playing games for strategic business implementations | Purpose -This paper presents a set of instrumental case studies for the context-based learning of BIM in the milieu of knowledge-based practice in the AEC industry. The study aimed to examine students' actions and perspectives in a simulated learning environment for real-world BIM processes. The core intent was to provide an in-depth understanding of strategic and functional BIM implementation by synthesizing a suggestive pedagogical framework based on context-based learning approaches. Design/methodology/approach -Derived from context-based approaches and experiential learning methods such as role-play, problem-based and active learning, the study involved a set of doctoral-level case studies. In a qualitative research study, these cases were devised and organized around industry-focused simulations on various levels of BIM implementation strategies. Findings -Results from the case studies and the student responses suggest that the comprehensive evaluation of real-world BIM implementation simulations facilitates a solid understanding of the value of BIM. The participation of industry professionals catalyzes the development of strategic and functional BIM competencies. Originality/value -The study proposes a well-structured and replicable BIM learning framework based on context-based learning approaches. The novel framework is adaptive and flexible for BIM education. It can provide students with the necessary skills, strategic vision and professional competencies for innovative practices in the 21st-century AEC Industry. The simulative learning settings, including the evaluation rubrics and connected instructional methods, can be implemented and further developed for similar education efforts. | 10.1108/SASBE-08-2022-0184/3-1 | Introduction | As a critical topic in the Architecture, Engineering and Construction (AEC) domain, BIM's educational value and possibilities continue to be debated in the academic community. This motivation can be attributed to BIM's multi-dimensional nature as a method, process and technology, as well as its potential to transform education and practice | Ozan € Onder|€ Ozener | 2023 | Building Information Modelling (BIM) adoption and implementation enablers in AEC firms: a systematic literature review|Strategies and outcomes of BIM education: Italian experiences|Using gamification and competitions to enhance BIM learning experience|Understanding BIM information management processes through international BIM standards|Problem-based learning, self-and peer assessment in higher education: towards advancing lifelong learning skills|Curriculum to prepare AEC students for BIMenabled globally distributed projects|Building information modeling in engineering teachingretaining the context of engineering knowledge and skills|How to plan and perform a qualitative study using content analysis|A systematic review of current strategies and methods for BIM implementation in the academic field|Inquiry-based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A Conceptual and Practical Resource for Educators|Taxonomy of Educational Objectives, the Classification of Educational Goals -Handbook I: Cognitive Domain|InterViews: Learning the Craft of Qualitative Research Interviewing|Identifying effective collaborative behaviors in building information modeling-enabled construction projects|University-industry collaboration for BIM education: lessons learned from a case study|Integrating BIM into construction management education|Roleplaying in a conflict resolution setting: description and some implications for accounting|Research Design: Qualitative, Quantitative, and Mixed Methods Approaches|BIM-Based Collaborative Building Process Management|Onstage or behind the scenes? Relative learning benefits of simulation role-play and design|Learning and skills in the knowledge economy|The Power of Problem-Based Learning|Recent developments of BIM adoption based on categorisation, identification and factors: a systematic literature review|Teaching user-centered design for more sustainable infrastructure through role-play and experiential learning|Active learning in engineering education. A review of fundamentals, best practices and experiences|Understanding BIM: the Past, Present and Future|Developing interdisciplinary understanding and dialogue between engineering and architectural students: design and evaluation of a problem-based learning module|Collaboration in BIM-based construction networks|Guideline for building information modeling in construction engineering and management education|Project-based learning in a building information modeling for construction management course|BIM project execution planning guide (V. 2.2)|An Australian consolidated framework for BIM teaching and learning|Teaching BIM as a collaborative information management process through a continuous improvement assessment lens: a case study|Enhancing BIM competencies of built environment undergraduates students using a problem-based learning and network analysis approach|Modelling the relationship between Building Information Modelling (BIM) implementation barriers, usage and awareness on building project lifecycle|Conceptualising building information modelling for construction education|Building information modelling (BIM) -enabled construction education: teaching project cash flow concepts|Defining a BIM-enabled learning environment-an adaptive structuration theory perspective|BIM integration in architectural education: where do we stand?|Advances in Building Information Modeling|Developing digerati leaders: education beyond the building information modelling (BIM) ecosystem|Does active learning work? A review of the research|Practical challenges of BIM education|Active learning strategies to develop research competences in engineering education|Building information modeling education for construction engineering and management: industry requirements, state of the art, and gap analysis|BIM Handbook: A Guide to Building Information Modeling for Owners, Designers, Engineers, Contractors, and Facility Managers|Adaptive poleplaying games: an immersive approach for problem-based learning|Students perceptions of BIM education in the higher education sector a UK and USA perspective|BIM education through problem-based learning exercise: challenges and opportunities in an inter-professional module|Participant Observation|Implementing sustainable development through problem-based learning: pedagogy and practice|An integrated approach to BIM competency assessment, acquisition and application|BIM teaching and learning frameworks in construction-related domains: what the literature says|A peer review system for BIM learning|Toward deep impacts of BIM on education|Embedding building information modelling (BIM) within the taught curriculum: supporting bim implementation and adoption through the development of learning outcomes within the UK academic context for built environment programmes|Process-oriented approach of teaching building information modeling in construction management|Incorporating BIM into the upper-division curriculum of construction engineering and management|Assessing context-based learning: not only rigorous but also relevant|Case Study Research: Design and Methods|Enhancing building information modeling competency among civil engineering and management students with team-based learning|Improvement of students problem-solving skills through project execution planning in civil engineering and construction management education|Exploring the influence of socio-historical constructs on BIM implementation: an activity theory perspective | Özener - 2023 - Context-based learning for BIM simulative role-playing games for strategic business implementations-annotated.tei.xml |
10.1108/SASBE-08-2022-0184 | Context-based learning for BIM: simulative role-playing games for strategic business implementations | Purpose -This paper presents a set of instrumental case studies for the context-based learning of BIM in the milieu of knowledge-based practice in the AEC industry. The study aimed to examine students' actions and perspectives in a simulated learning environment for real-world BIM processes. The core intent was to provide an in-depth understanding of strategic and functional BIM implementation by synthesizing a suggestive pedagogical framework based on context-based learning approaches. Design/methodology/approach -Derived from context-based approaches and experiential learning methods such as role-play, problem-based and active learning, the study involved a set of doctoral-level case studies. In a qualitative research study, these cases were devised and organized around industry-focused simulations on various levels of BIM implementation strategies. Findings -Results from the case studies and the student responses suggest that the comprehensive evaluation of real-world BIM implementation simulations facilitates a solid understanding of the value of BIM. The participation of industry professionals catalyzes the development of strategic and functional BIM competencies. Originality/value -The study proposes a well-structured and replicable BIM learning framework based on context-based learning approaches. The novel framework is adaptive and flexible for BIM education. It can provide students with the necessary skills, strategic vision and professional competencies for innovative practices in the 21st-century AEC Industry. The simulative learning settings, including the evaluation rubrics and connected instructional methods, can be implemented and further developed for similar education efforts. | 10.1108/SASBE-08-2022-0184/4-1 | Background: BIM, construction education and the AEC practice | To understand the educational incentives for BIM, | Ozan € Onder|€ Ozener | 2023 | Building Information Modelling (BIM) adoption and implementation enablers in AEC firms: a systematic literature review|Strategies and outcomes of BIM education: Italian experiences|Using gamification and competitions to enhance BIM learning experience|Understanding BIM information management processes through international BIM standards|Problem-based learning, self-and peer assessment in higher education: towards advancing lifelong learning skills|Curriculum to prepare AEC students for BIMenabled globally distributed projects|Building information modeling in engineering teachingretaining the context of engineering knowledge and skills|How to plan and perform a qualitative study using content analysis|A systematic review of current strategies and methods for BIM implementation in the academic field|Inquiry-based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A Conceptual and Practical Resource for Educators|Taxonomy of Educational Objectives, the Classification of Educational Goals -Handbook I: Cognitive Domain|InterViews: Learning the Craft of Qualitative Research Interviewing|Identifying effective collaborative behaviors in building information modeling-enabled construction projects|University-industry collaboration for BIM education: lessons learned from a case study|Integrating BIM into construction management education|Roleplaying in a conflict resolution setting: description and some implications for accounting|Research Design: Qualitative, Quantitative, and Mixed Methods Approaches|BIM-Based Collaborative Building Process Management|Onstage or behind the scenes? Relative learning benefits of simulation role-play and design|Learning and skills in the knowledge economy|The Power of Problem-Based Learning|Recent developments of BIM adoption based on categorisation, identification and factors: a systematic literature review|Teaching user-centered design for more sustainable infrastructure through role-play and experiential learning|Active learning in engineering education. A review of fundamentals, best practices and experiences|Understanding BIM: the Past, Present and Future|Developing interdisciplinary understanding and dialogue between engineering and architectural students: design and evaluation of a problem-based learning module|Collaboration in BIM-based construction networks|Guideline for building information modeling in construction engineering and management education|Project-based learning in a building information modeling for construction management course|BIM project execution planning guide (V. 2.2)|An Australian consolidated framework for BIM teaching and learning|Teaching BIM as a collaborative information management process through a continuous improvement assessment lens: a case study|Enhancing BIM competencies of built environment undergraduates students using a problem-based learning and network analysis approach|Modelling the relationship between Building Information Modelling (BIM) implementation barriers, usage and awareness on building project lifecycle|Conceptualising building information modelling for construction education|Building information modelling (BIM) -enabled construction education: teaching project cash flow concepts|Defining a BIM-enabled learning environment-an adaptive structuration theory perspective|BIM integration in architectural education: where do we stand?|Advances in Building Information Modeling|Developing digerati leaders: education beyond the building information modelling (BIM) ecosystem|Does active learning work? A review of the research|Practical challenges of BIM education|Active learning strategies to develop research competences in engineering education|Building information modeling education for construction engineering and management: industry requirements, state of the art, and gap analysis|BIM Handbook: A Guide to Building Information Modeling for Owners, Designers, Engineers, Contractors, and Facility Managers|Adaptive poleplaying games: an immersive approach for problem-based learning|Students perceptions of BIM education in the higher education sector a UK and USA perspective|BIM education through problem-based learning exercise: challenges and opportunities in an inter-professional module|Participant Observation|Implementing sustainable development through problem-based learning: pedagogy and practice|An integrated approach to BIM competency assessment, acquisition and application|BIM teaching and learning frameworks in construction-related domains: what the literature says|A peer review system for BIM learning|Toward deep impacts of BIM on education|Embedding building information modelling (BIM) within the taught curriculum: supporting bim implementation and adoption through the development of learning outcomes within the UK academic context for built environment programmes|Process-oriented approach of teaching building information modeling in construction management|Incorporating BIM into the upper-division curriculum of construction engineering and management|Assessing context-based learning: not only rigorous but also relevant|Case Study Research: Design and Methods|Enhancing building information modeling competency among civil engineering and management students with team-based learning|Improvement of students problem-solving skills through project execution planning in civil engineering and construction management education|Exploring the influence of socio-historical constructs on BIM implementation: an activity theory perspective | Özener - 2023 - Context-based learning for BIM simulative role-playing games for strategic business implementations-annotated.tei.xml |
10.1108/SASBE-08-2022-0184 | Context-based learning for BIM: simulative role-playing games for strategic business implementations | Purpose -This paper presents a set of instrumental case studies for the context-based learning of BIM in the milieu of knowledge-based practice in the AEC industry. The study aimed to examine students' actions and perspectives in a simulated learning environment for real-world BIM processes. The core intent was to provide an in-depth understanding of strategic and functional BIM implementation by synthesizing a suggestive pedagogical framework based on context-based learning approaches. Design/methodology/approach -Derived from context-based approaches and experiential learning methods such as role-play, problem-based and active learning, the study involved a set of doctoral-level case studies. In a qualitative research study, these cases were devised and organized around industry-focused simulations on various levels of BIM implementation strategies. Findings -Results from the case studies and the student responses suggest that the comprehensive evaluation of real-world BIM implementation simulations facilitates a solid understanding of the value of BIM. The participation of industry professionals catalyzes the development of strategic and functional BIM competencies. Originality/value -The study proposes a well-structured and replicable BIM learning framework based on context-based learning approaches. The novel framework is adaptive and flexible for BIM education. It can provide students with the necessary skills, strategic vision and professional competencies for innovative practices in the 21st-century AEC Industry. The simulative learning settings, including the evaluation rubrics and connected instructional methods, can be implemented and further developed for similar education efforts. | 10.1108/SASBE-08-2022-0184/5-1 | Background: BIM, construction education and the AEC practice | Regarding the use of role-playing and gaming concepts for BIM learning, Zhang et al. (2019) adopted role-playing methods to develop problem-solving skills in an engineering capstone course. The study was based on a real-world project using the procedures of the BIM Project Execution Planning Guide (PEPG) and process mapping. The approach was consistent and effective with the interdisciplinary nature of BIM-enabled construction projects, although the stakeholder roles played by the students were limited to engineers, technicians and supervisors. | Ozan € Onder|€ Ozener | 2023 | Building Information Modelling (BIM) adoption and implementation enablers in AEC firms: a systematic literature review|Strategies and outcomes of BIM education: Italian experiences|Using gamification and competitions to enhance BIM learning experience|Understanding BIM information management processes through international BIM standards|Problem-based learning, self-and peer assessment in higher education: towards advancing lifelong learning skills|Curriculum to prepare AEC students for BIMenabled globally distributed projects|Building information modeling in engineering teachingretaining the context of engineering knowledge and skills|How to plan and perform a qualitative study using content analysis|A systematic review of current strategies and methods for BIM implementation in the academic field|Inquiry-based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A Conceptual and Practical Resource for Educators|Taxonomy of Educational Objectives, the Classification of Educational Goals -Handbook I: Cognitive Domain|InterViews: Learning the Craft of Qualitative Research Interviewing|Identifying effective collaborative behaviors in building information modeling-enabled construction projects|University-industry collaboration for BIM education: lessons learned from a case study|Integrating BIM into construction management education|Roleplaying in a conflict resolution setting: description and some implications for accounting|Research Design: Qualitative, Quantitative, and Mixed Methods Approaches|BIM-Based Collaborative Building Process Management|Onstage or behind the scenes? Relative learning benefits of simulation role-play and design|Learning and skills in the knowledge economy|The Power of Problem-Based Learning|Recent developments of BIM adoption based on categorisation, identification and factors: a systematic literature review|Teaching user-centered design for more sustainable infrastructure through role-play and experiential learning|Active learning in engineering education. A review of fundamentals, best practices and experiences|Understanding BIM: the Past, Present and Future|Developing interdisciplinary understanding and dialogue between engineering and architectural students: design and evaluation of a problem-based learning module|Collaboration in BIM-based construction networks|Guideline for building information modeling in construction engineering and management education|Project-based learning in a building information modeling for construction management course|BIM project execution planning guide (V. 2.2)|An Australian consolidated framework for BIM teaching and learning|Teaching BIM as a collaborative information management process through a continuous improvement assessment lens: a case study|Enhancing BIM competencies of built environment undergraduates students using a problem-based learning and network analysis approach|Modelling the relationship between Building Information Modelling (BIM) implementation barriers, usage and awareness on building project lifecycle|Conceptualising building information modelling for construction education|Building information modelling (BIM) -enabled construction education: teaching project cash flow concepts|Defining a BIM-enabled learning environment-an adaptive structuration theory perspective|BIM integration in architectural education: where do we stand?|Advances in Building Information Modeling|Developing digerati leaders: education beyond the building information modelling (BIM) ecosystem|Does active learning work? A review of the research|Practical challenges of BIM education|Active learning strategies to develop research competences in engineering education|Building information modeling education for construction engineering and management: industry requirements, state of the art, and gap analysis|BIM Handbook: A Guide to Building Information Modeling for Owners, Designers, Engineers, Contractors, and Facility Managers|Adaptive poleplaying games: an immersive approach for problem-based learning|Students perceptions of BIM education in the higher education sector a UK and USA perspective|BIM education through problem-based learning exercise: challenges and opportunities in an inter-professional module|Participant Observation|Implementing sustainable development through problem-based learning: pedagogy and practice|An integrated approach to BIM competency assessment, acquisition and application|BIM teaching and learning frameworks in construction-related domains: what the literature says|A peer review system for BIM learning|Toward deep impacts of BIM on education|Embedding building information modelling (BIM) within the taught curriculum: supporting bim implementation and adoption through the development of learning outcomes within the UK academic context for built environment programmes|Process-oriented approach of teaching building information modeling in construction management|Incorporating BIM into the upper-division curriculum of construction engineering and management|Assessing context-based learning: not only rigorous but also relevant|Case Study Research: Design and Methods|Enhancing building information modeling competency among civil engineering and management students with team-based learning|Improvement of students problem-solving skills through project execution planning in civil engineering and construction management education|Exploring the influence of socio-historical constructs on BIM implementation: an activity theory perspective | Özener - 2023 - Context-based learning for BIM simulative role-playing games for strategic business implementations-annotated.tei.xml |
10.1108/SASBE-08-2022-0184 | Context-based learning for BIM: simulative role-playing games for strategic business implementations | Purpose -This paper presents a set of instrumental case studies for the context-based learning of BIM in the milieu of knowledge-based practice in the AEC industry. The study aimed to examine students' actions and perspectives in a simulated learning environment for real-world BIM processes. The core intent was to provide an in-depth understanding of strategic and functional BIM implementation by synthesizing a suggestive pedagogical framework based on context-based learning approaches. Design/methodology/approach -Derived from context-based approaches and experiential learning methods such as role-play, problem-based and active learning, the study involved a set of doctoral-level case studies. In a qualitative research study, these cases were devised and organized around industry-focused simulations on various levels of BIM implementation strategies. Findings -Results from the case studies and the student responses suggest that the comprehensive evaluation of real-world BIM implementation simulations facilitates a solid understanding of the value of BIM. The participation of industry professionals catalyzes the development of strategic and functional BIM competencies. Originality/value -The study proposes a well-structured and replicable BIM learning framework based on context-based learning approaches. The novel framework is adaptive and flexible for BIM education. It can provide students with the necessary skills, strategic vision and professional competencies for innovative practices in the 21st-century AEC Industry. The simulative learning settings, including the evaluation rubrics and connected instructional methods, can be implemented and further developed for similar education efforts. | 10.1108/SASBE-08-2022-0184/6-1 | Background: BIM, construction education and the AEC practice | In summary, the literature documents numerous research and case studies on BIM learning with various pedagogical approaches. Apart from software-centric training courses, results from innovative educational studies show the effectiveness of project-based and problem-based learning methods for specific BIM topics. Particular BIM processes and issues addressed in these studies include integrated design and engineering, implementation of BIM at various levels, cost estimation, 4D modeling and building energy performance. The recent papers also indicate the growing interest in incorporating role-playing and gaming concepts into the BIM curriculum. The complementary use of the aforementioned learning methods is also explored with satisfactory case studies. In addition to these critical pedagogical issues, the literature shows a gap between the highly required managerial competencies for BIM implementation, context-based understanding of current industry applications and educational practices for BIM. Even the educational approaches or the course outlines discussed in the literature tend to focus on either undergraduate or master students. Doctoral-level BIM courses are not thoroughly studied using a level-specific learning approach and content. As a result, there is still an opportunity to approach BIM from a "strategic business perspective" with a new set of learning objectives, decision-making skills and contextual thinking for knowledge-based practice in the AEC industry. This task necessitates the application of novel pedagogies and customized learning frameworks with active industry participation. Based on these arguments, it can be hypothesized that educational objectives for strategic BIM learning can be achieved through context-based approaches that incorporate proven and carefully combined learning methods through simulated learning environments, as discussed in recent literature. | Ozan € Onder|€ Ozener | 2023 | Building Information Modelling (BIM) adoption and implementation enablers in AEC firms: a systematic literature review|Strategies and outcomes of BIM education: Italian experiences|Using gamification and competitions to enhance BIM learning experience|Understanding BIM information management processes through international BIM standards|Problem-based learning, self-and peer assessment in higher education: towards advancing lifelong learning skills|Curriculum to prepare AEC students for BIMenabled globally distributed projects|Building information modeling in engineering teachingretaining the context of engineering knowledge and skills|How to plan and perform a qualitative study using content analysis|A systematic review of current strategies and methods for BIM implementation in the academic field|Inquiry-based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A Conceptual and Practical Resource for Educators|Taxonomy of Educational Objectives, the Classification of Educational Goals -Handbook I: Cognitive Domain|InterViews: Learning the Craft of Qualitative Research Interviewing|Identifying effective collaborative behaviors in building information modeling-enabled construction projects|University-industry collaboration for BIM education: lessons learned from a case study|Integrating BIM into construction management education|Roleplaying in a conflict resolution setting: description and some implications for accounting|Research Design: Qualitative, Quantitative, and Mixed Methods Approaches|BIM-Based Collaborative Building Process Management|Onstage or behind the scenes? Relative learning benefits of simulation role-play and design|Learning and skills in the knowledge economy|The Power of Problem-Based Learning|Recent developments of BIM adoption based on categorisation, identification and factors: a systematic literature review|Teaching user-centered design for more sustainable infrastructure through role-play and experiential learning|Active learning in engineering education. A review of fundamentals, best practices and experiences|Understanding BIM: the Past, Present and Future|Developing interdisciplinary understanding and dialogue between engineering and architectural students: design and evaluation of a problem-based learning module|Collaboration in BIM-based construction networks|Guideline for building information modeling in construction engineering and management education|Project-based learning in a building information modeling for construction management course|BIM project execution planning guide (V. 2.2)|An Australian consolidated framework for BIM teaching and learning|Teaching BIM as a collaborative information management process through a continuous improvement assessment lens: a case study|Enhancing BIM competencies of built environment undergraduates students using a problem-based learning and network analysis approach|Modelling the relationship between Building Information Modelling (BIM) implementation barriers, usage and awareness on building project lifecycle|Conceptualising building information modelling for construction education|Building information modelling (BIM) -enabled construction education: teaching project cash flow concepts|Defining a BIM-enabled learning environment-an adaptive structuration theory perspective|BIM integration in architectural education: where do we stand?|Advances in Building Information Modeling|Developing digerati leaders: education beyond the building information modelling (BIM) ecosystem|Does active learning work? A review of the research|Practical challenges of BIM education|Active learning strategies to develop research competences in engineering education|Building information modeling education for construction engineering and management: industry requirements, state of the art, and gap analysis|BIM Handbook: A Guide to Building Information Modeling for Owners, Designers, Engineers, Contractors, and Facility Managers|Adaptive poleplaying games: an immersive approach for problem-based learning|Students perceptions of BIM education in the higher education sector a UK and USA perspective|BIM education through problem-based learning exercise: challenges and opportunities in an inter-professional module|Participant Observation|Implementing sustainable development through problem-based learning: pedagogy and practice|An integrated approach to BIM competency assessment, acquisition and application|BIM teaching and learning frameworks in construction-related domains: what the literature says|A peer review system for BIM learning|Toward deep impacts of BIM on education|Embedding building information modelling (BIM) within the taught curriculum: supporting bim implementation and adoption through the development of learning outcomes within the UK academic context for built environment programmes|Process-oriented approach of teaching building information modeling in construction management|Incorporating BIM into the upper-division curriculum of construction engineering and management|Assessing context-based learning: not only rigorous but also relevant|Case Study Research: Design and Methods|Enhancing building information modeling competency among civil engineering and management students with team-based learning|Improvement of students problem-solving skills through project execution planning in civil engineering and construction management education|Exploring the influence of socio-historical constructs on BIM implementation: an activity theory perspective | Özener - 2023 - Context-based learning for BIM simulative role-playing games for strategic business implementations-annotated.tei.xml |
10.1108/SASBE-08-2022-0184 | Context-based learning for BIM: simulative role-playing games for strategic business implementations | Purpose -This paper presents a set of instrumental case studies for the context-based learning of BIM in the milieu of knowledge-based practice in the AEC industry. The study aimed to examine students' actions and perspectives in a simulated learning environment for real-world BIM processes. The core intent was to provide an in-depth understanding of strategic and functional BIM implementation by synthesizing a suggestive pedagogical framework based on context-based learning approaches. Design/methodology/approach -Derived from context-based approaches and experiential learning methods such as role-play, problem-based and active learning, the study involved a set of doctoral-level case studies. In a qualitative research study, these cases were devised and organized around industry-focused simulations on various levels of BIM implementation strategies. Findings -Results from the case studies and the student responses suggest that the comprehensive evaluation of real-world BIM implementation simulations facilitates a solid understanding of the value of BIM. The participation of industry professionals catalyzes the development of strategic and functional BIM competencies. Originality/value -The study proposes a well-structured and replicable BIM learning framework based on context-based learning approaches. The novel framework is adaptive and flexible for BIM education. It can provide students with the necessary skills, strategic vision and professional competencies for innovative practices in the 21st-century AEC Industry. The simulative learning settings, including the evaluation rubrics and connected instructional methods, can be implemented and further developed for similar education efforts. | 10.1108/SASBE-08-2022-0184/7-1 | Methodology | The classes were conducted as part of a qualitative research study on BIM learning using an instrumental case study approach | Ozan € Onder|€ Ozener | 2023 | Building Information Modelling (BIM) adoption and implementation enablers in AEC firms: a systematic literature review|Strategies and outcomes of BIM education: Italian experiences|Using gamification and competitions to enhance BIM learning experience|Understanding BIM information management processes through international BIM standards|Problem-based learning, self-and peer assessment in higher education: towards advancing lifelong learning skills|Curriculum to prepare AEC students for BIMenabled globally distributed projects|Building information modeling in engineering teachingretaining the context of engineering knowledge and skills|How to plan and perform a qualitative study using content analysis|A systematic review of current strategies and methods for BIM implementation in the academic field|Inquiry-based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A Conceptual and Practical Resource for Educators|Taxonomy of Educational Objectives, the Classification of Educational Goals -Handbook I: Cognitive Domain|InterViews: Learning the Craft of Qualitative Research Interviewing|Identifying effective collaborative behaviors in building information modeling-enabled construction projects|University-industry collaboration for BIM education: lessons learned from a case study|Integrating BIM into construction management education|Roleplaying in a conflict resolution setting: description and some implications for accounting|Research Design: Qualitative, Quantitative, and Mixed Methods Approaches|BIM-Based Collaborative Building Process Management|Onstage or behind the scenes? Relative learning benefits of simulation role-play and design|Learning and skills in the knowledge economy|The Power of Problem-Based Learning|Recent developments of BIM adoption based on categorisation, identification and factors: a systematic literature review|Teaching user-centered design for more sustainable infrastructure through role-play and experiential learning|Active learning in engineering education. A review of fundamentals, best practices and experiences|Understanding BIM: the Past, Present and Future|Developing interdisciplinary understanding and dialogue between engineering and architectural students: design and evaluation of a problem-based learning module|Collaboration in BIM-based construction networks|Guideline for building information modeling in construction engineering and management education|Project-based learning in a building information modeling for construction management course|BIM project execution planning guide (V. 2.2)|An Australian consolidated framework for BIM teaching and learning|Teaching BIM as a collaborative information management process through a continuous improvement assessment lens: a case study|Enhancing BIM competencies of built environment undergraduates students using a problem-based learning and network analysis approach|Modelling the relationship between Building Information Modelling (BIM) implementation barriers, usage and awareness on building project lifecycle|Conceptualising building information modelling for construction education|Building information modelling (BIM) -enabled construction education: teaching project cash flow concepts|Defining a BIM-enabled learning environment-an adaptive structuration theory perspective|BIM integration in architectural education: where do we stand?|Advances in Building Information Modeling|Developing digerati leaders: education beyond the building information modelling (BIM) ecosystem|Does active learning work? A review of the research|Practical challenges of BIM education|Active learning strategies to develop research competences in engineering education|Building information modeling education for construction engineering and management: industry requirements, state of the art, and gap analysis|BIM Handbook: A Guide to Building Information Modeling for Owners, Designers, Engineers, Contractors, and Facility Managers|Adaptive poleplaying games: an immersive approach for problem-based learning|Students perceptions of BIM education in the higher education sector a UK and USA perspective|BIM education through problem-based learning exercise: challenges and opportunities in an inter-professional module|Participant Observation|Implementing sustainable development through problem-based learning: pedagogy and practice|An integrated approach to BIM competency assessment, acquisition and application|BIM teaching and learning frameworks in construction-related domains: what the literature says|A peer review system for BIM learning|Toward deep impacts of BIM on education|Embedding building information modelling (BIM) within the taught curriculum: supporting bim implementation and adoption through the development of learning outcomes within the UK academic context for built environment programmes|Process-oriented approach of teaching building information modeling in construction management|Incorporating BIM into the upper-division curriculum of construction engineering and management|Assessing context-based learning: not only rigorous but also relevant|Case Study Research: Design and Methods|Enhancing building information modeling competency among civil engineering and management students with team-based learning|Improvement of students problem-solving skills through project execution planning in civil engineering and construction management education|Exploring the influence of socio-historical constructs on BIM implementation: an activity theory perspective | Özener - 2023 - Context-based learning for BIM simulative role-playing games for strategic business implementations-annotated.tei.xml |
10.1108/SASBE-08-2022-0184 | Context-based learning for BIM: simulative role-playing games for strategic business implementations | Purpose -This paper presents a set of instrumental case studies for the context-based learning of BIM in the milieu of knowledge-based practice in the AEC industry. The study aimed to examine students' actions and perspectives in a simulated learning environment for real-world BIM processes. The core intent was to provide an in-depth understanding of strategic and functional BIM implementation by synthesizing a suggestive pedagogical framework based on context-based learning approaches. Design/methodology/approach -Derived from context-based approaches and experiential learning methods such as role-play, problem-based and active learning, the study involved a set of doctoral-level case studies. In a qualitative research study, these cases were devised and organized around industry-focused simulations on various levels of BIM implementation strategies. Findings -Results from the case studies and the student responses suggest that the comprehensive evaluation of real-world BIM implementation simulations facilitates a solid understanding of the value of BIM. The participation of industry professionals catalyzes the development of strategic and functional BIM competencies. Originality/value -The study proposes a well-structured and replicable BIM learning framework based on context-based learning approaches. The novel framework is adaptive and flexible for BIM education. It can provide students with the necessary skills, strategic vision and professional competencies for innovative practices in the 21st-century AEC Industry. The simulative learning settings, including the evaluation rubrics and connected instructional methods, can be implemented and further developed for similar education efforts. | 10.1108/SASBE-08-2022-0184/8-1 | Methodology | As the theoretical and pedagogical basis for the study, an extensive literature search was conducted to formulate a learning framework organized around "context-based learning" approaches with "active," "problem-based," and "role-playing" learning methods for further exploration. Subsequently, a series of instrumental case studies were undertaken to understand the learning mechanisms focusing on strategic BIM thinking and explore the various potentials of CBL for advanced-level BIM utilization problems. Several qualitative techniques, including participant observations and group interviews, were used in combination to gather data | Ozan € Onder|€ Ozener | 2023 | Building Information Modelling (BIM) adoption and implementation enablers in AEC firms: a systematic literature review|Strategies and outcomes of BIM education: Italian experiences|Using gamification and competitions to enhance BIM learning experience|Understanding BIM information management processes through international BIM standards|Problem-based learning, self-and peer assessment in higher education: towards advancing lifelong learning skills|Curriculum to prepare AEC students for BIMenabled globally distributed projects|Building information modeling in engineering teachingretaining the context of engineering knowledge and skills|How to plan and perform a qualitative study using content analysis|A systematic review of current strategies and methods for BIM implementation in the academic field|Inquiry-based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A Conceptual and Practical Resource for Educators|Taxonomy of Educational Objectives, the Classification of Educational Goals -Handbook I: Cognitive Domain|InterViews: Learning the Craft of Qualitative Research Interviewing|Identifying effective collaborative behaviors in building information modeling-enabled construction projects|University-industry collaboration for BIM education: lessons learned from a case study|Integrating BIM into construction management education|Roleplaying in a conflict resolution setting: description and some implications for accounting|Research Design: Qualitative, Quantitative, and Mixed Methods Approaches|BIM-Based Collaborative Building Process Management|Onstage or behind the scenes? Relative learning benefits of simulation role-play and design|Learning and skills in the knowledge economy|The Power of Problem-Based Learning|Recent developments of BIM adoption based on categorisation, identification and factors: a systematic literature review|Teaching user-centered design for more sustainable infrastructure through role-play and experiential learning|Active learning in engineering education. A review of fundamentals, best practices and experiences|Understanding BIM: the Past, Present and Future|Developing interdisciplinary understanding and dialogue between engineering and architectural students: design and evaluation of a problem-based learning module|Collaboration in BIM-based construction networks|Guideline for building information modeling in construction engineering and management education|Project-based learning in a building information modeling for construction management course|BIM project execution planning guide (V. 2.2)|An Australian consolidated framework for BIM teaching and learning|Teaching BIM as a collaborative information management process through a continuous improvement assessment lens: a case study|Enhancing BIM competencies of built environment undergraduates students using a problem-based learning and network analysis approach|Modelling the relationship between Building Information Modelling (BIM) implementation barriers, usage and awareness on building project lifecycle|Conceptualising building information modelling for construction education|Building information modelling (BIM) -enabled construction education: teaching project cash flow concepts|Defining a BIM-enabled learning environment-an adaptive structuration theory perspective|BIM integration in architectural education: where do we stand?|Advances in Building Information Modeling|Developing digerati leaders: education beyond the building information modelling (BIM) ecosystem|Does active learning work? A review of the research|Practical challenges of BIM education|Active learning strategies to develop research competences in engineering education|Building information modeling education for construction engineering and management: industry requirements, state of the art, and gap analysis|BIM Handbook: A Guide to Building Information Modeling for Owners, Designers, Engineers, Contractors, and Facility Managers|Adaptive poleplaying games: an immersive approach for problem-based learning|Students perceptions of BIM education in the higher education sector a UK and USA perspective|BIM education through problem-based learning exercise: challenges and opportunities in an inter-professional module|Participant Observation|Implementing sustainable development through problem-based learning: pedagogy and practice|An integrated approach to BIM competency assessment, acquisition and application|BIM teaching and learning frameworks in construction-related domains: what the literature says|A peer review system for BIM learning|Toward deep impacts of BIM on education|Embedding building information modelling (BIM) within the taught curriculum: supporting bim implementation and adoption through the development of learning outcomes within the UK academic context for built environment programmes|Process-oriented approach of teaching building information modeling in construction management|Incorporating BIM into the upper-division curriculum of construction engineering and management|Assessing context-based learning: not only rigorous but also relevant|Case Study Research: Design and Methods|Enhancing building information modeling competency among civil engineering and management students with team-based learning|Improvement of students problem-solving skills through project execution planning in civil engineering and construction management education|Exploring the influence of socio-historical constructs on BIM implementation: an activity theory perspective | Özener - 2023 - Context-based learning for BIM simulative role-playing games for strategic business implementations-annotated.tei.xml |
10.1108/SASBE-08-2022-0184 | Context-based learning for BIM: simulative role-playing games for strategic business implementations | Purpose -This paper presents a set of instrumental case studies for the context-based learning of BIM in the milieu of knowledge-based practice in the AEC industry. The study aimed to examine students' actions and perspectives in a simulated learning environment for real-world BIM processes. The core intent was to provide an in-depth understanding of strategic and functional BIM implementation by synthesizing a suggestive pedagogical framework based on context-based learning approaches. Design/methodology/approach -Derived from context-based approaches and experiential learning methods such as role-play, problem-based and active learning, the study involved a set of doctoral-level case studies. In a qualitative research study, these cases were devised and organized around industry-focused simulations on various levels of BIM implementation strategies. Findings -Results from the case studies and the student responses suggest that the comprehensive evaluation of real-world BIM implementation simulations facilitates a solid understanding of the value of BIM. The participation of industry professionals catalyzes the development of strategic and functional BIM competencies. Originality/value -The study proposes a well-structured and replicable BIM learning framework based on context-based learning approaches. The novel framework is adaptive and flexible for BIM education. It can provide students with the necessary skills, strategic vision and professional competencies for innovative practices in the 21st-century AEC Industry. The simulative learning settings, including the evaluation rubrics and connected instructional methods, can be implemented and further developed for similar education efforts. | 10.1108/SASBE-08-2022-0184/9-1 | Methodology | The qualitative data was interpreted through conceptual content analyses to identify learning mechanisms and student reactions during the case study iterations | Ozan € Onder|€ Ozener | 2023 | Building Information Modelling (BIM) adoption and implementation enablers in AEC firms: a systematic literature review|Strategies and outcomes of BIM education: Italian experiences|Using gamification and competitions to enhance BIM learning experience|Understanding BIM information management processes through international BIM standards|Problem-based learning, self-and peer assessment in higher education: towards advancing lifelong learning skills|Curriculum to prepare AEC students for BIMenabled globally distributed projects|Building information modeling in engineering teachingretaining the context of engineering knowledge and skills|How to plan and perform a qualitative study using content analysis|A systematic review of current strategies and methods for BIM implementation in the academic field|Inquiry-based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A Conceptual and Practical Resource for Educators|Taxonomy of Educational Objectives, the Classification of Educational Goals -Handbook I: Cognitive Domain|InterViews: Learning the Craft of Qualitative Research Interviewing|Identifying effective collaborative behaviors in building information modeling-enabled construction projects|University-industry collaboration for BIM education: lessons learned from a case study|Integrating BIM into construction management education|Roleplaying in a conflict resolution setting: description and some implications for accounting|Research Design: Qualitative, Quantitative, and Mixed Methods Approaches|BIM-Based Collaborative Building Process Management|Onstage or behind the scenes? Relative learning benefits of simulation role-play and design|Learning and skills in the knowledge economy|The Power of Problem-Based Learning|Recent developments of BIM adoption based on categorisation, identification and factors: a systematic literature review|Teaching user-centered design for more sustainable infrastructure through role-play and experiential learning|Active learning in engineering education. A review of fundamentals, best practices and experiences|Understanding BIM: the Past, Present and Future|Developing interdisciplinary understanding and dialogue between engineering and architectural students: design and evaluation of a problem-based learning module|Collaboration in BIM-based construction networks|Guideline for building information modeling in construction engineering and management education|Project-based learning in a building information modeling for construction management course|BIM project execution planning guide (V. 2.2)|An Australian consolidated framework for BIM teaching and learning|Teaching BIM as a collaborative information management process through a continuous improvement assessment lens: a case study|Enhancing BIM competencies of built environment undergraduates students using a problem-based learning and network analysis approach|Modelling the relationship between Building Information Modelling (BIM) implementation barriers, usage and awareness on building project lifecycle|Conceptualising building information modelling for construction education|Building information modelling (BIM) -enabled construction education: teaching project cash flow concepts|Defining a BIM-enabled learning environment-an adaptive structuration theory perspective|BIM integration in architectural education: where do we stand?|Advances in Building Information Modeling|Developing digerati leaders: education beyond the building information modelling (BIM) ecosystem|Does active learning work? A review of the research|Practical challenges of BIM education|Active learning strategies to develop research competences in engineering education|Building information modeling education for construction engineering and management: industry requirements, state of the art, and gap analysis|BIM Handbook: A Guide to Building Information Modeling for Owners, Designers, Engineers, Contractors, and Facility Managers|Adaptive poleplaying games: an immersive approach for problem-based learning|Students perceptions of BIM education in the higher education sector a UK and USA perspective|BIM education through problem-based learning exercise: challenges and opportunities in an inter-professional module|Participant Observation|Implementing sustainable development through problem-based learning: pedagogy and practice|An integrated approach to BIM competency assessment, acquisition and application|BIM teaching and learning frameworks in construction-related domains: what the literature says|A peer review system for BIM learning|Toward deep impacts of BIM on education|Embedding building information modelling (BIM) within the taught curriculum: supporting bim implementation and adoption through the development of learning outcomes within the UK academic context for built environment programmes|Process-oriented approach of teaching building information modeling in construction management|Incorporating BIM into the upper-division curriculum of construction engineering and management|Assessing context-based learning: not only rigorous but also relevant|Case Study Research: Design and Methods|Enhancing building information modeling competency among civil engineering and management students with team-based learning|Improvement of students problem-solving skills through project execution planning in civil engineering and construction management education|Exploring the influence of socio-historical constructs on BIM implementation: an activity theory perspective | Özener - 2023 - Context-based learning for BIM simulative role-playing games for strategic business implementations-annotated.tei.xml |
10.1108/SASBE-08-2022-0184 | Context-based learning for BIM: simulative role-playing games for strategic business implementations | Purpose -This paper presents a set of instrumental case studies for the context-based learning of BIM in the milieu of knowledge-based practice in the AEC industry. The study aimed to examine students' actions and perspectives in a simulated learning environment for real-world BIM processes. The core intent was to provide an in-depth understanding of strategic and functional BIM implementation by synthesizing a suggestive pedagogical framework based on context-based learning approaches. Design/methodology/approach -Derived from context-based approaches and experiential learning methods such as role-play, problem-based and active learning, the study involved a set of doctoral-level case studies. In a qualitative research study, these cases were devised and organized around industry-focused simulations on various levels of BIM implementation strategies. Findings -Results from the case studies and the student responses suggest that the comprehensive evaluation of real-world BIM implementation simulations facilitates a solid understanding of the value of BIM. The participation of industry professionals catalyzes the development of strategic and functional BIM competencies. Originality/value -The study proposes a well-structured and replicable BIM learning framework based on context-based learning approaches. The novel framework is adaptive and flexible for BIM education. It can provide students with the necessary skills, strategic vision and professional competencies for innovative practices in the 21st-century AEC Industry. The simulative learning settings, including the evaluation rubrics and connected instructional methods, can be implemented and further developed for similar education efforts. | 10.1108/SASBE-08-2022-0184/10-1 | Course framework, learning setting and the setup | The course MBL 607E Building Information Modeling is a doctoral-level elective in the Design Computing program at Istanbul Technical University. It has been offered for four consecutive academic years to a total of 66 students (18 masters and 48 doctoral students). The course attracted students from various graduate programs, including design computing, construction project management, architectural design, building science and technology, civil engineering, mechanical engineering as well as industrial product design, and energy science and technology. | Ozan € Onder|€ Ozener | 2023 | Building Information Modelling (BIM) adoption and implementation enablers in AEC firms: a systematic literature review|Strategies and outcomes of BIM education: Italian experiences|Using gamification and competitions to enhance BIM learning experience|Understanding BIM information management processes through international BIM standards|Problem-based learning, self-and peer assessment in higher education: towards advancing lifelong learning skills|Curriculum to prepare AEC students for BIMenabled globally distributed projects|Building information modeling in engineering teachingretaining the context of engineering knowledge and skills|How to plan and perform a qualitative study using content analysis|A systematic review of current strategies and methods for BIM implementation in the academic field|Inquiry-based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A Conceptual and Practical Resource for Educators|Taxonomy of Educational Objectives, the Classification of Educational Goals -Handbook I: Cognitive Domain|InterViews: Learning the Craft of Qualitative Research Interviewing|Identifying effective collaborative behaviors in building information modeling-enabled construction projects|University-industry collaboration for BIM education: lessons learned from a case study|Integrating BIM into construction management education|Roleplaying in a conflict resolution setting: description and some implications for accounting|Research Design: Qualitative, Quantitative, and Mixed Methods Approaches|BIM-Based Collaborative Building Process Management|Onstage or behind the scenes? Relative learning benefits of simulation role-play and design|Learning and skills in the knowledge economy|The Power of Problem-Based Learning|Recent developments of BIM adoption based on categorisation, identification and factors: a systematic literature review|Teaching user-centered design for more sustainable infrastructure through role-play and experiential learning|Active learning in engineering education. A review of fundamentals, best practices and experiences|Understanding BIM: the Past, Present and Future|Developing interdisciplinary understanding and dialogue between engineering and architectural students: design and evaluation of a problem-based learning module|Collaboration in BIM-based construction networks|Guideline for building information modeling in construction engineering and management education|Project-based learning in a building information modeling for construction management course|BIM project execution planning guide (V. 2.2)|An Australian consolidated framework for BIM teaching and learning|Teaching BIM as a collaborative information management process through a continuous improvement assessment lens: a case study|Enhancing BIM competencies of built environment undergraduates students using a problem-based learning and network analysis approach|Modelling the relationship between Building Information Modelling (BIM) implementation barriers, usage and awareness on building project lifecycle|Conceptualising building information modelling for construction education|Building information modelling (BIM) -enabled construction education: teaching project cash flow concepts|Defining a BIM-enabled learning environment-an adaptive structuration theory perspective|BIM integration in architectural education: where do we stand?|Advances in Building Information Modeling|Developing digerati leaders: education beyond the building information modelling (BIM) ecosystem|Does active learning work? A review of the research|Practical challenges of BIM education|Active learning strategies to develop research competences in engineering education|Building information modeling education for construction engineering and management: industry requirements, state of the art, and gap analysis|BIM Handbook: A Guide to Building Information Modeling for Owners, Designers, Engineers, Contractors, and Facility Managers|Adaptive poleplaying games: an immersive approach for problem-based learning|Students perceptions of BIM education in the higher education sector a UK and USA perspective|BIM education through problem-based learning exercise: challenges and opportunities in an inter-professional module|Participant Observation|Implementing sustainable development through problem-based learning: pedagogy and practice|An integrated approach to BIM competency assessment, acquisition and application|BIM teaching and learning frameworks in construction-related domains: what the literature says|A peer review system for BIM learning|Toward deep impacts of BIM on education|Embedding building information modelling (BIM) within the taught curriculum: supporting bim implementation and adoption through the development of learning outcomes within the UK academic context for built environment programmes|Process-oriented approach of teaching building information modeling in construction management|Incorporating BIM into the upper-division curriculum of construction engineering and management|Assessing context-based learning: not only rigorous but also relevant|Case Study Research: Design and Methods|Enhancing building information modeling competency among civil engineering and management students with team-based learning|Improvement of students problem-solving skills through project execution planning in civil engineering and construction management education|Exploring the influence of socio-historical constructs on BIM implementation: an activity theory perspective | Özener - 2023 - Context-based learning for BIM simulative role-playing games for strategic business implementations-annotated.tei.xml |
10.1108/SASBE-08-2022-0184 | Context-based learning for BIM: simulative role-playing games for strategic business implementations | Purpose -This paper presents a set of instrumental case studies for the context-based learning of BIM in the milieu of knowledge-based practice in the AEC industry. The study aimed to examine students' actions and perspectives in a simulated learning environment for real-world BIM processes. The core intent was to provide an in-depth understanding of strategic and functional BIM implementation by synthesizing a suggestive pedagogical framework based on context-based learning approaches. Design/methodology/approach -Derived from context-based approaches and experiential learning methods such as role-play, problem-based and active learning, the study involved a set of doctoral-level case studies. In a qualitative research study, these cases were devised and organized around industry-focused simulations on various levels of BIM implementation strategies. Findings -Results from the case studies and the student responses suggest that the comprehensive evaluation of real-world BIM implementation simulations facilitates a solid understanding of the value of BIM. The participation of industry professionals catalyzes the development of strategic and functional BIM competencies. Originality/value -The study proposes a well-structured and replicable BIM learning framework based on context-based learning approaches. The novel framework is adaptive and flexible for BIM education. It can provide students with the necessary skills, strategic vision and professional competencies for innovative practices in the 21st-century AEC Industry. The simulative learning settings, including the evaluation rubrics and connected instructional methods, can be implemented and further developed for similar education efforts. | 10.1108/SASBE-08-2022-0184/11-1 | Course framework, learning setting and the setup | The course was intended to provide master and doctoral students with the fundamental concepts of BIM, the knowledge of BIM implementation in the context of IPD, strategic BIM adoption, current BIM standards, BEP frameworks and BIM-enabled business models in the AEC. The experimental framework of the course targeted the development of an advanced understanding of BIM through comprehensive case studies focusing on organization-wide BIM implementation. | Ozan € Onder|€ Ozener | 2023 | Building Information Modelling (BIM) adoption and implementation enablers in AEC firms: a systematic literature review|Strategies and outcomes of BIM education: Italian experiences|Using gamification and competitions to enhance BIM learning experience|Understanding BIM information management processes through international BIM standards|Problem-based learning, self-and peer assessment in higher education: towards advancing lifelong learning skills|Curriculum to prepare AEC students for BIMenabled globally distributed projects|Building information modeling in engineering teachingretaining the context of engineering knowledge and skills|How to plan and perform a qualitative study using content analysis|A systematic review of current strategies and methods for BIM implementation in the academic field|Inquiry-based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A Conceptual and Practical Resource for Educators|Taxonomy of Educational Objectives, the Classification of Educational Goals -Handbook I: Cognitive Domain|InterViews: Learning the Craft of Qualitative Research Interviewing|Identifying effective collaborative behaviors in building information modeling-enabled construction projects|University-industry collaboration for BIM education: lessons learned from a case study|Integrating BIM into construction management education|Roleplaying in a conflict resolution setting: description and some implications for accounting|Research Design: Qualitative, Quantitative, and Mixed Methods Approaches|BIM-Based Collaborative Building Process Management|Onstage or behind the scenes? Relative learning benefits of simulation role-play and design|Learning and skills in the knowledge economy|The Power of Problem-Based Learning|Recent developments of BIM adoption based on categorisation, identification and factors: a systematic literature review|Teaching user-centered design for more sustainable infrastructure through role-play and experiential learning|Active learning in engineering education. A review of fundamentals, best practices and experiences|Understanding BIM: the Past, Present and Future|Developing interdisciplinary understanding and dialogue between engineering and architectural students: design and evaluation of a problem-based learning module|Collaboration in BIM-based construction networks|Guideline for building information modeling in construction engineering and management education|Project-based learning in a building information modeling for construction management course|BIM project execution planning guide (V. 2.2)|An Australian consolidated framework for BIM teaching and learning|Teaching BIM as a collaborative information management process through a continuous improvement assessment lens: a case study|Enhancing BIM competencies of built environment undergraduates students using a problem-based learning and network analysis approach|Modelling the relationship between Building Information Modelling (BIM) implementation barriers, usage and awareness on building project lifecycle|Conceptualising building information modelling for construction education|Building information modelling (BIM) -enabled construction education: teaching project cash flow concepts|Defining a BIM-enabled learning environment-an adaptive structuration theory perspective|BIM integration in architectural education: where do we stand?|Advances in Building Information Modeling|Developing digerati leaders: education beyond the building information modelling (BIM) ecosystem|Does active learning work? A review of the research|Practical challenges of BIM education|Active learning strategies to develop research competences in engineering education|Building information modeling education for construction engineering and management: industry requirements, state of the art, and gap analysis|BIM Handbook: A Guide to Building Information Modeling for Owners, Designers, Engineers, Contractors, and Facility Managers|Adaptive poleplaying games: an immersive approach for problem-based learning|Students perceptions of BIM education in the higher education sector a UK and USA perspective|BIM education through problem-based learning exercise: challenges and opportunities in an inter-professional module|Participant Observation|Implementing sustainable development through problem-based learning: pedagogy and practice|An integrated approach to BIM competency assessment, acquisition and application|BIM teaching and learning frameworks in construction-related domains: what the literature says|A peer review system for BIM learning|Toward deep impacts of BIM on education|Embedding building information modelling (BIM) within the taught curriculum: supporting bim implementation and adoption through the development of learning outcomes within the UK academic context for built environment programmes|Process-oriented approach of teaching building information modeling in construction management|Incorporating BIM into the upper-division curriculum of construction engineering and management|Assessing context-based learning: not only rigorous but also relevant|Case Study Research: Design and Methods|Enhancing building information modeling competency among civil engineering and management students with team-based learning|Improvement of students problem-solving skills through project execution planning in civil engineering and construction management education|Exploring the influence of socio-historical constructs on BIM implementation: an activity theory perspective | Özener - 2023 - Context-based learning for BIM simulative role-playing games for strategic business implementations-annotated.tei.xml |
10.1108/SASBE-08-2022-0184 | Context-based learning for BIM: simulative role-playing games for strategic business implementations | Purpose -This paper presents a set of instrumental case studies for the context-based learning of BIM in the milieu of knowledge-based practice in the AEC industry. The study aimed to examine students' actions and perspectives in a simulated learning environment for real-world BIM processes. The core intent was to provide an in-depth understanding of strategic and functional BIM implementation by synthesizing a suggestive pedagogical framework based on context-based learning approaches. Design/methodology/approach -Derived from context-based approaches and experiential learning methods such as role-play, problem-based and active learning, the study involved a set of doctoral-level case studies. In a qualitative research study, these cases were devised and organized around industry-focused simulations on various levels of BIM implementation strategies. Findings -Results from the case studies and the student responses suggest that the comprehensive evaluation of real-world BIM implementation simulations facilitates a solid understanding of the value of BIM. The participation of industry professionals catalyzes the development of strategic and functional BIM competencies. Originality/value -The study proposes a well-structured and replicable BIM learning framework based on context-based learning approaches. The novel framework is adaptive and flexible for BIM education. It can provide students with the necessary skills, strategic vision and professional competencies for innovative practices in the 21st-century AEC Industry. The simulative learning settings, including the evaluation rubrics and connected instructional methods, can be implemented and further developed for similar education efforts. | 10.1108/SASBE-08-2022-0184/12-1 | Course framework, learning setting and the setup | The course was designed to benefit from the expertise of doctoral and master's level students. It was organized around a tightly-knit interaction network on an in-house online course system. All participants were able to create and share content related to the course topics through this system. Short presentations, learning materials and podcasts were posted on the shared course wall for personal learning. The flipped learning approach transformed the class into a discussion and assessment environment with balanced direct instruction. | Ozan € Onder|€ Ozener | 2023 | Building Information Modelling (BIM) adoption and implementation enablers in AEC firms: a systematic literature review|Strategies and outcomes of BIM education: Italian experiences|Using gamification and competitions to enhance BIM learning experience|Understanding BIM information management processes through international BIM standards|Problem-based learning, self-and peer assessment in higher education: towards advancing lifelong learning skills|Curriculum to prepare AEC students for BIMenabled globally distributed projects|Building information modeling in engineering teachingretaining the context of engineering knowledge and skills|How to plan and perform a qualitative study using content analysis|A systematic review of current strategies and methods for BIM implementation in the academic field|Inquiry-based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A Conceptual and Practical Resource for Educators|Taxonomy of Educational Objectives, the Classification of Educational Goals -Handbook I: Cognitive Domain|InterViews: Learning the Craft of Qualitative Research Interviewing|Identifying effective collaborative behaviors in building information modeling-enabled construction projects|University-industry collaboration for BIM education: lessons learned from a case study|Integrating BIM into construction management education|Roleplaying in a conflict resolution setting: description and some implications for accounting|Research Design: Qualitative, Quantitative, and Mixed Methods Approaches|BIM-Based Collaborative Building Process Management|Onstage or behind the scenes? Relative learning benefits of simulation role-play and design|Learning and skills in the knowledge economy|The Power of Problem-Based Learning|Recent developments of BIM adoption based on categorisation, identification and factors: a systematic literature review|Teaching user-centered design for more sustainable infrastructure through role-play and experiential learning|Active learning in engineering education. A review of fundamentals, best practices and experiences|Understanding BIM: the Past, Present and Future|Developing interdisciplinary understanding and dialogue between engineering and architectural students: design and evaluation of a problem-based learning module|Collaboration in BIM-based construction networks|Guideline for building information modeling in construction engineering and management education|Project-based learning in a building information modeling for construction management course|BIM project execution planning guide (V. 2.2)|An Australian consolidated framework for BIM teaching and learning|Teaching BIM as a collaborative information management process through a continuous improvement assessment lens: a case study|Enhancing BIM competencies of built environment undergraduates students using a problem-based learning and network analysis approach|Modelling the relationship between Building Information Modelling (BIM) implementation barriers, usage and awareness on building project lifecycle|Conceptualising building information modelling for construction education|Building information modelling (BIM) -enabled construction education: teaching project cash flow concepts|Defining a BIM-enabled learning environment-an adaptive structuration theory perspective|BIM integration in architectural education: where do we stand?|Advances in Building Information Modeling|Developing digerati leaders: education beyond the building information modelling (BIM) ecosystem|Does active learning work? A review of the research|Practical challenges of BIM education|Active learning strategies to develop research competences in engineering education|Building information modeling education for construction engineering and management: industry requirements, state of the art, and gap analysis|BIM Handbook: A Guide to Building Information Modeling for Owners, Designers, Engineers, Contractors, and Facility Managers|Adaptive poleplaying games: an immersive approach for problem-based learning|Students perceptions of BIM education in the higher education sector a UK and USA perspective|BIM education through problem-based learning exercise: challenges and opportunities in an inter-professional module|Participant Observation|Implementing sustainable development through problem-based learning: pedagogy and practice|An integrated approach to BIM competency assessment, acquisition and application|BIM teaching and learning frameworks in construction-related domains: what the literature says|A peer review system for BIM learning|Toward deep impacts of BIM on education|Embedding building information modelling (BIM) within the taught curriculum: supporting bim implementation and adoption through the development of learning outcomes within the UK academic context for built environment programmes|Process-oriented approach of teaching building information modeling in construction management|Incorporating BIM into the upper-division curriculum of construction engineering and management|Assessing context-based learning: not only rigorous but also relevant|Case Study Research: Design and Methods|Enhancing building information modeling competency among civil engineering and management students with team-based learning|Improvement of students problem-solving skills through project execution planning in civil engineering and construction management education|Exploring the influence of socio-historical constructs on BIM implementation: an activity theory perspective | Özener - 2023 - Context-based learning for BIM simulative role-playing games for strategic business implementations-annotated.tei.xml |
10.1108/SASBE-08-2022-0184 | Context-based learning for BIM: simulative role-playing games for strategic business implementations | Purpose -This paper presents a set of instrumental case studies for the context-based learning of BIM in the milieu of knowledge-based practice in the AEC industry. The study aimed to examine students' actions and perspectives in a simulated learning environment for real-world BIM processes. The core intent was to provide an in-depth understanding of strategic and functional BIM implementation by synthesizing a suggestive pedagogical framework based on context-based learning approaches. Design/methodology/approach -Derived from context-based approaches and experiential learning methods such as role-play, problem-based and active learning, the study involved a set of doctoral-level case studies. In a qualitative research study, these cases were devised and organized around industry-focused simulations on various levels of BIM implementation strategies. Findings -Results from the case studies and the student responses suggest that the comprehensive evaluation of real-world BIM implementation simulations facilitates a solid understanding of the value of BIM. The participation of industry professionals catalyzes the development of strategic and functional BIM competencies. Originality/value -The study proposes a well-structured and replicable BIM learning framework based on context-based learning approaches. The novel framework is adaptive and flexible for BIM education. It can provide students with the necessary skills, strategic vision and professional competencies for innovative practices in the 21st-century AEC Industry. The simulative learning settings, including the evaluation rubrics and connected instructional methods, can be implemented and further developed for similar education efforts. | 10.1108/SASBE-08-2022-0184/13-1 | Course framework, learning setting and the setup | The course framework prioritized the active industry participation as the Turkish AEC industrywith large volumes of local and global construction operations, provided a unique context for educational activities focusing on BIM implementation. The growing interest in BIM among the Turkish AEC firms made the course even more interesting as it progressed into a strategy laboratory both for students and industry representatives. Theme-based guest lectures from local BIM consultants and AEC firm representatives were included in the course syllabus for students to comprehend real-world projects and advanced applications of BIM in practice. | Ozan € Onder|€ Ozener | 2023 | Building Information Modelling (BIM) adoption and implementation enablers in AEC firms: a systematic literature review|Strategies and outcomes of BIM education: Italian experiences|Using gamification and competitions to enhance BIM learning experience|Understanding BIM information management processes through international BIM standards|Problem-based learning, self-and peer assessment in higher education: towards advancing lifelong learning skills|Curriculum to prepare AEC students for BIMenabled globally distributed projects|Building information modeling in engineering teachingretaining the context of engineering knowledge and skills|How to plan and perform a qualitative study using content analysis|A systematic review of current strategies and methods for BIM implementation in the academic field|Inquiry-based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A Conceptual and Practical Resource for Educators|Taxonomy of Educational Objectives, the Classification of Educational Goals -Handbook I: Cognitive Domain|InterViews: Learning the Craft of Qualitative Research Interviewing|Identifying effective collaborative behaviors in building information modeling-enabled construction projects|University-industry collaboration for BIM education: lessons learned from a case study|Integrating BIM into construction management education|Roleplaying in a conflict resolution setting: description and some implications for accounting|Research Design: Qualitative, Quantitative, and Mixed Methods Approaches|BIM-Based Collaborative Building Process Management|Onstage or behind the scenes? Relative learning benefits of simulation role-play and design|Learning and skills in the knowledge economy|The Power of Problem-Based Learning|Recent developments of BIM adoption based on categorisation, identification and factors: a systematic literature review|Teaching user-centered design for more sustainable infrastructure through role-play and experiential learning|Active learning in engineering education. A review of fundamentals, best practices and experiences|Understanding BIM: the Past, Present and Future|Developing interdisciplinary understanding and dialogue between engineering and architectural students: design and evaluation of a problem-based learning module|Collaboration in BIM-based construction networks|Guideline for building information modeling in construction engineering and management education|Project-based learning in a building information modeling for construction management course|BIM project execution planning guide (V. 2.2)|An Australian consolidated framework for BIM teaching and learning|Teaching BIM as a collaborative information management process through a continuous improvement assessment lens: a case study|Enhancing BIM competencies of built environment undergraduates students using a problem-based learning and network analysis approach|Modelling the relationship between Building Information Modelling (BIM) implementation barriers, usage and awareness on building project lifecycle|Conceptualising building information modelling for construction education|Building information modelling (BIM) -enabled construction education: teaching project cash flow concepts|Defining a BIM-enabled learning environment-an adaptive structuration theory perspective|BIM integration in architectural education: where do we stand?|Advances in Building Information Modeling|Developing digerati leaders: education beyond the building information modelling (BIM) ecosystem|Does active learning work? A review of the research|Practical challenges of BIM education|Active learning strategies to develop research competences in engineering education|Building information modeling education for construction engineering and management: industry requirements, state of the art, and gap analysis|BIM Handbook: A Guide to Building Information Modeling for Owners, Designers, Engineers, Contractors, and Facility Managers|Adaptive poleplaying games: an immersive approach for problem-based learning|Students perceptions of BIM education in the higher education sector a UK and USA perspective|BIM education through problem-based learning exercise: challenges and opportunities in an inter-professional module|Participant Observation|Implementing sustainable development through problem-based learning: pedagogy and practice|An integrated approach to BIM competency assessment, acquisition and application|BIM teaching and learning frameworks in construction-related domains: what the literature says|A peer review system for BIM learning|Toward deep impacts of BIM on education|Embedding building information modelling (BIM) within the taught curriculum: supporting bim implementation and adoption through the development of learning outcomes within the UK academic context for built environment programmes|Process-oriented approach of teaching building information modeling in construction management|Incorporating BIM into the upper-division curriculum of construction engineering and management|Assessing context-based learning: not only rigorous but also relevant|Case Study Research: Design and Methods|Enhancing building information modeling competency among civil engineering and management students with team-based learning|Improvement of students problem-solving skills through project execution planning in civil engineering and construction management education|Exploring the influence of socio-historical constructs on BIM implementation: an activity theory perspective | Özener - 2023 - Context-based learning for BIM simulative role-playing games for strategic business implementations-annotated.tei.xml |
10.1108/SASBE-08-2022-0184 | Context-based learning for BIM: simulative role-playing games for strategic business implementations | Purpose -This paper presents a set of instrumental case studies for the context-based learning of BIM in the milieu of knowledge-based practice in the AEC industry. The study aimed to examine students' actions and perspectives in a simulated learning environment for real-world BIM processes. The core intent was to provide an in-depth understanding of strategic and functional BIM implementation by synthesizing a suggestive pedagogical framework based on context-based learning approaches. Design/methodology/approach -Derived from context-based approaches and experiential learning methods such as role-play, problem-based and active learning, the study involved a set of doctoral-level case studies. In a qualitative research study, these cases were devised and organized around industry-focused simulations on various levels of BIM implementation strategies. Findings -Results from the case studies and the student responses suggest that the comprehensive evaluation of real-world BIM implementation simulations facilitates a solid understanding of the value of BIM. The participation of industry professionals catalyzes the development of strategic and functional BIM competencies. Originality/value -The study proposes a well-structured and replicable BIM learning framework based on context-based learning approaches. The novel framework is adaptive and flexible for BIM education. It can provide students with the necessary skills, strategic vision and professional competencies for innovative practices in the 21st-century AEC Industry. The simulative learning settings, including the evaluation rubrics and connected instructional methods, can be implemented and further developed for similar education efforts. | 10.1108/SASBE-08-2022-0184/14-1 | Learning objectives | The course was divided into two main phases (1) fundamentals and concepts of BIM and IPD and (2) practical applications of BIM in the AEC industry. The first phase had four modules for building a sound theoretical knowledge base for BIM. These are (a) building product models, integrated project delivery and BIM (b) parametric modeling fundamentals, (c) nD modeling, simulations and estimations (d) coordination, interoperability, information exchange and current BIM standards -ISO 19650 and IFC 4.0.2.1. Along with this setup, the second phase was organized around a case study research assignment focusing on the local AEC firms from design, construction and project management disciplines operating on national and global scales. | Ozan € Onder|€ Ozener | 2023 | Building Information Modelling (BIM) adoption and implementation enablers in AEC firms: a systematic literature review|Strategies and outcomes of BIM education: Italian experiences|Using gamification and competitions to enhance BIM learning experience|Understanding BIM information management processes through international BIM standards|Problem-based learning, self-and peer assessment in higher education: towards advancing lifelong learning skills|Curriculum to prepare AEC students for BIMenabled globally distributed projects|Building information modeling in engineering teachingretaining the context of engineering knowledge and skills|How to plan and perform a qualitative study using content analysis|A systematic review of current strategies and methods for BIM implementation in the academic field|Inquiry-based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A Conceptual and Practical Resource for Educators|Taxonomy of Educational Objectives, the Classification of Educational Goals -Handbook I: Cognitive Domain|InterViews: Learning the Craft of Qualitative Research Interviewing|Identifying effective collaborative behaviors in building information modeling-enabled construction projects|University-industry collaboration for BIM education: lessons learned from a case study|Integrating BIM into construction management education|Roleplaying in a conflict resolution setting: description and some implications for accounting|Research Design: Qualitative, Quantitative, and Mixed Methods Approaches|BIM-Based Collaborative Building Process Management|Onstage or behind the scenes? Relative learning benefits of simulation role-play and design|Learning and skills in the knowledge economy|The Power of Problem-Based Learning|Recent developments of BIM adoption based on categorisation, identification and factors: a systematic literature review|Teaching user-centered design for more sustainable infrastructure through role-play and experiential learning|Active learning in engineering education. A review of fundamentals, best practices and experiences|Understanding BIM: the Past, Present and Future|Developing interdisciplinary understanding and dialogue between engineering and architectural students: design and evaluation of a problem-based learning module|Collaboration in BIM-based construction networks|Guideline for building information modeling in construction engineering and management education|Project-based learning in a building information modeling for construction management course|BIM project execution planning guide (V. 2.2)|An Australian consolidated framework for BIM teaching and learning|Teaching BIM as a collaborative information management process through a continuous improvement assessment lens: a case study|Enhancing BIM competencies of built environment undergraduates students using a problem-based learning and network analysis approach|Modelling the relationship between Building Information Modelling (BIM) implementation barriers, usage and awareness on building project lifecycle|Conceptualising building information modelling for construction education|Building information modelling (BIM) -enabled construction education: teaching project cash flow concepts|Defining a BIM-enabled learning environment-an adaptive structuration theory perspective|BIM integration in architectural education: where do we stand?|Advances in Building Information Modeling|Developing digerati leaders: education beyond the building information modelling (BIM) ecosystem|Does active learning work? A review of the research|Practical challenges of BIM education|Active learning strategies to develop research competences in engineering education|Building information modeling education for construction engineering and management: industry requirements, state of the art, and gap analysis|BIM Handbook: A Guide to Building Information Modeling for Owners, Designers, Engineers, Contractors, and Facility Managers|Adaptive poleplaying games: an immersive approach for problem-based learning|Students perceptions of BIM education in the higher education sector a UK and USA perspective|BIM education through problem-based learning exercise: challenges and opportunities in an inter-professional module|Participant Observation|Implementing sustainable development through problem-based learning: pedagogy and practice|An integrated approach to BIM competency assessment, acquisition and application|BIM teaching and learning frameworks in construction-related domains: what the literature says|A peer review system for BIM learning|Toward deep impacts of BIM on education|Embedding building information modelling (BIM) within the taught curriculum: supporting bim implementation and adoption through the development of learning outcomes within the UK academic context for built environment programmes|Process-oriented approach of teaching building information modeling in construction management|Incorporating BIM into the upper-division curriculum of construction engineering and management|Assessing context-based learning: not only rigorous but also relevant|Case Study Research: Design and Methods|Enhancing building information modeling competency among civil engineering and management students with team-based learning|Improvement of students problem-solving skills through project execution planning in civil engineering and construction management education|Exploring the influence of socio-historical constructs on BIM implementation: an activity theory perspective | Özener - 2023 - Context-based learning for BIM simulative role-playing games for strategic business implementations-annotated.tei.xml |
10.1108/SASBE-08-2022-0184 | Context-based learning for BIM: simulative role-playing games for strategic business implementations | Purpose -This paper presents a set of instrumental case studies for the context-based learning of BIM in the milieu of knowledge-based practice in the AEC industry. The study aimed to examine students' actions and perspectives in a simulated learning environment for real-world BIM processes. The core intent was to provide an in-depth understanding of strategic and functional BIM implementation by synthesizing a suggestive pedagogical framework based on context-based learning approaches. Design/methodology/approach -Derived from context-based approaches and experiential learning methods such as role-play, problem-based and active learning, the study involved a set of doctoral-level case studies. In a qualitative research study, these cases were devised and organized around industry-focused simulations on various levels of BIM implementation strategies. Findings -Results from the case studies and the student responses suggest that the comprehensive evaluation of real-world BIM implementation simulations facilitates a solid understanding of the value of BIM. The participation of industry professionals catalyzes the development of strategic and functional BIM competencies. Originality/value -The study proposes a well-structured and replicable BIM learning framework based on context-based learning approaches. The novel framework is adaptive and flexible for BIM education. It can provide students with the necessary skills, strategic vision and professional competencies for innovative practices in the 21st-century AEC Industry. The simulative learning settings, including the evaluation rubrics and connected instructional methods, can be implemented and further developed for similar education efforts. | 10.1108/SASBE-08-2022-0184/15-1 | Learning objectives | The learning objectives were to (1) comprehend BIM as a novel methodology; | Ozan € Onder|€ Ozener | 2023 | Building Information Modelling (BIM) adoption and implementation enablers in AEC firms: a systematic literature review|Strategies and outcomes of BIM education: Italian experiences|Using gamification and competitions to enhance BIM learning experience|Understanding BIM information management processes through international BIM standards|Problem-based learning, self-and peer assessment in higher education: towards advancing lifelong learning skills|Curriculum to prepare AEC students for BIMenabled globally distributed projects|Building information modeling in engineering teachingretaining the context of engineering knowledge and skills|How to plan and perform a qualitative study using content analysis|A systematic review of current strategies and methods for BIM implementation in the academic field|Inquiry-based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A Conceptual and Practical Resource for Educators|Taxonomy of Educational Objectives, the Classification of Educational Goals -Handbook I: Cognitive Domain|InterViews: Learning the Craft of Qualitative Research Interviewing|Identifying effective collaborative behaviors in building information modeling-enabled construction projects|University-industry collaboration for BIM education: lessons learned from a case study|Integrating BIM into construction management education|Roleplaying in a conflict resolution setting: description and some implications for accounting|Research Design: Qualitative, Quantitative, and Mixed Methods Approaches|BIM-Based Collaborative Building Process Management|Onstage or behind the scenes? Relative learning benefits of simulation role-play and design|Learning and skills in the knowledge economy|The Power of Problem-Based Learning|Recent developments of BIM adoption based on categorisation, identification and factors: a systematic literature review|Teaching user-centered design for more sustainable infrastructure through role-play and experiential learning|Active learning in engineering education. A review of fundamentals, best practices and experiences|Understanding BIM: the Past, Present and Future|Developing interdisciplinary understanding and dialogue between engineering and architectural students: design and evaluation of a problem-based learning module|Collaboration in BIM-based construction networks|Guideline for building information modeling in construction engineering and management education|Project-based learning in a building information modeling for construction management course|BIM project execution planning guide (V. 2.2)|An Australian consolidated framework for BIM teaching and learning|Teaching BIM as a collaborative information management process through a continuous improvement assessment lens: a case study|Enhancing BIM competencies of built environment undergraduates students using a problem-based learning and network analysis approach|Modelling the relationship between Building Information Modelling (BIM) implementation barriers, usage and awareness on building project lifecycle|Conceptualising building information modelling for construction education|Building information modelling (BIM) -enabled construction education: teaching project cash flow concepts|Defining a BIM-enabled learning environment-an adaptive structuration theory perspective|BIM integration in architectural education: where do we stand?|Advances in Building Information Modeling|Developing digerati leaders: education beyond the building information modelling (BIM) ecosystem|Does active learning work? A review of the research|Practical challenges of BIM education|Active learning strategies to develop research competences in engineering education|Building information modeling education for construction engineering and management: industry requirements, state of the art, and gap analysis|BIM Handbook: A Guide to Building Information Modeling for Owners, Designers, Engineers, Contractors, and Facility Managers|Adaptive poleplaying games: an immersive approach for problem-based learning|Students perceptions of BIM education in the higher education sector a UK and USA perspective|BIM education through problem-based learning exercise: challenges and opportunities in an inter-professional module|Participant Observation|Implementing sustainable development through problem-based learning: pedagogy and practice|An integrated approach to BIM competency assessment, acquisition and application|BIM teaching and learning frameworks in construction-related domains: what the literature says|A peer review system for BIM learning|Toward deep impacts of BIM on education|Embedding building information modelling (BIM) within the taught curriculum: supporting bim implementation and adoption through the development of learning outcomes within the UK academic context for built environment programmes|Process-oriented approach of teaching building information modeling in construction management|Incorporating BIM into the upper-division curriculum of construction engineering and management|Assessing context-based learning: not only rigorous but also relevant|Case Study Research: Design and Methods|Enhancing building information modeling competency among civil engineering and management students with team-based learning|Improvement of students problem-solving skills through project execution planning in civil engineering and construction management education|Exploring the influence of socio-historical constructs on BIM implementation: an activity theory perspective | Özener - 2023 - Context-based learning for BIM simulative role-playing games for strategic business implementations-annotated.tei.xml |
10.1108/SASBE-08-2022-0184 | Context-based learning for BIM: simulative role-playing games for strategic business implementations | Purpose -This paper presents a set of instrumental case studies for the context-based learning of BIM in the milieu of knowledge-based practice in the AEC industry. The study aimed to examine students' actions and perspectives in a simulated learning environment for real-world BIM processes. The core intent was to provide an in-depth understanding of strategic and functional BIM implementation by synthesizing a suggestive pedagogical framework based on context-based learning approaches. Design/methodology/approach -Derived from context-based approaches and experiential learning methods such as role-play, problem-based and active learning, the study involved a set of doctoral-level case studies. In a qualitative research study, these cases were devised and organized around industry-focused simulations on various levels of BIM implementation strategies. Findings -Results from the case studies and the student responses suggest that the comprehensive evaluation of real-world BIM implementation simulations facilitates a solid understanding of the value of BIM. The participation of industry professionals catalyzes the development of strategic and functional BIM competencies. Originality/value -The study proposes a well-structured and replicable BIM learning framework based on context-based learning approaches. The novel framework is adaptive and flexible for BIM education. It can provide students with the necessary skills, strategic vision and professional competencies for innovative practices in the 21st-century AEC Industry. The simulative learning settings, including the evaluation rubrics and connected instructional methods, can be implemented and further developed for similar education efforts. | 10.1108/SASBE-08-2022-0184/16-1 | Learning objectives | (2) describe BIM in the building lifecycle processes; (3) understand the role of BIM in different AEC tasks and operations; (4) understand the connections between BIM-enabled business models, integrated delivery methods, interdisciplinary coordination and current BIM standards; (5) apply acquired BIM knowledge to devise effective BIM implementation strategies; (6) create operational BIM Execution Plans; and (6) evaluate the current BIM implementation approaches and strategies in the AEC. | Ozan € Onder|€ Ozener | 2023 | Building Information Modelling (BIM) adoption and implementation enablers in AEC firms: a systematic literature review|Strategies and outcomes of BIM education: Italian experiences|Using gamification and competitions to enhance BIM learning experience|Understanding BIM information management processes through international BIM standards|Problem-based learning, self-and peer assessment in higher education: towards advancing lifelong learning skills|Curriculum to prepare AEC students for BIMenabled globally distributed projects|Building information modeling in engineering teachingretaining the context of engineering knowledge and skills|How to plan and perform a qualitative study using content analysis|A systematic review of current strategies and methods for BIM implementation in the academic field|Inquiry-based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A Conceptual and Practical Resource for Educators|Taxonomy of Educational Objectives, the Classification of Educational Goals -Handbook I: Cognitive Domain|InterViews: Learning the Craft of Qualitative Research Interviewing|Identifying effective collaborative behaviors in building information modeling-enabled construction projects|University-industry collaboration for BIM education: lessons learned from a case study|Integrating BIM into construction management education|Roleplaying in a conflict resolution setting: description and some implications for accounting|Research Design: Qualitative, Quantitative, and Mixed Methods Approaches|BIM-Based Collaborative Building Process Management|Onstage or behind the scenes? Relative learning benefits of simulation role-play and design|Learning and skills in the knowledge economy|The Power of Problem-Based Learning|Recent developments of BIM adoption based on categorisation, identification and factors: a systematic literature review|Teaching user-centered design for more sustainable infrastructure through role-play and experiential learning|Active learning in engineering education. A review of fundamentals, best practices and experiences|Understanding BIM: the Past, Present and Future|Developing interdisciplinary understanding and dialogue between engineering and architectural students: design and evaluation of a problem-based learning module|Collaboration in BIM-based construction networks|Guideline for building information modeling in construction engineering and management education|Project-based learning in a building information modeling for construction management course|BIM project execution planning guide (V. 2.2)|An Australian consolidated framework for BIM teaching and learning|Teaching BIM as a collaborative information management process through a continuous improvement assessment lens: a case study|Enhancing BIM competencies of built environment undergraduates students using a problem-based learning and network analysis approach|Modelling the relationship between Building Information Modelling (BIM) implementation barriers, usage and awareness on building project lifecycle|Conceptualising building information modelling for construction education|Building information modelling (BIM) -enabled construction education: teaching project cash flow concepts|Defining a BIM-enabled learning environment-an adaptive structuration theory perspective|BIM integration in architectural education: where do we stand?|Advances in Building Information Modeling|Developing digerati leaders: education beyond the building information modelling (BIM) ecosystem|Does active learning work? A review of the research|Practical challenges of BIM education|Active learning strategies to develop research competences in engineering education|Building information modeling education for construction engineering and management: industry requirements, state of the art, and gap analysis|BIM Handbook: A Guide to Building Information Modeling for Owners, Designers, Engineers, Contractors, and Facility Managers|Adaptive poleplaying games: an immersive approach for problem-based learning|Students perceptions of BIM education in the higher education sector a UK and USA perspective|BIM education through problem-based learning exercise: challenges and opportunities in an inter-professional module|Participant Observation|Implementing sustainable development through problem-based learning: pedagogy and practice|An integrated approach to BIM competency assessment, acquisition and application|BIM teaching and learning frameworks in construction-related domains: what the literature says|A peer review system for BIM learning|Toward deep impacts of BIM on education|Embedding building information modelling (BIM) within the taught curriculum: supporting bim implementation and adoption through the development of learning outcomes within the UK academic context for built environment programmes|Process-oriented approach of teaching building information modeling in construction management|Incorporating BIM into the upper-division curriculum of construction engineering and management|Assessing context-based learning: not only rigorous but also relevant|Case Study Research: Design and Methods|Enhancing building information modeling competency among civil engineering and management students with team-based learning|Improvement of students problem-solving skills through project execution planning in civil engineering and construction management education|Exploring the influence of socio-historical constructs on BIM implementation: an activity theory perspective | Özener - 2023 - Context-based learning for BIM simulative role-playing games for strategic business implementations-annotated.tei.xml |
10.1108/SASBE-08-2022-0184 | Context-based learning for BIM: simulative role-playing games for strategic business implementations | Purpose -This paper presents a set of instrumental case studies for the context-based learning of BIM in the milieu of knowledge-based practice in the AEC industry. The study aimed to examine students' actions and perspectives in a simulated learning environment for real-world BIM processes. The core intent was to provide an in-depth understanding of strategic and functional BIM implementation by synthesizing a suggestive pedagogical framework based on context-based learning approaches. Design/methodology/approach -Derived from context-based approaches and experiential learning methods such as role-play, problem-based and active learning, the study involved a set of doctoral-level case studies. In a qualitative research study, these cases were devised and organized around industry-focused simulations on various levels of BIM implementation strategies. Findings -Results from the case studies and the student responses suggest that the comprehensive evaluation of real-world BIM implementation simulations facilitates a solid understanding of the value of BIM. The participation of industry professionals catalyzes the development of strategic and functional BIM competencies. Originality/value -The study proposes a well-structured and replicable BIM learning framework based on context-based learning approaches. The novel framework is adaptive and flexible for BIM education. It can provide students with the necessary skills, strategic vision and professional competencies for innovative practices in the 21st-century AEC Industry. The simulative learning settings, including the evaluation rubrics and connected instructional methods, can be implemented and further developed for similar education efforts. | 10.1108/SASBE-08-2022-0184/17-1 | Pedagogical approach | The context-based learning framework was formulated around the experiential pedagogic approaches, course syllabi, current literature and previous educational case studies on BIM. As the theoretical core of this effort, "context-based learning" (CBL) is a student-centered pedagogical approach that refers to the use of real-world cases and exemplary simulations in learning environments to understand the concepts and constructs through practical experience | Ozan € Onder|€ Ozener | 2023 | Building Information Modelling (BIM) adoption and implementation enablers in AEC firms: a systematic literature review|Strategies and outcomes of BIM education: Italian experiences|Using gamification and competitions to enhance BIM learning experience|Understanding BIM information management processes through international BIM standards|Problem-based learning, self-and peer assessment in higher education: towards advancing lifelong learning skills|Curriculum to prepare AEC students for BIMenabled globally distributed projects|Building information modeling in engineering teachingretaining the context of engineering knowledge and skills|How to plan and perform a qualitative study using content analysis|A systematic review of current strategies and methods for BIM implementation in the academic field|Inquiry-based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A Conceptual and Practical Resource for Educators|Taxonomy of Educational Objectives, the Classification of Educational Goals -Handbook I: Cognitive Domain|InterViews: Learning the Craft of Qualitative Research Interviewing|Identifying effective collaborative behaviors in building information modeling-enabled construction projects|University-industry collaboration for BIM education: lessons learned from a case study|Integrating BIM into construction management education|Roleplaying in a conflict resolution setting: description and some implications for accounting|Research Design: Qualitative, Quantitative, and Mixed Methods Approaches|BIM-Based Collaborative Building Process Management|Onstage or behind the scenes? Relative learning benefits of simulation role-play and design|Learning and skills in the knowledge economy|The Power of Problem-Based Learning|Recent developments of BIM adoption based on categorisation, identification and factors: a systematic literature review|Teaching user-centered design for more sustainable infrastructure through role-play and experiential learning|Active learning in engineering education. A review of fundamentals, best practices and experiences|Understanding BIM: the Past, Present and Future|Developing interdisciplinary understanding and dialogue between engineering and architectural students: design and evaluation of a problem-based learning module|Collaboration in BIM-based construction networks|Guideline for building information modeling in construction engineering and management education|Project-based learning in a building information modeling for construction management course|BIM project execution planning guide (V. 2.2)|An Australian consolidated framework for BIM teaching and learning|Teaching BIM as a collaborative information management process through a continuous improvement assessment lens: a case study|Enhancing BIM competencies of built environment undergraduates students using a problem-based learning and network analysis approach|Modelling the relationship between Building Information Modelling (BIM) implementation barriers, usage and awareness on building project lifecycle|Conceptualising building information modelling for construction education|Building information modelling (BIM) -enabled construction education: teaching project cash flow concepts|Defining a BIM-enabled learning environment-an adaptive structuration theory perspective|BIM integration in architectural education: where do we stand?|Advances in Building Information Modeling|Developing digerati leaders: education beyond the building information modelling (BIM) ecosystem|Does active learning work? A review of the research|Practical challenges of BIM education|Active learning strategies to develop research competences in engineering education|Building information modeling education for construction engineering and management: industry requirements, state of the art, and gap analysis|BIM Handbook: A Guide to Building Information Modeling for Owners, Designers, Engineers, Contractors, and Facility Managers|Adaptive poleplaying games: an immersive approach for problem-based learning|Students perceptions of BIM education in the higher education sector a UK and USA perspective|BIM education through problem-based learning exercise: challenges and opportunities in an inter-professional module|Participant Observation|Implementing sustainable development through problem-based learning: pedagogy and practice|An integrated approach to BIM competency assessment, acquisition and application|BIM teaching and learning frameworks in construction-related domains: what the literature says|A peer review system for BIM learning|Toward deep impacts of BIM on education|Embedding building information modelling (BIM) within the taught curriculum: supporting bim implementation and adoption through the development of learning outcomes within the UK academic context for built environment programmes|Process-oriented approach of teaching building information modeling in construction management|Incorporating BIM into the upper-division curriculum of construction engineering and management|Assessing context-based learning: not only rigorous but also relevant|Case Study Research: Design and Methods|Enhancing building information modeling competency among civil engineering and management students with team-based learning|Improvement of students problem-solving skills through project execution planning in civil engineering and construction management education|Exploring the influence of socio-historical constructs on BIM implementation: an activity theory perspective | Özener - 2023 - Context-based learning for BIM simulative role-playing games for strategic business implementations-annotated.tei.xml |
10.1108/SASBE-08-2022-0184 | Context-based learning for BIM: simulative role-playing games for strategic business implementations | Purpose -This paper presents a set of instrumental case studies for the context-based learning of BIM in the milieu of knowledge-based practice in the AEC industry. The study aimed to examine students' actions and perspectives in a simulated learning environment for real-world BIM processes. The core intent was to provide an in-depth understanding of strategic and functional BIM implementation by synthesizing a suggestive pedagogical framework based on context-based learning approaches. Design/methodology/approach -Derived from context-based approaches and experiential learning methods such as role-play, problem-based and active learning, the study involved a set of doctoral-level case studies. In a qualitative research study, these cases were devised and organized around industry-focused simulations on various levels of BIM implementation strategies. Findings -Results from the case studies and the student responses suggest that the comprehensive evaluation of real-world BIM implementation simulations facilitates a solid understanding of the value of BIM. The participation of industry professionals catalyzes the development of strategic and functional BIM competencies. Originality/value -The study proposes a well-structured and replicable BIM learning framework based on context-based learning approaches. The novel framework is adaptive and flexible for BIM education. It can provide students with the necessary skills, strategic vision and professional competencies for innovative practices in the 21st-century AEC Industry. The simulative learning settings, including the evaluation rubrics and connected instructional methods, can be implemented and further developed for similar education efforts. | 10.1108/SASBE-08-2022-0184/18-1 | Pedagogical approach | Grounded on this conceptual background, the context-based learning framework of the study embraced the hierarchy levels of the cognitive domain of Bloom's Taxonomy (1956) -knowledge, comprehension, application, analysis, synthesis and evaluation. These levels are matched with a set of primary BIM competencies derived from | Ozan € Onder|€ Ozener | 2023 | Building Information Modelling (BIM) adoption and implementation enablers in AEC firms: a systematic literature review|Strategies and outcomes of BIM education: Italian experiences|Using gamification and competitions to enhance BIM learning experience|Understanding BIM information management processes through international BIM standards|Problem-based learning, self-and peer assessment in higher education: towards advancing lifelong learning skills|Curriculum to prepare AEC students for BIMenabled globally distributed projects|Building information modeling in engineering teachingretaining the context of engineering knowledge and skills|How to plan and perform a qualitative study using content analysis|A systematic review of current strategies and methods for BIM implementation in the academic field|Inquiry-based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A Conceptual and Practical Resource for Educators|Taxonomy of Educational Objectives, the Classification of Educational Goals -Handbook I: Cognitive Domain|InterViews: Learning the Craft of Qualitative Research Interviewing|Identifying effective collaborative behaviors in building information modeling-enabled construction projects|University-industry collaboration for BIM education: lessons learned from a case study|Integrating BIM into construction management education|Roleplaying in a conflict resolution setting: description and some implications for accounting|Research Design: Qualitative, Quantitative, and Mixed Methods Approaches|BIM-Based Collaborative Building Process Management|Onstage or behind the scenes? Relative learning benefits of simulation role-play and design|Learning and skills in the knowledge economy|The Power of Problem-Based Learning|Recent developments of BIM adoption based on categorisation, identification and factors: a systematic literature review|Teaching user-centered design for more sustainable infrastructure through role-play and experiential learning|Active learning in engineering education. A review of fundamentals, best practices and experiences|Understanding BIM: the Past, Present and Future|Developing interdisciplinary understanding and dialogue between engineering and architectural students: design and evaluation of a problem-based learning module|Collaboration in BIM-based construction networks|Guideline for building information modeling in construction engineering and management education|Project-based learning in a building information modeling for construction management course|BIM project execution planning guide (V. 2.2)|An Australian consolidated framework for BIM teaching and learning|Teaching BIM as a collaborative information management process through a continuous improvement assessment lens: a case study|Enhancing BIM competencies of built environment undergraduates students using a problem-based learning and network analysis approach|Modelling the relationship between Building Information Modelling (BIM) implementation barriers, usage and awareness on building project lifecycle|Conceptualising building information modelling for construction education|Building information modelling (BIM) -enabled construction education: teaching project cash flow concepts|Defining a BIM-enabled learning environment-an adaptive structuration theory perspective|BIM integration in architectural education: where do we stand?|Advances in Building Information Modeling|Developing digerati leaders: education beyond the building information modelling (BIM) ecosystem|Does active learning work? A review of the research|Practical challenges of BIM education|Active learning strategies to develop research competences in engineering education|Building information modeling education for construction engineering and management: industry requirements, state of the art, and gap analysis|BIM Handbook: A Guide to Building Information Modeling for Owners, Designers, Engineers, Contractors, and Facility Managers|Adaptive poleplaying games: an immersive approach for problem-based learning|Students perceptions of BIM education in the higher education sector a UK and USA perspective|BIM education through problem-based learning exercise: challenges and opportunities in an inter-professional module|Participant Observation|Implementing sustainable development through problem-based learning: pedagogy and practice|An integrated approach to BIM competency assessment, acquisition and application|BIM teaching and learning frameworks in construction-related domains: what the literature says|A peer review system for BIM learning|Toward deep impacts of BIM on education|Embedding building information modelling (BIM) within the taught curriculum: supporting bim implementation and adoption through the development of learning outcomes within the UK academic context for built environment programmes|Process-oriented approach of teaching building information modeling in construction management|Incorporating BIM into the upper-division curriculum of construction engineering and management|Assessing context-based learning: not only rigorous but also relevant|Case Study Research: Design and Methods|Enhancing building information modeling competency among civil engineering and management students with team-based learning|Improvement of students problem-solving skills through project execution planning in civil engineering and construction management education|Exploring the influence of socio-historical constructs on BIM implementation: an activity theory perspective | Özener - 2023 - Context-based learning for BIM simulative role-playing games for strategic business implementations-annotated.tei.xml |
10.1108/SASBE-08-2022-0184 | Context-based learning for BIM: simulative role-playing games for strategic business implementations | Purpose -This paper presents a set of instrumental case studies for the context-based learning of BIM in the milieu of knowledge-based practice in the AEC industry. The study aimed to examine students' actions and perspectives in a simulated learning environment for real-world BIM processes. The core intent was to provide an in-depth understanding of strategic and functional BIM implementation by synthesizing a suggestive pedagogical framework based on context-based learning approaches. Design/methodology/approach -Derived from context-based approaches and experiential learning methods such as role-play, problem-based and active learning, the study involved a set of doctoral-level case studies. In a qualitative research study, these cases were devised and organized around industry-focused simulations on various levels of BIM implementation strategies. Findings -Results from the case studies and the student responses suggest that the comprehensive evaluation of real-world BIM implementation simulations facilitates a solid understanding of the value of BIM. The participation of industry professionals catalyzes the development of strategic and functional BIM competencies. Originality/value -The study proposes a well-structured and replicable BIM learning framework based on context-based learning approaches. The novel framework is adaptive and flexible for BIM education. It can provide students with the necessary skills, strategic vision and professional competencies for innovative practices in the 21st-century AEC Industry. The simulative learning settings, including the evaluation rubrics and connected instructional methods, can be implemented and further developed for similar education efforts. | 10.1108/SASBE-08-2022-0184/19-1 | SASBE | The context-based learning framework for BIM utilized role-play, problem-based and active learning methods for comprehensive BIM understanding and skill development in a collaborative learning environment. The use of these methods was influenced by prior educational research on BIM instruction that had successfully employed them to create novel learning environments for integrated education | Ozan € Onder|€ Ozener | 2023 | Building Information Modelling (BIM) adoption and implementation enablers in AEC firms: a systematic literature review|Strategies and outcomes of BIM education: Italian experiences|Using gamification and competitions to enhance BIM learning experience|Understanding BIM information management processes through international BIM standards|Problem-based learning, self-and peer assessment in higher education: towards advancing lifelong learning skills|Curriculum to prepare AEC students for BIMenabled globally distributed projects|Building information modeling in engineering teachingretaining the context of engineering knowledge and skills|How to plan and perform a qualitative study using content analysis|A systematic review of current strategies and methods for BIM implementation in the academic field|Inquiry-based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A Conceptual and Practical Resource for Educators|Taxonomy of Educational Objectives, the Classification of Educational Goals -Handbook I: Cognitive Domain|InterViews: Learning the Craft of Qualitative Research Interviewing|Identifying effective collaborative behaviors in building information modeling-enabled construction projects|University-industry collaboration for BIM education: lessons learned from a case study|Integrating BIM into construction management education|Roleplaying in a conflict resolution setting: description and some implications for accounting|Research Design: Qualitative, Quantitative, and Mixed Methods Approaches|BIM-Based Collaborative Building Process Management|Onstage or behind the scenes? Relative learning benefits of simulation role-play and design|Learning and skills in the knowledge economy|The Power of Problem-Based Learning|Recent developments of BIM adoption based on categorisation, identification and factors: a systematic literature review|Teaching user-centered design for more sustainable infrastructure through role-play and experiential learning|Active learning in engineering education. A review of fundamentals, best practices and experiences|Understanding BIM: the Past, Present and Future|Developing interdisciplinary understanding and dialogue between engineering and architectural students: design and evaluation of a problem-based learning module|Collaboration in BIM-based construction networks|Guideline for building information modeling in construction engineering and management education|Project-based learning in a building information modeling for construction management course|BIM project execution planning guide (V. 2.2)|An Australian consolidated framework for BIM teaching and learning|Teaching BIM as a collaborative information management process through a continuous improvement assessment lens: a case study|Enhancing BIM competencies of built environment undergraduates students using a problem-based learning and network analysis approach|Modelling the relationship between Building Information Modelling (BIM) implementation barriers, usage and awareness on building project lifecycle|Conceptualising building information modelling for construction education|Building information modelling (BIM) -enabled construction education: teaching project cash flow concepts|Defining a BIM-enabled learning environment-an adaptive structuration theory perspective|BIM integration in architectural education: where do we stand?|Advances in Building Information Modeling|Developing digerati leaders: education beyond the building information modelling (BIM) ecosystem|Does active learning work? A review of the research|Practical challenges of BIM education|Active learning strategies to develop research competences in engineering education|Building information modeling education for construction engineering and management: industry requirements, state of the art, and gap analysis|BIM Handbook: A Guide to Building Information Modeling for Owners, Designers, Engineers, Contractors, and Facility Managers|Adaptive poleplaying games: an immersive approach for problem-based learning|Students perceptions of BIM education in the higher education sector a UK and USA perspective|BIM education through problem-based learning exercise: challenges and opportunities in an inter-professional module|Participant Observation|Implementing sustainable development through problem-based learning: pedagogy and practice|An integrated approach to BIM competency assessment, acquisition and application|BIM teaching and learning frameworks in construction-related domains: what the literature says|A peer review system for BIM learning|Toward deep impacts of BIM on education|Embedding building information modelling (BIM) within the taught curriculum: supporting bim implementation and adoption through the development of learning outcomes within the UK academic context for built environment programmes|Process-oriented approach of teaching building information modeling in construction management|Incorporating BIM into the upper-division curriculum of construction engineering and management|Assessing context-based learning: not only rigorous but also relevant|Case Study Research: Design and Methods|Enhancing building information modeling competency among civil engineering and management students with team-based learning|Improvement of students problem-solving skills through project execution planning in civil engineering and construction management education|Exploring the influence of socio-historical constructs on BIM implementation: an activity theory perspective | Özener - 2023 - Context-based learning for BIM simulative role-playing games for strategic business implementations-annotated.tei.xml |
10.1108/SASBE-08-2022-0184 | Context-based learning for BIM: simulative role-playing games for strategic business implementations | Purpose -This paper presents a set of instrumental case studies for the context-based learning of BIM in the milieu of knowledge-based practice in the AEC industry. The study aimed to examine students' actions and perspectives in a simulated learning environment for real-world BIM processes. The core intent was to provide an in-depth understanding of strategic and functional BIM implementation by synthesizing a suggestive pedagogical framework based on context-based learning approaches. Design/methodology/approach -Derived from context-based approaches and experiential learning methods such as role-play, problem-based and active learning, the study involved a set of doctoral-level case studies. In a qualitative research study, these cases were devised and organized around industry-focused simulations on various levels of BIM implementation strategies. Findings -Results from the case studies and the student responses suggest that the comprehensive evaluation of real-world BIM implementation simulations facilitates a solid understanding of the value of BIM. The participation of industry professionals catalyzes the development of strategic and functional BIM competencies. Originality/value -The study proposes a well-structured and replicable BIM learning framework based on context-based learning approaches. The novel framework is adaptive and flexible for BIM education. It can provide students with the necessary skills, strategic vision and professional competencies for innovative practices in the 21st-century AEC Industry. The simulative learning settings, including the evaluation rubrics and connected instructional methods, can be implemented and further developed for similar education efforts. | 10.1108/SASBE-08-2022-0184/20-1 | SASBE | In detail, active learning (AL) is a process-oriented methodology that enables students with various activities in the classroom like problem-solving exercises, cooperative student projects, informal group work, simulations, case studies and role-playing (Prince, 2004; Hern andez-de-Men endez, 2019). Complementing AL, problem-based learning (PBL) is a widely embraced instructional technique that involves introducing appropriate problems to initiate the instruction-learning cycle and providing the context and motivation for the learning activity | Ozan € Onder|€ Ozener | 2023 | Building Information Modelling (BIM) adoption and implementation enablers in AEC firms: a systematic literature review|Strategies and outcomes of BIM education: Italian experiences|Using gamification and competitions to enhance BIM learning experience|Understanding BIM information management processes through international BIM standards|Problem-based learning, self-and peer assessment in higher education: towards advancing lifelong learning skills|Curriculum to prepare AEC students for BIMenabled globally distributed projects|Building information modeling in engineering teachingretaining the context of engineering knowledge and skills|How to plan and perform a qualitative study using content analysis|A systematic review of current strategies and methods for BIM implementation in the academic field|Inquiry-based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A Conceptual and Practical Resource for Educators|Taxonomy of Educational Objectives, the Classification of Educational Goals -Handbook I: Cognitive Domain|InterViews: Learning the Craft of Qualitative Research Interviewing|Identifying effective collaborative behaviors in building information modeling-enabled construction projects|University-industry collaboration for BIM education: lessons learned from a case study|Integrating BIM into construction management education|Roleplaying in a conflict resolution setting: description and some implications for accounting|Research Design: Qualitative, Quantitative, and Mixed Methods Approaches|BIM-Based Collaborative Building Process Management|Onstage or behind the scenes? Relative learning benefits of simulation role-play and design|Learning and skills in the knowledge economy|The Power of Problem-Based Learning|Recent developments of BIM adoption based on categorisation, identification and factors: a systematic literature review|Teaching user-centered design for more sustainable infrastructure through role-play and experiential learning|Active learning in engineering education. A review of fundamentals, best practices and experiences|Understanding BIM: the Past, Present and Future|Developing interdisciplinary understanding and dialogue between engineering and architectural students: design and evaluation of a problem-based learning module|Collaboration in BIM-based construction networks|Guideline for building information modeling in construction engineering and management education|Project-based learning in a building information modeling for construction management course|BIM project execution planning guide (V. 2.2)|An Australian consolidated framework for BIM teaching and learning|Teaching BIM as a collaborative information management process through a continuous improvement assessment lens: a case study|Enhancing BIM competencies of built environment undergraduates students using a problem-based learning and network analysis approach|Modelling the relationship between Building Information Modelling (BIM) implementation barriers, usage and awareness on building project lifecycle|Conceptualising building information modelling for construction education|Building information modelling (BIM) -enabled construction education: teaching project cash flow concepts|Defining a BIM-enabled learning environment-an adaptive structuration theory perspective|BIM integration in architectural education: where do we stand?|Advances in Building Information Modeling|Developing digerati leaders: education beyond the building information modelling (BIM) ecosystem|Does active learning work? A review of the research|Practical challenges of BIM education|Active learning strategies to develop research competences in engineering education|Building information modeling education for construction engineering and management: industry requirements, state of the art, and gap analysis|BIM Handbook: A Guide to Building Information Modeling for Owners, Designers, Engineers, Contractors, and Facility Managers|Adaptive poleplaying games: an immersive approach for problem-based learning|Students perceptions of BIM education in the higher education sector a UK and USA perspective|BIM education through problem-based learning exercise: challenges and opportunities in an inter-professional module|Participant Observation|Implementing sustainable development through problem-based learning: pedagogy and practice|An integrated approach to BIM competency assessment, acquisition and application|BIM teaching and learning frameworks in construction-related domains: what the literature says|A peer review system for BIM learning|Toward deep impacts of BIM on education|Embedding building information modelling (BIM) within the taught curriculum: supporting bim implementation and adoption through the development of learning outcomes within the UK academic context for built environment programmes|Process-oriented approach of teaching building information modeling in construction management|Incorporating BIM into the upper-division curriculum of construction engineering and management|Assessing context-based learning: not only rigorous but also relevant|Case Study Research: Design and Methods|Enhancing building information modeling competency among civil engineering and management students with team-based learning|Improvement of students problem-solving skills through project execution planning in civil engineering and construction management education|Exploring the influence of socio-historical constructs on BIM implementation: an activity theory perspective | Özener - 2023 - Context-based learning for BIM simulative role-playing games for strategic business implementations-annotated.tei.xml |
10.1108/SASBE-08-2022-0184 | Context-based learning for BIM: simulative role-playing games for strategic business implementations | Purpose -This paper presents a set of instrumental case studies for the context-based learning of BIM in the milieu of knowledge-based practice in the AEC industry. The study aimed to examine students' actions and perspectives in a simulated learning environment for real-world BIM processes. The core intent was to provide an in-depth understanding of strategic and functional BIM implementation by synthesizing a suggestive pedagogical framework based on context-based learning approaches. Design/methodology/approach -Derived from context-based approaches and experiential learning methods such as role-play, problem-based and active learning, the study involved a set of doctoral-level case studies. In a qualitative research study, these cases were devised and organized around industry-focused simulations on various levels of BIM implementation strategies. Findings -Results from the case studies and the student responses suggest that the comprehensive evaluation of real-world BIM implementation simulations facilitates a solid understanding of the value of BIM. The participation of industry professionals catalyzes the development of strategic and functional BIM competencies. Originality/value -The study proposes a well-structured and replicable BIM learning framework based on context-based learning approaches. The novel framework is adaptive and flexible for BIM education. It can provide students with the necessary skills, strategic vision and professional competencies for innovative practices in the 21st-century AEC Industry. The simulative learning settings, including the evaluation rubrics and connected instructional methods, can be implemented and further developed for similar education efforts. | 10.1108/SASBE-08-2022-0184/21-1 | SASBE | The literature shows the effectiveness of these methods, especially in engineering and architectural education with carefully organized learning settings and setups | Ozan € Onder|€ Ozener | 2023 | Building Information Modelling (BIM) adoption and implementation enablers in AEC firms: a systematic literature review|Strategies and outcomes of BIM education: Italian experiences|Using gamification and competitions to enhance BIM learning experience|Understanding BIM information management processes through international BIM standards|Problem-based learning, self-and peer assessment in higher education: towards advancing lifelong learning skills|Curriculum to prepare AEC students for BIMenabled globally distributed projects|Building information modeling in engineering teachingretaining the context of engineering knowledge and skills|How to plan and perform a qualitative study using content analysis|A systematic review of current strategies and methods for BIM implementation in the academic field|Inquiry-based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A Conceptual and Practical Resource for Educators|Taxonomy of Educational Objectives, the Classification of Educational Goals -Handbook I: Cognitive Domain|InterViews: Learning the Craft of Qualitative Research Interviewing|Identifying effective collaborative behaviors in building information modeling-enabled construction projects|University-industry collaboration for BIM education: lessons learned from a case study|Integrating BIM into construction management education|Roleplaying in a conflict resolution setting: description and some implications for accounting|Research Design: Qualitative, Quantitative, and Mixed Methods Approaches|BIM-Based Collaborative Building Process Management|Onstage or behind the scenes? Relative learning benefits of simulation role-play and design|Learning and skills in the knowledge economy|The Power of Problem-Based Learning|Recent developments of BIM adoption based on categorisation, identification and factors: a systematic literature review|Teaching user-centered design for more sustainable infrastructure through role-play and experiential learning|Active learning in engineering education. A review of fundamentals, best practices and experiences|Understanding BIM: the Past, Present and Future|Developing interdisciplinary understanding and dialogue between engineering and architectural students: design and evaluation of a problem-based learning module|Collaboration in BIM-based construction networks|Guideline for building information modeling in construction engineering and management education|Project-based learning in a building information modeling for construction management course|BIM project execution planning guide (V. 2.2)|An Australian consolidated framework for BIM teaching and learning|Teaching BIM as a collaborative information management process through a continuous improvement assessment lens: a case study|Enhancing BIM competencies of built environment undergraduates students using a problem-based learning and network analysis approach|Modelling the relationship between Building Information Modelling (BIM) implementation barriers, usage and awareness on building project lifecycle|Conceptualising building information modelling for construction education|Building information modelling (BIM) -enabled construction education: teaching project cash flow concepts|Defining a BIM-enabled learning environment-an adaptive structuration theory perspective|BIM integration in architectural education: where do we stand?|Advances in Building Information Modeling|Developing digerati leaders: education beyond the building information modelling (BIM) ecosystem|Does active learning work? A review of the research|Practical challenges of BIM education|Active learning strategies to develop research competences in engineering education|Building information modeling education for construction engineering and management: industry requirements, state of the art, and gap analysis|BIM Handbook: A Guide to Building Information Modeling for Owners, Designers, Engineers, Contractors, and Facility Managers|Adaptive poleplaying games: an immersive approach for problem-based learning|Students perceptions of BIM education in the higher education sector a UK and USA perspective|BIM education through problem-based learning exercise: challenges and opportunities in an inter-professional module|Participant Observation|Implementing sustainable development through problem-based learning: pedagogy and practice|An integrated approach to BIM competency assessment, acquisition and application|BIM teaching and learning frameworks in construction-related domains: what the literature says|A peer review system for BIM learning|Toward deep impacts of BIM on education|Embedding building information modelling (BIM) within the taught curriculum: supporting bim implementation and adoption through the development of learning outcomes within the UK academic context for built environment programmes|Process-oriented approach of teaching building information modeling in construction management|Incorporating BIM into the upper-division curriculum of construction engineering and management|Assessing context-based learning: not only rigorous but also relevant|Case Study Research: Design and Methods|Enhancing building information modeling competency among civil engineering and management students with team-based learning|Improvement of students problem-solving skills through project execution planning in civil engineering and construction management education|Exploring the influence of socio-historical constructs on BIM implementation: an activity theory perspective | Özener - 2023 - Context-based learning for BIM simulative role-playing games for strategic business implementations-annotated.tei.xml |
10.1108/SASBE-08-2022-0184 | Context-based learning for BIM: simulative role-playing games for strategic business implementations | Purpose -This paper presents a set of instrumental case studies for the context-based learning of BIM in the milieu of knowledge-based practice in the AEC industry. The study aimed to examine students' actions and perspectives in a simulated learning environment for real-world BIM processes. The core intent was to provide an in-depth understanding of strategic and functional BIM implementation by synthesizing a suggestive pedagogical framework based on context-based learning approaches. Design/methodology/approach -Derived from context-based approaches and experiential learning methods such as role-play, problem-based and active learning, the study involved a set of doctoral-level case studies. In a qualitative research study, these cases were devised and organized around industry-focused simulations on various levels of BIM implementation strategies. Findings -Results from the case studies and the student responses suggest that the comprehensive evaluation of real-world BIM implementation simulations facilitates a solid understanding of the value of BIM. The participation of industry professionals catalyzes the development of strategic and functional BIM competencies. Originality/value -The study proposes a well-structured and replicable BIM learning framework based on context-based learning approaches. The novel framework is adaptive and flexible for BIM education. It can provide students with the necessary skills, strategic vision and professional competencies for innovative practices in the 21st-century AEC Industry. The simulative learning settings, including the evaluation rubrics and connected instructional methods, can be implemented and further developed for similar education efforts. | 10.1108/SASBE-08-2022-0184/22-1 | SASBE | (3) Promotion of student engagement: The organization of the class is based on students' active participation and theme-specific presentations. This tactic is intended to enable students to consistently consider the learning dimensions of BIM and its concepts as they pertain to industry-specific applications. | Ozan € Onder|€ Ozener | 2023 | Building Information Modelling (BIM) adoption and implementation enablers in AEC firms: a systematic literature review|Strategies and outcomes of BIM education: Italian experiences|Using gamification and competitions to enhance BIM learning experience|Understanding BIM information management processes through international BIM standards|Problem-based learning, self-and peer assessment in higher education: towards advancing lifelong learning skills|Curriculum to prepare AEC students for BIMenabled globally distributed projects|Building information modeling in engineering teachingretaining the context of engineering knowledge and skills|How to plan and perform a qualitative study using content analysis|A systematic review of current strategies and methods for BIM implementation in the academic field|Inquiry-based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A Conceptual and Practical Resource for Educators|Taxonomy of Educational Objectives, the Classification of Educational Goals -Handbook I: Cognitive Domain|InterViews: Learning the Craft of Qualitative Research Interviewing|Identifying effective collaborative behaviors in building information modeling-enabled construction projects|University-industry collaboration for BIM education: lessons learned from a case study|Integrating BIM into construction management education|Roleplaying in a conflict resolution setting: description and some implications for accounting|Research Design: Qualitative, Quantitative, and Mixed Methods Approaches|BIM-Based Collaborative Building Process Management|Onstage or behind the scenes? Relative learning benefits of simulation role-play and design|Learning and skills in the knowledge economy|The Power of Problem-Based Learning|Recent developments of BIM adoption based on categorisation, identification and factors: a systematic literature review|Teaching user-centered design for more sustainable infrastructure through role-play and experiential learning|Active learning in engineering education. A review of fundamentals, best practices and experiences|Understanding BIM: the Past, Present and Future|Developing interdisciplinary understanding and dialogue between engineering and architectural students: design and evaluation of a problem-based learning module|Collaboration in BIM-based construction networks|Guideline for building information modeling in construction engineering and management education|Project-based learning in a building information modeling for construction management course|BIM project execution planning guide (V. 2.2)|An Australian consolidated framework for BIM teaching and learning|Teaching BIM as a collaborative information management process through a continuous improvement assessment lens: a case study|Enhancing BIM competencies of built environment undergraduates students using a problem-based learning and network analysis approach|Modelling the relationship between Building Information Modelling (BIM) implementation barriers, usage and awareness on building project lifecycle|Conceptualising building information modelling for construction education|Building information modelling (BIM) -enabled construction education: teaching project cash flow concepts|Defining a BIM-enabled learning environment-an adaptive structuration theory perspective|BIM integration in architectural education: where do we stand?|Advances in Building Information Modeling|Developing digerati leaders: education beyond the building information modelling (BIM) ecosystem|Does active learning work? A review of the research|Practical challenges of BIM education|Active learning strategies to develop research competences in engineering education|Building information modeling education for construction engineering and management: industry requirements, state of the art, and gap analysis|BIM Handbook: A Guide to Building Information Modeling for Owners, Designers, Engineers, Contractors, and Facility Managers|Adaptive poleplaying games: an immersive approach for problem-based learning|Students perceptions of BIM education in the higher education sector a UK and USA perspective|BIM education through problem-based learning exercise: challenges and opportunities in an inter-professional module|Participant Observation|Implementing sustainable development through problem-based learning: pedagogy and practice|An integrated approach to BIM competency assessment, acquisition and application|BIM teaching and learning frameworks in construction-related domains: what the literature says|A peer review system for BIM learning|Toward deep impacts of BIM on education|Embedding building information modelling (BIM) within the taught curriculum: supporting bim implementation and adoption through the development of learning outcomes within the UK academic context for built environment programmes|Process-oriented approach of teaching building information modeling in construction management|Incorporating BIM into the upper-division curriculum of construction engineering and management|Assessing context-based learning: not only rigorous but also relevant|Case Study Research: Design and Methods|Enhancing building information modeling competency among civil engineering and management students with team-based learning|Improvement of students problem-solving skills through project execution planning in civil engineering and construction management education|Exploring the influence of socio-historical constructs on BIM implementation: an activity theory perspective | Özener - 2023 - Context-based learning for BIM simulative role-playing games for strategic business implementations-annotated.tei.xml |
10.1108/SASBE-08-2022-0184 | Context-based learning for BIM: simulative role-playing games for strategic business implementations | Purpose -This paper presents a set of instrumental case studies for the context-based learning of BIM in the milieu of knowledge-based practice in the AEC industry. The study aimed to examine students' actions and perspectives in a simulated learning environment for real-world BIM processes. The core intent was to provide an in-depth understanding of strategic and functional BIM implementation by synthesizing a suggestive pedagogical framework based on context-based learning approaches. Design/methodology/approach -Derived from context-based approaches and experiential learning methods such as role-play, problem-based and active learning, the study involved a set of doctoral-level case studies. In a qualitative research study, these cases were devised and organized around industry-focused simulations on various levels of BIM implementation strategies. Findings -Results from the case studies and the student responses suggest that the comprehensive evaluation of real-world BIM implementation simulations facilitates a solid understanding of the value of BIM. The participation of industry professionals catalyzes the development of strategic and functional BIM competencies. Originality/value -The study proposes a well-structured and replicable BIM learning framework based on context-based learning approaches. The novel framework is adaptive and flexible for BIM education. It can provide students with the necessary skills, strategic vision and professional competencies for innovative practices in the 21st-century AEC Industry. The simulative learning settings, including the evaluation rubrics and connected instructional methods, can be implemented and further developed for similar education efforts. | 10.1108/SASBE-08-2022-0184/23-1 | SASBE | (4) Collaborative learning: The assignments require collaborative teamwork through well-defined qualitative research procedures and tasks for understanding BIM implementation in the AEC industry and its specific problems. | Ozan € Onder|€ Ozener | 2023 | Building Information Modelling (BIM) adoption and implementation enablers in AEC firms: a systematic literature review|Strategies and outcomes of BIM education: Italian experiences|Using gamification and competitions to enhance BIM learning experience|Understanding BIM information management processes through international BIM standards|Problem-based learning, self-and peer assessment in higher education: towards advancing lifelong learning skills|Curriculum to prepare AEC students for BIMenabled globally distributed projects|Building information modeling in engineering teachingretaining the context of engineering knowledge and skills|How to plan and perform a qualitative study using content analysis|A systematic review of current strategies and methods for BIM implementation in the academic field|Inquiry-based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A Conceptual and Practical Resource for Educators|Taxonomy of Educational Objectives, the Classification of Educational Goals -Handbook I: Cognitive Domain|InterViews: Learning the Craft of Qualitative Research Interviewing|Identifying effective collaborative behaviors in building information modeling-enabled construction projects|University-industry collaboration for BIM education: lessons learned from a case study|Integrating BIM into construction management education|Roleplaying in a conflict resolution setting: description and some implications for accounting|Research Design: Qualitative, Quantitative, and Mixed Methods Approaches|BIM-Based Collaborative Building Process Management|Onstage or behind the scenes? Relative learning benefits of simulation role-play and design|Learning and skills in the knowledge economy|The Power of Problem-Based Learning|Recent developments of BIM adoption based on categorisation, identification and factors: a systematic literature review|Teaching user-centered design for more sustainable infrastructure through role-play and experiential learning|Active learning in engineering education. A review of fundamentals, best practices and experiences|Understanding BIM: the Past, Present and Future|Developing interdisciplinary understanding and dialogue between engineering and architectural students: design and evaluation of a problem-based learning module|Collaboration in BIM-based construction networks|Guideline for building information modeling in construction engineering and management education|Project-based learning in a building information modeling for construction management course|BIM project execution planning guide (V. 2.2)|An Australian consolidated framework for BIM teaching and learning|Teaching BIM as a collaborative information management process through a continuous improvement assessment lens: a case study|Enhancing BIM competencies of built environment undergraduates students using a problem-based learning and network analysis approach|Modelling the relationship between Building Information Modelling (BIM) implementation barriers, usage and awareness on building project lifecycle|Conceptualising building information modelling for construction education|Building information modelling (BIM) -enabled construction education: teaching project cash flow concepts|Defining a BIM-enabled learning environment-an adaptive structuration theory perspective|BIM integration in architectural education: where do we stand?|Advances in Building Information Modeling|Developing digerati leaders: education beyond the building information modelling (BIM) ecosystem|Does active learning work? A review of the research|Practical challenges of BIM education|Active learning strategies to develop research competences in engineering education|Building information modeling education for construction engineering and management: industry requirements, state of the art, and gap analysis|BIM Handbook: A Guide to Building Information Modeling for Owners, Designers, Engineers, Contractors, and Facility Managers|Adaptive poleplaying games: an immersive approach for problem-based learning|Students perceptions of BIM education in the higher education sector a UK and USA perspective|BIM education through problem-based learning exercise: challenges and opportunities in an inter-professional module|Participant Observation|Implementing sustainable development through problem-based learning: pedagogy and practice|An integrated approach to BIM competency assessment, acquisition and application|BIM teaching and learning frameworks in construction-related domains: what the literature says|A peer review system for BIM learning|Toward deep impacts of BIM on education|Embedding building information modelling (BIM) within the taught curriculum: supporting bim implementation and adoption through the development of learning outcomes within the UK academic context for built environment programmes|Process-oriented approach of teaching building information modeling in construction management|Incorporating BIM into the upper-division curriculum of construction engineering and management|Assessing context-based learning: not only rigorous but also relevant|Case Study Research: Design and Methods|Enhancing building information modeling competency among civil engineering and management students with team-based learning|Improvement of students problem-solving skills through project execution planning in civil engineering and construction management education|Exploring the influence of socio-historical constructs on BIM implementation: an activity theory perspective | Özener - 2023 - Context-based learning for BIM simulative role-playing games for strategic business implementations-annotated.tei.xml |
10.1108/SASBE-08-2022-0184 | Context-based learning for BIM: simulative role-playing games for strategic business implementations | Purpose -This paper presents a set of instrumental case studies for the context-based learning of BIM in the milieu of knowledge-based practice in the AEC industry. The study aimed to examine students' actions and perspectives in a simulated learning environment for real-world BIM processes. The core intent was to provide an in-depth understanding of strategic and functional BIM implementation by synthesizing a suggestive pedagogical framework based on context-based learning approaches. Design/methodology/approach -Derived from context-based approaches and experiential learning methods such as role-play, problem-based and active learning, the study involved a set of doctoral-level case studies. In a qualitative research study, these cases were devised and organized around industry-focused simulations on various levels of BIM implementation strategies. Findings -Results from the case studies and the student responses suggest that the comprehensive evaluation of real-world BIM implementation simulations facilitates a solid understanding of the value of BIM. The participation of industry professionals catalyzes the development of strategic and functional BIM competencies. Originality/value -The study proposes a well-structured and replicable BIM learning framework based on context-based learning approaches. The novel framework is adaptive and flexible for BIM education. It can provide students with the necessary skills, strategic vision and professional competencies for innovative practices in the 21st-century AEC Industry. The simulative learning settings, including the evaluation rubrics and connected instructional methods, can be implemented and further developed for similar education efforts. | 10.1108/SASBE-08-2022-0184/24-1 | SASBE | (5) Problem-based learning: Example cases and in-class simulations are based on realworld BIM-related issues from the AEC industry. | Ozan € Onder|€ Ozener | 2023 | Building Information Modelling (BIM) adoption and implementation enablers in AEC firms: a systematic literature review|Strategies and outcomes of BIM education: Italian experiences|Using gamification and competitions to enhance BIM learning experience|Understanding BIM information management processes through international BIM standards|Problem-based learning, self-and peer assessment in higher education: towards advancing lifelong learning skills|Curriculum to prepare AEC students for BIMenabled globally distributed projects|Building information modeling in engineering teachingretaining the context of engineering knowledge and skills|How to plan and perform a qualitative study using content analysis|A systematic review of current strategies and methods for BIM implementation in the academic field|Inquiry-based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A Conceptual and Practical Resource for Educators|Taxonomy of Educational Objectives, the Classification of Educational Goals -Handbook I: Cognitive Domain|InterViews: Learning the Craft of Qualitative Research Interviewing|Identifying effective collaborative behaviors in building information modeling-enabled construction projects|University-industry collaboration for BIM education: lessons learned from a case study|Integrating BIM into construction management education|Roleplaying in a conflict resolution setting: description and some implications for accounting|Research Design: Qualitative, Quantitative, and Mixed Methods Approaches|BIM-Based Collaborative Building Process Management|Onstage or behind the scenes? Relative learning benefits of simulation role-play and design|Learning and skills in the knowledge economy|The Power of Problem-Based Learning|Recent developments of BIM adoption based on categorisation, identification and factors: a systematic literature review|Teaching user-centered design for more sustainable infrastructure through role-play and experiential learning|Active learning in engineering education. A review of fundamentals, best practices and experiences|Understanding BIM: the Past, Present and Future|Developing interdisciplinary understanding and dialogue between engineering and architectural students: design and evaluation of a problem-based learning module|Collaboration in BIM-based construction networks|Guideline for building information modeling in construction engineering and management education|Project-based learning in a building information modeling for construction management course|BIM project execution planning guide (V. 2.2)|An Australian consolidated framework for BIM teaching and learning|Teaching BIM as a collaborative information management process through a continuous improvement assessment lens: a case study|Enhancing BIM competencies of built environment undergraduates students using a problem-based learning and network analysis approach|Modelling the relationship between Building Information Modelling (BIM) implementation barriers, usage and awareness on building project lifecycle|Conceptualising building information modelling for construction education|Building information modelling (BIM) -enabled construction education: teaching project cash flow concepts|Defining a BIM-enabled learning environment-an adaptive structuration theory perspective|BIM integration in architectural education: where do we stand?|Advances in Building Information Modeling|Developing digerati leaders: education beyond the building information modelling (BIM) ecosystem|Does active learning work? A review of the research|Practical challenges of BIM education|Active learning strategies to develop research competences in engineering education|Building information modeling education for construction engineering and management: industry requirements, state of the art, and gap analysis|BIM Handbook: A Guide to Building Information Modeling for Owners, Designers, Engineers, Contractors, and Facility Managers|Adaptive poleplaying games: an immersive approach for problem-based learning|Students perceptions of BIM education in the higher education sector a UK and USA perspective|BIM education through problem-based learning exercise: challenges and opportunities in an inter-professional module|Participant Observation|Implementing sustainable development through problem-based learning: pedagogy and practice|An integrated approach to BIM competency assessment, acquisition and application|BIM teaching and learning frameworks in construction-related domains: what the literature says|A peer review system for BIM learning|Toward deep impacts of BIM on education|Embedding building information modelling (BIM) within the taught curriculum: supporting bim implementation and adoption through the development of learning outcomes within the UK academic context for built environment programmes|Process-oriented approach of teaching building information modeling in construction management|Incorporating BIM into the upper-division curriculum of construction engineering and management|Assessing context-based learning: not only rigorous but also relevant|Case Study Research: Design and Methods|Enhancing building information modeling competency among civil engineering and management students with team-based learning|Improvement of students problem-solving skills through project execution planning in civil engineering and construction management education|Exploring the influence of socio-historical constructs on BIM implementation: an activity theory perspective | Özener - 2023 - Context-based learning for BIM simulative role-playing games for strategic business implementations-annotated.tei.xml |
10.1108/SASBE-08-2022-0184 | Context-based learning for BIM: simulative role-playing games for strategic business implementations | Purpose -This paper presents a set of instrumental case studies for the context-based learning of BIM in the milieu of knowledge-based practice in the AEC industry. The study aimed to examine students' actions and perspectives in a simulated learning environment for real-world BIM processes. The core intent was to provide an in-depth understanding of strategic and functional BIM implementation by synthesizing a suggestive pedagogical framework based on context-based learning approaches. Design/methodology/approach -Derived from context-based approaches and experiential learning methods such as role-play, problem-based and active learning, the study involved a set of doctoral-level case studies. In a qualitative research study, these cases were devised and organized around industry-focused simulations on various levels of BIM implementation strategies. Findings -Results from the case studies and the student responses suggest that the comprehensive evaluation of real-world BIM implementation simulations facilitates a solid understanding of the value of BIM. The participation of industry professionals catalyzes the development of strategic and functional BIM competencies. Originality/value -The study proposes a well-structured and replicable BIM learning framework based on context-based learning approaches. The novel framework is adaptive and flexible for BIM education. It can provide students with the necessary skills, strategic vision and professional competencies for innovative practices in the 21st-century AEC Industry. The simulative learning settings, including the evaluation rubrics and connected instructional methods, can be implemented and further developed for similar education efforts. | 10.1108/SASBE-08-2022-0184/25-1 | SASBE | The case study part of the course promoted different role-play activities where students were assigned as BIM consultants to imaginary AEC firms for effective BIM implementation strategies through contextual simulations | Ozan € Onder|€ Ozener | 2023 | Building Information Modelling (BIM) adoption and implementation enablers in AEC firms: a systematic literature review|Strategies and outcomes of BIM education: Italian experiences|Using gamification and competitions to enhance BIM learning experience|Understanding BIM information management processes through international BIM standards|Problem-based learning, self-and peer assessment in higher education: towards advancing lifelong learning skills|Curriculum to prepare AEC students for BIMenabled globally distributed projects|Building information modeling in engineering teachingretaining the context of engineering knowledge and skills|How to plan and perform a qualitative study using content analysis|A systematic review of current strategies and methods for BIM implementation in the academic field|Inquiry-based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A Conceptual and Practical Resource for Educators|Taxonomy of Educational Objectives, the Classification of Educational Goals -Handbook I: Cognitive Domain|InterViews: Learning the Craft of Qualitative Research Interviewing|Identifying effective collaborative behaviors in building information modeling-enabled construction projects|University-industry collaboration for BIM education: lessons learned from a case study|Integrating BIM into construction management education|Roleplaying in a conflict resolution setting: description and some implications for accounting|Research Design: Qualitative, Quantitative, and Mixed Methods Approaches|BIM-Based Collaborative Building Process Management|Onstage or behind the scenes? Relative learning benefits of simulation role-play and design|Learning and skills in the knowledge economy|The Power of Problem-Based Learning|Recent developments of BIM adoption based on categorisation, identification and factors: a systematic literature review|Teaching user-centered design for more sustainable infrastructure through role-play and experiential learning|Active learning in engineering education. A review of fundamentals, best practices and experiences|Understanding BIM: the Past, Present and Future|Developing interdisciplinary understanding and dialogue between engineering and architectural students: design and evaluation of a problem-based learning module|Collaboration in BIM-based construction networks|Guideline for building information modeling in construction engineering and management education|Project-based learning in a building information modeling for construction management course|BIM project execution planning guide (V. 2.2)|An Australian consolidated framework for BIM teaching and learning|Teaching BIM as a collaborative information management process through a continuous improvement assessment lens: a case study|Enhancing BIM competencies of built environment undergraduates students using a problem-based learning and network analysis approach|Modelling the relationship between Building Information Modelling (BIM) implementation barriers, usage and awareness on building project lifecycle|Conceptualising building information modelling for construction education|Building information modelling (BIM) -enabled construction education: teaching project cash flow concepts|Defining a BIM-enabled learning environment-an adaptive structuration theory perspective|BIM integration in architectural education: where do we stand?|Advances in Building Information Modeling|Developing digerati leaders: education beyond the building information modelling (BIM) ecosystem|Does active learning work? A review of the research|Practical challenges of BIM education|Active learning strategies to develop research competences in engineering education|Building information modeling education for construction engineering and management: industry requirements, state of the art, and gap analysis|BIM Handbook: A Guide to Building Information Modeling for Owners, Designers, Engineers, Contractors, and Facility Managers|Adaptive poleplaying games: an immersive approach for problem-based learning|Students perceptions of BIM education in the higher education sector a UK and USA perspective|BIM education through problem-based learning exercise: challenges and opportunities in an inter-professional module|Participant Observation|Implementing sustainable development through problem-based learning: pedagogy and practice|An integrated approach to BIM competency assessment, acquisition and application|BIM teaching and learning frameworks in construction-related domains: what the literature says|A peer review system for BIM learning|Toward deep impacts of BIM on education|Embedding building information modelling (BIM) within the taught curriculum: supporting bim implementation and adoption through the development of learning outcomes within the UK academic context for built environment programmes|Process-oriented approach of teaching building information modeling in construction management|Incorporating BIM into the upper-division curriculum of construction engineering and management|Assessing context-based learning: not only rigorous but also relevant|Case Study Research: Design and Methods|Enhancing building information modeling competency among civil engineering and management students with team-based learning|Improvement of students problem-solving skills through project execution planning in civil engineering and construction management education|Exploring the influence of socio-historical constructs on BIM implementation: an activity theory perspective | Özener - 2023 - Context-based learning for BIM simulative role-playing games for strategic business implementations-annotated.tei.xml |
10.1108/SASBE-08-2022-0184 | Context-based learning for BIM: simulative role-playing games for strategic business implementations | Purpose -This paper presents a set of instrumental case studies for the context-based learning of BIM in the milieu of knowledge-based practice in the AEC industry. The study aimed to examine students' actions and perspectives in a simulated learning environment for real-world BIM processes. The core intent was to provide an in-depth understanding of strategic and functional BIM implementation by synthesizing a suggestive pedagogical framework based on context-based learning approaches. Design/methodology/approach -Derived from context-based approaches and experiential learning methods such as role-play, problem-based and active learning, the study involved a set of doctoral-level case studies. In a qualitative research study, these cases were devised and organized around industry-focused simulations on various levels of BIM implementation strategies. Findings -Results from the case studies and the student responses suggest that the comprehensive evaluation of real-world BIM implementation simulations facilitates a solid understanding of the value of BIM. The participation of industry professionals catalyzes the development of strategic and functional BIM competencies. Originality/value -The study proposes a well-structured and replicable BIM learning framework based on context-based learning approaches. The novel framework is adaptive and flexible for BIM education. It can provide students with the necessary skills, strategic vision and professional competencies for innovative practices in the 21st-century AEC Industry. The simulative learning settings, including the evaluation rubrics and connected instructional methods, can be implemented and further developed for similar education efforts. | 10.1108/SASBE-08-2022-0184/26-1 | SASBE | The components of the proposed CBL approach for BIM are illustrated in Figure | Ozan € Onder|€ Ozener | 2023 | Building Information Modelling (BIM) adoption and implementation enablers in AEC firms: a systematic literature review|Strategies and outcomes of BIM education: Italian experiences|Using gamification and competitions to enhance BIM learning experience|Understanding BIM information management processes through international BIM standards|Problem-based learning, self-and peer assessment in higher education: towards advancing lifelong learning skills|Curriculum to prepare AEC students for BIMenabled globally distributed projects|Building information modeling in engineering teachingretaining the context of engineering knowledge and skills|How to plan and perform a qualitative study using content analysis|A systematic review of current strategies and methods for BIM implementation in the academic field|Inquiry-based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A Conceptual and Practical Resource for Educators|Taxonomy of Educational Objectives, the Classification of Educational Goals -Handbook I: Cognitive Domain|InterViews: Learning the Craft of Qualitative Research Interviewing|Identifying effective collaborative behaviors in building information modeling-enabled construction projects|University-industry collaboration for BIM education: lessons learned from a case study|Integrating BIM into construction management education|Roleplaying in a conflict resolution setting: description and some implications for accounting|Research Design: Qualitative, Quantitative, and Mixed Methods Approaches|BIM-Based Collaborative Building Process Management|Onstage or behind the scenes? Relative learning benefits of simulation role-play and design|Learning and skills in the knowledge economy|The Power of Problem-Based Learning|Recent developments of BIM adoption based on categorisation, identification and factors: a systematic literature review|Teaching user-centered design for more sustainable infrastructure through role-play and experiential learning|Active learning in engineering education. A review of fundamentals, best practices and experiences|Understanding BIM: the Past, Present and Future|Developing interdisciplinary understanding and dialogue between engineering and architectural students: design and evaluation of a problem-based learning module|Collaboration in BIM-based construction networks|Guideline for building information modeling in construction engineering and management education|Project-based learning in a building information modeling for construction management course|BIM project execution planning guide (V. 2.2)|An Australian consolidated framework for BIM teaching and learning|Teaching BIM as a collaborative information management process through a continuous improvement assessment lens: a case study|Enhancing BIM competencies of built environment undergraduates students using a problem-based learning and network analysis approach|Modelling the relationship between Building Information Modelling (BIM) implementation barriers, usage and awareness on building project lifecycle|Conceptualising building information modelling for construction education|Building information modelling (BIM) -enabled construction education: teaching project cash flow concepts|Defining a BIM-enabled learning environment-an adaptive structuration theory perspective|BIM integration in architectural education: where do we stand?|Advances in Building Information Modeling|Developing digerati leaders: education beyond the building information modelling (BIM) ecosystem|Does active learning work? A review of the research|Practical challenges of BIM education|Active learning strategies to develop research competences in engineering education|Building information modeling education for construction engineering and management: industry requirements, state of the art, and gap analysis|BIM Handbook: A Guide to Building Information Modeling for Owners, Designers, Engineers, Contractors, and Facility Managers|Adaptive poleplaying games: an immersive approach for problem-based learning|Students perceptions of BIM education in the higher education sector a UK and USA perspective|BIM education through problem-based learning exercise: challenges and opportunities in an inter-professional module|Participant Observation|Implementing sustainable development through problem-based learning: pedagogy and practice|An integrated approach to BIM competency assessment, acquisition and application|BIM teaching and learning frameworks in construction-related domains: what the literature says|A peer review system for BIM learning|Toward deep impacts of BIM on education|Embedding building information modelling (BIM) within the taught curriculum: supporting bim implementation and adoption through the development of learning outcomes within the UK academic context for built environment programmes|Process-oriented approach of teaching building information modeling in construction management|Incorporating BIM into the upper-division curriculum of construction engineering and management|Assessing context-based learning: not only rigorous but also relevant|Case Study Research: Design and Methods|Enhancing building information modeling competency among civil engineering and management students with team-based learning|Improvement of students problem-solving skills through project execution planning in civil engineering and construction management education|Exploring the influence of socio-historical constructs on BIM implementation: an activity theory perspective | Özener - 2023 - Context-based learning for BIM simulative role-playing games for strategic business implementations-annotated.tei.xml |
10.1108/SASBE-08-2022-0184 | Context-based learning for BIM: simulative role-playing games for strategic business implementations | Purpose -This paper presents a set of instrumental case studies for the context-based learning of BIM in the milieu of knowledge-based practice in the AEC industry. The study aimed to examine students' actions and perspectives in a simulated learning environment for real-world BIM processes. The core intent was to provide an in-depth understanding of strategic and functional BIM implementation by synthesizing a suggestive pedagogical framework based on context-based learning approaches. Design/methodology/approach -Derived from context-based approaches and experiential learning methods such as role-play, problem-based and active learning, the study involved a set of doctoral-level case studies. In a qualitative research study, these cases were devised and organized around industry-focused simulations on various levels of BIM implementation strategies. Findings -Results from the case studies and the student responses suggest that the comprehensive evaluation of real-world BIM implementation simulations facilitates a solid understanding of the value of BIM. The participation of industry professionals catalyzes the development of strategic and functional BIM competencies. Originality/value -The study proposes a well-structured and replicable BIM learning framework based on context-based learning approaches. The novel framework is adaptive and flexible for BIM education. It can provide students with the necessary skills, strategic vision and professional competencies for innovative practices in the 21st-century AEC Industry. The simulative learning settings, including the evaluation rubrics and connected instructional methods, can be implemented and further developed for similar education efforts. | 10.1108/SASBE-08-2022-0184/27-1 | Instrumental case studies | The case studies were conducted as industry-focused simulations to further explore the introduced concepts and processes. The participation of industry professionals was critical for transferring real-world experience to the learning environment. Students were organized in teams and assigned clear roles and responsibilities. All case study iterations included a kick-off charette for the collective understanding of the given problem, possible strategies, project trajectories and initial assessments. These brainstorming sessions led to themes, SASBE tasks and actions for different BIM implementations in the context. The case studies were organized around two conceptual themes to elaborate on various levels of BIM implementation. The first case focused on a strategic level with a firm-wide "BIM adoption" scenario, whereas the second study included a functional level "BEP development." | Ozan € Onder|€ Ozener | 2023 | Building Information Modelling (BIM) adoption and implementation enablers in AEC firms: a systematic literature review|Strategies and outcomes of BIM education: Italian experiences|Using gamification and competitions to enhance BIM learning experience|Understanding BIM information management processes through international BIM standards|Problem-based learning, self-and peer assessment in higher education: towards advancing lifelong learning skills|Curriculum to prepare AEC students for BIMenabled globally distributed projects|Building information modeling in engineering teachingretaining the context of engineering knowledge and skills|How to plan and perform a qualitative study using content analysis|A systematic review of current strategies and methods for BIM implementation in the academic field|Inquiry-based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A Conceptual and Practical Resource for Educators|Taxonomy of Educational Objectives, the Classification of Educational Goals -Handbook I: Cognitive Domain|InterViews: Learning the Craft of Qualitative Research Interviewing|Identifying effective collaborative behaviors in building information modeling-enabled construction projects|University-industry collaboration for BIM education: lessons learned from a case study|Integrating BIM into construction management education|Roleplaying in a conflict resolution setting: description and some implications for accounting|Research Design: Qualitative, Quantitative, and Mixed Methods Approaches|BIM-Based Collaborative Building Process Management|Onstage or behind the scenes? Relative learning benefits of simulation role-play and design|Learning and skills in the knowledge economy|The Power of Problem-Based Learning|Recent developments of BIM adoption based on categorisation, identification and factors: a systematic literature review|Teaching user-centered design for more sustainable infrastructure through role-play and experiential learning|Active learning in engineering education. A review of fundamentals, best practices and experiences|Understanding BIM: the Past, Present and Future|Developing interdisciplinary understanding and dialogue between engineering and architectural students: design and evaluation of a problem-based learning module|Collaboration in BIM-based construction networks|Guideline for building information modeling in construction engineering and management education|Project-based learning in a building information modeling for construction management course|BIM project execution planning guide (V. 2.2)|An Australian consolidated framework for BIM teaching and learning|Teaching BIM as a collaborative information management process through a continuous improvement assessment lens: a case study|Enhancing BIM competencies of built environment undergraduates students using a problem-based learning and network analysis approach|Modelling the relationship between Building Information Modelling (BIM) implementation barriers, usage and awareness on building project lifecycle|Conceptualising building information modelling for construction education|Building information modelling (BIM) -enabled construction education: teaching project cash flow concepts|Defining a BIM-enabled learning environment-an adaptive structuration theory perspective|BIM integration in architectural education: where do we stand?|Advances in Building Information Modeling|Developing digerati leaders: education beyond the building information modelling (BIM) ecosystem|Does active learning work? A review of the research|Practical challenges of BIM education|Active learning strategies to develop research competences in engineering education|Building information modeling education for construction engineering and management: industry requirements, state of the art, and gap analysis|BIM Handbook: A Guide to Building Information Modeling for Owners, Designers, Engineers, Contractors, and Facility Managers|Adaptive poleplaying games: an immersive approach for problem-based learning|Students perceptions of BIM education in the higher education sector a UK and USA perspective|BIM education through problem-based learning exercise: challenges and opportunities in an inter-professional module|Participant Observation|Implementing sustainable development through problem-based learning: pedagogy and practice|An integrated approach to BIM competency assessment, acquisition and application|BIM teaching and learning frameworks in construction-related domains: what the literature says|A peer review system for BIM learning|Toward deep impacts of BIM on education|Embedding building information modelling (BIM) within the taught curriculum: supporting bim implementation and adoption through the development of learning outcomes within the UK academic context for built environment programmes|Process-oriented approach of teaching building information modeling in construction management|Incorporating BIM into the upper-division curriculum of construction engineering and management|Assessing context-based learning: not only rigorous but also relevant|Case Study Research: Design and Methods|Enhancing building information modeling competency among civil engineering and management students with team-based learning|Improvement of students problem-solving skills through project execution planning in civil engineering and construction management education|Exploring the influence of socio-historical constructs on BIM implementation: an activity theory perspective | Özener - 2023 - Context-based learning for BIM simulative role-playing games for strategic business implementations-annotated.tei.xml |
10.1108/SASBE-08-2022-0184 | Context-based learning for BIM: simulative role-playing games for strategic business implementations | Purpose -This paper presents a set of instrumental case studies for the context-based learning of BIM in the milieu of knowledge-based practice in the AEC industry. The study aimed to examine students' actions and perspectives in a simulated learning environment for real-world BIM processes. The core intent was to provide an in-depth understanding of strategic and functional BIM implementation by synthesizing a suggestive pedagogical framework based on context-based learning approaches. Design/methodology/approach -Derived from context-based approaches and experiential learning methods such as role-play, problem-based and active learning, the study involved a set of doctoral-level case studies. In a qualitative research study, these cases were devised and organized around industry-focused simulations on various levels of BIM implementation strategies. Findings -Results from the case studies and the student responses suggest that the comprehensive evaluation of real-world BIM implementation simulations facilitates a solid understanding of the value of BIM. The participation of industry professionals catalyzes the development of strategic and functional BIM competencies. Originality/value -The study proposes a well-structured and replicable BIM learning framework based on context-based learning approaches. The novel framework is adaptive and flexible for BIM education. It can provide students with the necessary skills, strategic vision and professional competencies for innovative practices in the 21st-century AEC Industry. The simulative learning settings, including the evaluation rubrics and connected instructional methods, can be implemented and further developed for similar education efforts. | 10.1108/SASBE-08-2022-0184/28-1 | Instrumental case studies | The thematic case study details are given in the following sections. | Ozan € Onder|€ Ozener | 2023 | Building Information Modelling (BIM) adoption and implementation enablers in AEC firms: a systematic literature review|Strategies and outcomes of BIM education: Italian experiences|Using gamification and competitions to enhance BIM learning experience|Understanding BIM information management processes through international BIM standards|Problem-based learning, self-and peer assessment in higher education: towards advancing lifelong learning skills|Curriculum to prepare AEC students for BIMenabled globally distributed projects|Building information modeling in engineering teachingretaining the context of engineering knowledge and skills|How to plan and perform a qualitative study using content analysis|A systematic review of current strategies and methods for BIM implementation in the academic field|Inquiry-based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A Conceptual and Practical Resource for Educators|Taxonomy of Educational Objectives, the Classification of Educational Goals -Handbook I: Cognitive Domain|InterViews: Learning the Craft of Qualitative Research Interviewing|Identifying effective collaborative behaviors in building information modeling-enabled construction projects|University-industry collaboration for BIM education: lessons learned from a case study|Integrating BIM into construction management education|Roleplaying in a conflict resolution setting: description and some implications for accounting|Research Design: Qualitative, Quantitative, and Mixed Methods Approaches|BIM-Based Collaborative Building Process Management|Onstage or behind the scenes? Relative learning benefits of simulation role-play and design|Learning and skills in the knowledge economy|The Power of Problem-Based Learning|Recent developments of BIM adoption based on categorisation, identification and factors: a systematic literature review|Teaching user-centered design for more sustainable infrastructure through role-play and experiential learning|Active learning in engineering education. A review of fundamentals, best practices and experiences|Understanding BIM: the Past, Present and Future|Developing interdisciplinary understanding and dialogue between engineering and architectural students: design and evaluation of a problem-based learning module|Collaboration in BIM-based construction networks|Guideline for building information modeling in construction engineering and management education|Project-based learning in a building information modeling for construction management course|BIM project execution planning guide (V. 2.2)|An Australian consolidated framework for BIM teaching and learning|Teaching BIM as a collaborative information management process through a continuous improvement assessment lens: a case study|Enhancing BIM competencies of built environment undergraduates students using a problem-based learning and network analysis approach|Modelling the relationship between Building Information Modelling (BIM) implementation barriers, usage and awareness on building project lifecycle|Conceptualising building information modelling for construction education|Building information modelling (BIM) -enabled construction education: teaching project cash flow concepts|Defining a BIM-enabled learning environment-an adaptive structuration theory perspective|BIM integration in architectural education: where do we stand?|Advances in Building Information Modeling|Developing digerati leaders: education beyond the building information modelling (BIM) ecosystem|Does active learning work? A review of the research|Practical challenges of BIM education|Active learning strategies to develop research competences in engineering education|Building information modeling education for construction engineering and management: industry requirements, state of the art, and gap analysis|BIM Handbook: A Guide to Building Information Modeling for Owners, Designers, Engineers, Contractors, and Facility Managers|Adaptive poleplaying games: an immersive approach for problem-based learning|Students perceptions of BIM education in the higher education sector a UK and USA perspective|BIM education through problem-based learning exercise: challenges and opportunities in an inter-professional module|Participant Observation|Implementing sustainable development through problem-based learning: pedagogy and practice|An integrated approach to BIM competency assessment, acquisition and application|BIM teaching and learning frameworks in construction-related domains: what the literature says|A peer review system for BIM learning|Toward deep impacts of BIM on education|Embedding building information modelling (BIM) within the taught curriculum: supporting bim implementation and adoption through the development of learning outcomes within the UK academic context for built environment programmes|Process-oriented approach of teaching building information modeling in construction management|Incorporating BIM into the upper-division curriculum of construction engineering and management|Assessing context-based learning: not only rigorous but also relevant|Case Study Research: Design and Methods|Enhancing building information modeling competency among civil engineering and management students with team-based learning|Improvement of students problem-solving skills through project execution planning in civil engineering and construction management education|Exploring the influence of socio-historical constructs on BIM implementation: an activity theory perspective | Özener - 2023 - Context-based learning for BIM simulative role-playing games for strategic business implementations-annotated.tei.xml |
10.1108/SASBE-08-2022-0184 | Context-based learning for BIM: simulative role-playing games for strategic business implementations | Purpose -This paper presents a set of instrumental case studies for the context-based learning of BIM in the milieu of knowledge-based practice in the AEC industry. The study aimed to examine students' actions and perspectives in a simulated learning environment for real-world BIM processes. The core intent was to provide an in-depth understanding of strategic and functional BIM implementation by synthesizing a suggestive pedagogical framework based on context-based learning approaches. Design/methodology/approach -Derived from context-based approaches and experiential learning methods such as role-play, problem-based and active learning, the study involved a set of doctoral-level case studies. In a qualitative research study, these cases were devised and organized around industry-focused simulations on various levels of BIM implementation strategies. Findings -Results from the case studies and the student responses suggest that the comprehensive evaluation of real-world BIM implementation simulations facilitates a solid understanding of the value of BIM. The participation of industry professionals catalyzes the development of strategic and functional BIM competencies. Originality/value -The study proposes a well-structured and replicable BIM learning framework based on context-based learning approaches. The novel framework is adaptive and flexible for BIM education. It can provide students with the necessary skills, strategic vision and professional competencies for innovative practices in the 21st-century AEC Industry. The simulative learning settings, including the evaluation rubrics and connected instructional methods, can be implemented and further developed for similar education efforts. | 10.1108/SASBE-08-2022-0184/29-1 | Case study 1: the BIM adoption game | The case study project for the initial two iterations of the course included a comprehensive BIM adoption strategy development for organizational transformation in specific AEC firms. The assignment was more like a role-playing game where student groups acted as imaginary consultant firms providing services for BIM implementation strategies. Professional consultants from the industry assumed executive director and BIM manager roles on behalf of the imaginary AEC firms. In order to gain a deeper understanding of the contextual challenges and complexities surrounding BIM adoption, students were asked to review their prior knowledge of qualitative research methods and techniques, such as ethnography, in-depth interviewing and systematic observation, as these methods and techniques were proved effective for gaining insights and understanding the experiences, perspectives and motivations of individuals and professional groups within the AEC industry. For the primary assignment, students were tasked with researching BIM adoption and the impact of BIM on business processes, using an analytical approach and providing evidence to support their findings. | Ozan € Onder|€ Ozener | 2023 | Building Information Modelling (BIM) adoption and implementation enablers in AEC firms: a systematic literature review|Strategies and outcomes of BIM education: Italian experiences|Using gamification and competitions to enhance BIM learning experience|Understanding BIM information management processes through international BIM standards|Problem-based learning, self-and peer assessment in higher education: towards advancing lifelong learning skills|Curriculum to prepare AEC students for BIMenabled globally distributed projects|Building information modeling in engineering teachingretaining the context of engineering knowledge and skills|How to plan and perform a qualitative study using content analysis|A systematic review of current strategies and methods for BIM implementation in the academic field|Inquiry-based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A Conceptual and Practical Resource for Educators|Taxonomy of Educational Objectives, the Classification of Educational Goals -Handbook I: Cognitive Domain|InterViews: Learning the Craft of Qualitative Research Interviewing|Identifying effective collaborative behaviors in building information modeling-enabled construction projects|University-industry collaboration for BIM education: lessons learned from a case study|Integrating BIM into construction management education|Roleplaying in a conflict resolution setting: description and some implications for accounting|Research Design: Qualitative, Quantitative, and Mixed Methods Approaches|BIM-Based Collaborative Building Process Management|Onstage or behind the scenes? Relative learning benefits of simulation role-play and design|Learning and skills in the knowledge economy|The Power of Problem-Based Learning|Recent developments of BIM adoption based on categorisation, identification and factors: a systematic literature review|Teaching user-centered design for more sustainable infrastructure through role-play and experiential learning|Active learning in engineering education. A review of fundamentals, best practices and experiences|Understanding BIM: the Past, Present and Future|Developing interdisciplinary understanding and dialogue between engineering and architectural students: design and evaluation of a problem-based learning module|Collaboration in BIM-based construction networks|Guideline for building information modeling in construction engineering and management education|Project-based learning in a building information modeling for construction management course|BIM project execution planning guide (V. 2.2)|An Australian consolidated framework for BIM teaching and learning|Teaching BIM as a collaborative information management process through a continuous improvement assessment lens: a case study|Enhancing BIM competencies of built environment undergraduates students using a problem-based learning and network analysis approach|Modelling the relationship between Building Information Modelling (BIM) implementation barriers, usage and awareness on building project lifecycle|Conceptualising building information modelling for construction education|Building information modelling (BIM) -enabled construction education: teaching project cash flow concepts|Defining a BIM-enabled learning environment-an adaptive structuration theory perspective|BIM integration in architectural education: where do we stand?|Advances in Building Information Modeling|Developing digerati leaders: education beyond the building information modelling (BIM) ecosystem|Does active learning work? A review of the research|Practical challenges of BIM education|Active learning strategies to develop research competences in engineering education|Building information modeling education for construction engineering and management: industry requirements, state of the art, and gap analysis|BIM Handbook: A Guide to Building Information Modeling for Owners, Designers, Engineers, Contractors, and Facility Managers|Adaptive poleplaying games: an immersive approach for problem-based learning|Students perceptions of BIM education in the higher education sector a UK and USA perspective|BIM education through problem-based learning exercise: challenges and opportunities in an inter-professional module|Participant Observation|Implementing sustainable development through problem-based learning: pedagogy and practice|An integrated approach to BIM competency assessment, acquisition and application|BIM teaching and learning frameworks in construction-related domains: what the literature says|A peer review system for BIM learning|Toward deep impacts of BIM on education|Embedding building information modelling (BIM) within the taught curriculum: supporting bim implementation and adoption through the development of learning outcomes within the UK academic context for built environment programmes|Process-oriented approach of teaching building information modeling in construction management|Incorporating BIM into the upper-division curriculum of construction engineering and management|Assessing context-based learning: not only rigorous but also relevant|Case Study Research: Design and Methods|Enhancing building information modeling competency among civil engineering and management students with team-based learning|Improvement of students problem-solving skills through project execution planning in civil engineering and construction management education|Exploring the influence of socio-historical constructs on BIM implementation: an activity theory perspective | Özener - 2023 - Context-based learning for BIM simulative role-playing games for strategic business implementations-annotated.tei.xml |
10.1108/SASBE-08-2022-0184 | Context-based learning for BIM: simulative role-playing games for strategic business implementations | Purpose -This paper presents a set of instrumental case studies for the context-based learning of BIM in the milieu of knowledge-based practice in the AEC industry. The study aimed to examine students' actions and perspectives in a simulated learning environment for real-world BIM processes. The core intent was to provide an in-depth understanding of strategic and functional BIM implementation by synthesizing a suggestive pedagogical framework based on context-based learning approaches. Design/methodology/approach -Derived from context-based approaches and experiential learning methods such as role-play, problem-based and active learning, the study involved a set of doctoral-level case studies. In a qualitative research study, these cases were devised and organized around industry-focused simulations on various levels of BIM implementation strategies. Findings -Results from the case studies and the student responses suggest that the comprehensive evaluation of real-world BIM implementation simulations facilitates a solid understanding of the value of BIM. The participation of industry professionals catalyzes the development of strategic and functional BIM competencies. Originality/value -The study proposes a well-structured and replicable BIM learning framework based on context-based learning approaches. The novel framework is adaptive and flexible for BIM education. It can provide students with the necessary skills, strategic vision and professional competencies for innovative practices in the 21st-century AEC Industry. The simulative learning settings, including the evaluation rubrics and connected instructional methods, can be implemented and further developed for similar education efforts. | 10.1108/SASBE-08-2022-0184/30-1 | Case study 1: the BIM adoption game | Student groups were given a hypothetical brief about the case study firms, including firm information, firm services, strategic objectives, project types, financial structure, employee profile, technological infrastructure, etc. Although the "awareness and readiness" stages are critical for success, the case study was kept as compact as possible and focused on the adoption level due to the time constraints of the industry participants and making the simulation games more concentrated for observation and interpretation. The assumption was that the given firms reached the tipping point and possessed various levels of resources and knowledge capital for BIM adoption and organizational transformation. This study required extensive preparation from the instructor, including the organization of the case study and its contents. Industry experts assisted in this effort, providing realworld experience, organizational information and other necessary materials for the students. The external participant team comprised two architects, one civil engineer and one mechanical engineer with five years of experience in BIM projects, both locally and globally. These professionals assumed the stakeholder roles as the firm owner, architects and engineers. To add depth and variety to the adoption strategies, student teams were given three options for role-playing personalities: (1) risk-averse and cautious, (2) risk-balanced and (3) risk-tolerant and enthusiastic, all within the same firm-wide resources. Students were expected to discuss the rationale for the chosen BIM adoption tactics and their potential consequences on the viability and effectiveness of firm operations and services. Details of the case study brief are summarized in Table | Ozan € Onder|€ Ozener | 2023 | Building Information Modelling (BIM) adoption and implementation enablers in AEC firms: a systematic literature review|Strategies and outcomes of BIM education: Italian experiences|Using gamification and competitions to enhance BIM learning experience|Understanding BIM information management processes through international BIM standards|Problem-based learning, self-and peer assessment in higher education: towards advancing lifelong learning skills|Curriculum to prepare AEC students for BIMenabled globally distributed projects|Building information modeling in engineering teachingretaining the context of engineering knowledge and skills|How to plan and perform a qualitative study using content analysis|A systematic review of current strategies and methods for BIM implementation in the academic field|Inquiry-based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A Conceptual and Practical Resource for Educators|Taxonomy of Educational Objectives, the Classification of Educational Goals -Handbook I: Cognitive Domain|InterViews: Learning the Craft of Qualitative Research Interviewing|Identifying effective collaborative behaviors in building information modeling-enabled construction projects|University-industry collaboration for BIM education: lessons learned from a case study|Integrating BIM into construction management education|Roleplaying in a conflict resolution setting: description and some implications for accounting|Research Design: Qualitative, Quantitative, and Mixed Methods Approaches|BIM-Based Collaborative Building Process Management|Onstage or behind the scenes? Relative learning benefits of simulation role-play and design|Learning and skills in the knowledge economy|The Power of Problem-Based Learning|Recent developments of BIM adoption based on categorisation, identification and factors: a systematic literature review|Teaching user-centered design for more sustainable infrastructure through role-play and experiential learning|Active learning in engineering education. A review of fundamentals, best practices and experiences|Understanding BIM: the Past, Present and Future|Developing interdisciplinary understanding and dialogue between engineering and architectural students: design and evaluation of a problem-based learning module|Collaboration in BIM-based construction networks|Guideline for building information modeling in construction engineering and management education|Project-based learning in a building information modeling for construction management course|BIM project execution planning guide (V. 2.2)|An Australian consolidated framework for BIM teaching and learning|Teaching BIM as a collaborative information management process through a continuous improvement assessment lens: a case study|Enhancing BIM competencies of built environment undergraduates students using a problem-based learning and network analysis approach|Modelling the relationship between Building Information Modelling (BIM) implementation barriers, usage and awareness on building project lifecycle|Conceptualising building information modelling for construction education|Building information modelling (BIM) -enabled construction education: teaching project cash flow concepts|Defining a BIM-enabled learning environment-an adaptive structuration theory perspective|BIM integration in architectural education: where do we stand?|Advances in Building Information Modeling|Developing digerati leaders: education beyond the building information modelling (BIM) ecosystem|Does active learning work? A review of the research|Practical challenges of BIM education|Active learning strategies to develop research competences in engineering education|Building information modeling education for construction engineering and management: industry requirements, state of the art, and gap analysis|BIM Handbook: A Guide to Building Information Modeling for Owners, Designers, Engineers, Contractors, and Facility Managers|Adaptive poleplaying games: an immersive approach for problem-based learning|Students perceptions of BIM education in the higher education sector a UK and USA perspective|BIM education through problem-based learning exercise: challenges and opportunities in an inter-professional module|Participant Observation|Implementing sustainable development through problem-based learning: pedagogy and practice|An integrated approach to BIM competency assessment, acquisition and application|BIM teaching and learning frameworks in construction-related domains: what the literature says|A peer review system for BIM learning|Toward deep impacts of BIM on education|Embedding building information modelling (BIM) within the taught curriculum: supporting bim implementation and adoption through the development of learning outcomes within the UK academic context for built environment programmes|Process-oriented approach of teaching building information modeling in construction management|Incorporating BIM into the upper-division curriculum of construction engineering and management|Assessing context-based learning: not only rigorous but also relevant|Case Study Research: Design and Methods|Enhancing building information modeling competency among civil engineering and management students with team-based learning|Improvement of students problem-solving skills through project execution planning in civil engineering and construction management education|Exploring the influence of socio-historical constructs on BIM implementation: an activity theory perspective | Özener - 2023 - Context-based learning for BIM simulative role-playing games for strategic business implementations-annotated.tei.xml |
10.1108/SASBE-08-2022-0184 | Context-based learning for BIM: simulative role-playing games for strategic business implementations | Purpose -This paper presents a set of instrumental case studies for the context-based learning of BIM in the milieu of knowledge-based practice in the AEC industry. The study aimed to examine students' actions and perspectives in a simulated learning environment for real-world BIM processes. The core intent was to provide an in-depth understanding of strategic and functional BIM implementation by synthesizing a suggestive pedagogical framework based on context-based learning approaches. Design/methodology/approach -Derived from context-based approaches and experiential learning methods such as role-play, problem-based and active learning, the study involved a set of doctoral-level case studies. In a qualitative research study, these cases were devised and organized around industry-focused simulations on various levels of BIM implementation strategies. Findings -Results from the case studies and the student responses suggest that the comprehensive evaluation of real-world BIM implementation simulations facilitates a solid understanding of the value of BIM. The participation of industry professionals catalyzes the development of strategic and functional BIM competencies. Originality/value -The study proposes a well-structured and replicable BIM learning framework based on context-based learning approaches. The novel framework is adaptive and flexible for BIM education. It can provide students with the necessary skills, strategic vision and professional competencies for innovative practices in the 21st-century AEC Industry. The simulative learning settings, including the evaluation rubrics and connected instructional methods, can be implemented and further developed for similar education efforts. | 10.1108/SASBE-08-2022-0184/31-1 | Case study 1: the BIM adoption game | The case study project was carried out in three phases: (1) firm analysis and preliminary ideas, (2) BIM implementation scenarios and strategy development and (3) collective assessment and focus group study. In the first phase, student project groups prepared indepth interview questions to better understand the firm, motivation for BIM, and its short and long-term organizational objectives. Based on the brief and follow-up interviews, students quickly analyzed the preliminary data, determined key strategical variables and created a brief about their findings and perspectives for their tentative decisions for firm-wide BIM implementation. These reports were presented during the first assessment session for industry participant feedback. During this phase, students presented their ideas for potential implementation scenarios and their comparative projections considering current trends and competitive dynamics in the local and global AEC markets. | Ozan € Onder|€ Ozener | 2023 | Building Information Modelling (BIM) adoption and implementation enablers in AEC firms: a systematic literature review|Strategies and outcomes of BIM education: Italian experiences|Using gamification and competitions to enhance BIM learning experience|Understanding BIM information management processes through international BIM standards|Problem-based learning, self-and peer assessment in higher education: towards advancing lifelong learning skills|Curriculum to prepare AEC students for BIMenabled globally distributed projects|Building information modeling in engineering teachingretaining the context of engineering knowledge and skills|How to plan and perform a qualitative study using content analysis|A systematic review of current strategies and methods for BIM implementation in the academic field|Inquiry-based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A Conceptual and Practical Resource for Educators|Taxonomy of Educational Objectives, the Classification of Educational Goals -Handbook I: Cognitive Domain|InterViews: Learning the Craft of Qualitative Research Interviewing|Identifying effective collaborative behaviors in building information modeling-enabled construction projects|University-industry collaboration for BIM education: lessons learned from a case study|Integrating BIM into construction management education|Roleplaying in a conflict resolution setting: description and some implications for accounting|Research Design: Qualitative, Quantitative, and Mixed Methods Approaches|BIM-Based Collaborative Building Process Management|Onstage or behind the scenes? Relative learning benefits of simulation role-play and design|Learning and skills in the knowledge economy|The Power of Problem-Based Learning|Recent developments of BIM adoption based on categorisation, identification and factors: a systematic literature review|Teaching user-centered design for more sustainable infrastructure through role-play and experiential learning|Active learning in engineering education. A review of fundamentals, best practices and experiences|Understanding BIM: the Past, Present and Future|Developing interdisciplinary understanding and dialogue between engineering and architectural students: design and evaluation of a problem-based learning module|Collaboration in BIM-based construction networks|Guideline for building information modeling in construction engineering and management education|Project-based learning in a building information modeling for construction management course|BIM project execution planning guide (V. 2.2)|An Australian consolidated framework for BIM teaching and learning|Teaching BIM as a collaborative information management process through a continuous improvement assessment lens: a case study|Enhancing BIM competencies of built environment undergraduates students using a problem-based learning and network analysis approach|Modelling the relationship between Building Information Modelling (BIM) implementation barriers, usage and awareness on building project lifecycle|Conceptualising building information modelling for construction education|Building information modelling (BIM) -enabled construction education: teaching project cash flow concepts|Defining a BIM-enabled learning environment-an adaptive structuration theory perspective|BIM integration in architectural education: where do we stand?|Advances in Building Information Modeling|Developing digerati leaders: education beyond the building information modelling (BIM) ecosystem|Does active learning work? A review of the research|Practical challenges of BIM education|Active learning strategies to develop research competences in engineering education|Building information modeling education for construction engineering and management: industry requirements, state of the art, and gap analysis|BIM Handbook: A Guide to Building Information Modeling for Owners, Designers, Engineers, Contractors, and Facility Managers|Adaptive poleplaying games: an immersive approach for problem-based learning|Students perceptions of BIM education in the higher education sector a UK and USA perspective|BIM education through problem-based learning exercise: challenges and opportunities in an inter-professional module|Participant Observation|Implementing sustainable development through problem-based learning: pedagogy and practice|An integrated approach to BIM competency assessment, acquisition and application|BIM teaching and learning frameworks in construction-related domains: what the literature says|A peer review system for BIM learning|Toward deep impacts of BIM on education|Embedding building information modelling (BIM) within the taught curriculum: supporting bim implementation and adoption through the development of learning outcomes within the UK academic context for built environment programmes|Process-oriented approach of teaching building information modeling in construction management|Incorporating BIM into the upper-division curriculum of construction engineering and management|Assessing context-based learning: not only rigorous but also relevant|Case Study Research: Design and Methods|Enhancing building information modeling competency among civil engineering and management students with team-based learning|Improvement of students problem-solving skills through project execution planning in civil engineering and construction management education|Exploring the influence of socio-historical constructs on BIM implementation: an activity theory perspective | Özener - 2023 - Context-based learning for BIM simulative role-playing games for strategic business implementations-annotated.tei.xml |
10.1108/SASBE-08-2022-0184 | Context-based learning for BIM: simulative role-playing games for strategic business implementations | Purpose -This paper presents a set of instrumental case studies for the context-based learning of BIM in the milieu of knowledge-based practice in the AEC industry. The study aimed to examine students' actions and perspectives in a simulated learning environment for real-world BIM processes. The core intent was to provide an in-depth understanding of strategic and functional BIM implementation by synthesizing a suggestive pedagogical framework based on context-based learning approaches. Design/methodology/approach -Derived from context-based approaches and experiential learning methods such as role-play, problem-based and active learning, the study involved a set of doctoral-level case studies. In a qualitative research study, these cases were devised and organized around industry-focused simulations on various levels of BIM implementation strategies. Findings -Results from the case studies and the student responses suggest that the comprehensive evaluation of real-world BIM implementation simulations facilitates a solid understanding of the value of BIM. The participation of industry professionals catalyzes the development of strategic and functional BIM competencies. Originality/value -The study proposes a well-structured and replicable BIM learning framework based on context-based learning approaches. The novel framework is adaptive and flexible for BIM education. It can provide students with the necessary skills, strategic vision and professional competencies for innovative practices in the 21st-century AEC Industry. The simulative learning settings, including the evaluation rubrics and connected instructional methods, can be implemented and further developed for similar education efforts. | 10.1108/SASBE-08-2022-0184/32-1 | Case study 1: the BIM adoption game | The second phase was the most comprehensive step of the case-study project. Project groups created prototypical BIM strategies and tactics for technology deployment, timing, process transformation, requirements, organizational restructuring, stakeholder and client development, employment and training, infrastructure and software needs, risk management, firm positioning and exit strategies from conventional projects. | Ozan € Onder|€ Ozener | 2023 | Building Information Modelling (BIM) adoption and implementation enablers in AEC firms: a systematic literature review|Strategies and outcomes of BIM education: Italian experiences|Using gamification and competitions to enhance BIM learning experience|Understanding BIM information management processes through international BIM standards|Problem-based learning, self-and peer assessment in higher education: towards advancing lifelong learning skills|Curriculum to prepare AEC students for BIMenabled globally distributed projects|Building information modeling in engineering teachingretaining the context of engineering knowledge and skills|How to plan and perform a qualitative study using content analysis|A systematic review of current strategies and methods for BIM implementation in the academic field|Inquiry-based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A Conceptual and Practical Resource for Educators|Taxonomy of Educational Objectives, the Classification of Educational Goals -Handbook I: Cognitive Domain|InterViews: Learning the Craft of Qualitative Research Interviewing|Identifying effective collaborative behaviors in building information modeling-enabled construction projects|University-industry collaboration for BIM education: lessons learned from a case study|Integrating BIM into construction management education|Roleplaying in a conflict resolution setting: description and some implications for accounting|Research Design: Qualitative, Quantitative, and Mixed Methods Approaches|BIM-Based Collaborative Building Process Management|Onstage or behind the scenes? Relative learning benefits of simulation role-play and design|Learning and skills in the knowledge economy|The Power of Problem-Based Learning|Recent developments of BIM adoption based on categorisation, identification and factors: a systematic literature review|Teaching user-centered design for more sustainable infrastructure through role-play and experiential learning|Active learning in engineering education. A review of fundamentals, best practices and experiences|Understanding BIM: the Past, Present and Future|Developing interdisciplinary understanding and dialogue between engineering and architectural students: design and evaluation of a problem-based learning module|Collaboration in BIM-based construction networks|Guideline for building information modeling in construction engineering and management education|Project-based learning in a building information modeling for construction management course|BIM project execution planning guide (V. 2.2)|An Australian consolidated framework for BIM teaching and learning|Teaching BIM as a collaborative information management process through a continuous improvement assessment lens: a case study|Enhancing BIM competencies of built environment undergraduates students using a problem-based learning and network analysis approach|Modelling the relationship between Building Information Modelling (BIM) implementation barriers, usage and awareness on building project lifecycle|Conceptualising building information modelling for construction education|Building information modelling (BIM) -enabled construction education: teaching project cash flow concepts|Defining a BIM-enabled learning environment-an adaptive structuration theory perspective|BIM integration in architectural education: where do we stand?|Advances in Building Information Modeling|Developing digerati leaders: education beyond the building information modelling (BIM) ecosystem|Does active learning work? A review of the research|Practical challenges of BIM education|Active learning strategies to develop research competences in engineering education|Building information modeling education for construction engineering and management: industry requirements, state of the art, and gap analysis|BIM Handbook: A Guide to Building Information Modeling for Owners, Designers, Engineers, Contractors, and Facility Managers|Adaptive poleplaying games: an immersive approach for problem-based learning|Students perceptions of BIM education in the higher education sector a UK and USA perspective|BIM education through problem-based learning exercise: challenges and opportunities in an inter-professional module|Participant Observation|Implementing sustainable development through problem-based learning: pedagogy and practice|An integrated approach to BIM competency assessment, acquisition and application|BIM teaching and learning frameworks in construction-related domains: what the literature says|A peer review system for BIM learning|Toward deep impacts of BIM on education|Embedding building information modelling (BIM) within the taught curriculum: supporting bim implementation and adoption through the development of learning outcomes within the UK academic context for built environment programmes|Process-oriented approach of teaching building information modeling in construction management|Incorporating BIM into the upper-division curriculum of construction engineering and management|Assessing context-based learning: not only rigorous but also relevant|Case Study Research: Design and Methods|Enhancing building information modeling competency among civil engineering and management students with team-based learning|Improvement of students problem-solving skills through project execution planning in civil engineering and construction management education|Exploring the influence of socio-historical constructs on BIM implementation: an activity theory perspective | Özener - 2023 - Context-based learning for BIM simulative role-playing games for strategic business implementations-annotated.tei.xml |
10.1108/SASBE-08-2022-0184 | Context-based learning for BIM: simulative role-playing games for strategic business implementations | Purpose -This paper presents a set of instrumental case studies for the context-based learning of BIM in the milieu of knowledge-based practice in the AEC industry. The study aimed to examine students' actions and perspectives in a simulated learning environment for real-world BIM processes. The core intent was to provide an in-depth understanding of strategic and functional BIM implementation by synthesizing a suggestive pedagogical framework based on context-based learning approaches. Design/methodology/approach -Derived from context-based approaches and experiential learning methods such as role-play, problem-based and active learning, the study involved a set of doctoral-level case studies. In a qualitative research study, these cases were devised and organized around industry-focused simulations on various levels of BIM implementation strategies. Findings -Results from the case studies and the student responses suggest that the comprehensive evaluation of real-world BIM implementation simulations facilitates a solid understanding of the value of BIM. The participation of industry professionals catalyzes the development of strategic and functional BIM competencies. Originality/value -The study proposes a well-structured and replicable BIM learning framework based on context-based learning approaches. The novel framework is adaptive and flexible for BIM education. It can provide students with the necessary skills, strategic vision and professional competencies for innovative practices in the 21st-century AEC Industry. The simulative learning settings, including the evaluation rubrics and connected instructional methods, can be implemented and further developed for similar education efforts. | 10.1108/SASBE-08-2022-0184/33-1 | Case study 1: the BIM adoption game | Based on the project inputs and collected information, the students emphasized the adoption approach and the determined BIM capability and maturity level objectives. The proposals included a diverse set of strategies for BIM adoption that showed the comprehension of learning content in various dimensions. Examples from the team submissions are summarized in Table | Ozan € Onder|€ Ozener | 2023 | Building Information Modelling (BIM) adoption and implementation enablers in AEC firms: a systematic literature review|Strategies and outcomes of BIM education: Italian experiences|Using gamification and competitions to enhance BIM learning experience|Understanding BIM information management processes through international BIM standards|Problem-based learning, self-and peer assessment in higher education: towards advancing lifelong learning skills|Curriculum to prepare AEC students for BIMenabled globally distributed projects|Building information modeling in engineering teachingretaining the context of engineering knowledge and skills|How to plan and perform a qualitative study using content analysis|A systematic review of current strategies and methods for BIM implementation in the academic field|Inquiry-based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A Conceptual and Practical Resource for Educators|Taxonomy of Educational Objectives, the Classification of Educational Goals -Handbook I: Cognitive Domain|InterViews: Learning the Craft of Qualitative Research Interviewing|Identifying effective collaborative behaviors in building information modeling-enabled construction projects|University-industry collaboration for BIM education: lessons learned from a case study|Integrating BIM into construction management education|Roleplaying in a conflict resolution setting: description and some implications for accounting|Research Design: Qualitative, Quantitative, and Mixed Methods Approaches|BIM-Based Collaborative Building Process Management|Onstage or behind the scenes? Relative learning benefits of simulation role-play and design|Learning and skills in the knowledge economy|The Power of Problem-Based Learning|Recent developments of BIM adoption based on categorisation, identification and factors: a systematic literature review|Teaching user-centered design for more sustainable infrastructure through role-play and experiential learning|Active learning in engineering education. A review of fundamentals, best practices and experiences|Understanding BIM: the Past, Present and Future|Developing interdisciplinary understanding and dialogue between engineering and architectural students: design and evaluation of a problem-based learning module|Collaboration in BIM-based construction networks|Guideline for building information modeling in construction engineering and management education|Project-based learning in a building information modeling for construction management course|BIM project execution planning guide (V. 2.2)|An Australian consolidated framework for BIM teaching and learning|Teaching BIM as a collaborative information management process through a continuous improvement assessment lens: a case study|Enhancing BIM competencies of built environment undergraduates students using a problem-based learning and network analysis approach|Modelling the relationship between Building Information Modelling (BIM) implementation barriers, usage and awareness on building project lifecycle|Conceptualising building information modelling for construction education|Building information modelling (BIM) -enabled construction education: teaching project cash flow concepts|Defining a BIM-enabled learning environment-an adaptive structuration theory perspective|BIM integration in architectural education: where do we stand?|Advances in Building Information Modeling|Developing digerati leaders: education beyond the building information modelling (BIM) ecosystem|Does active learning work? A review of the research|Practical challenges of BIM education|Active learning strategies to develop research competences in engineering education|Building information modeling education for construction engineering and management: industry requirements, state of the art, and gap analysis|BIM Handbook: A Guide to Building Information Modeling for Owners, Designers, Engineers, Contractors, and Facility Managers|Adaptive poleplaying games: an immersive approach for problem-based learning|Students perceptions of BIM education in the higher education sector a UK and USA perspective|BIM education through problem-based learning exercise: challenges and opportunities in an inter-professional module|Participant Observation|Implementing sustainable development through problem-based learning: pedagogy and practice|An integrated approach to BIM competency assessment, acquisition and application|BIM teaching and learning frameworks in construction-related domains: what the literature says|A peer review system for BIM learning|Toward deep impacts of BIM on education|Embedding building information modelling (BIM) within the taught curriculum: supporting bim implementation and adoption through the development of learning outcomes within the UK academic context for built environment programmes|Process-oriented approach of teaching building information modeling in construction management|Incorporating BIM into the upper-division curriculum of construction engineering and management|Assessing context-based learning: not only rigorous but also relevant|Case Study Research: Design and Methods|Enhancing building information modeling competency among civil engineering and management students with team-based learning|Improvement of students problem-solving skills through project execution planning in civil engineering and construction management education|Exploring the influence of socio-historical constructs on BIM implementation: an activity theory perspective | Özener - 2023 - Context-based learning for BIM simulative role-playing games for strategic business implementations-annotated.tei.xml |
10.1108/SASBE-08-2022-0184 | Context-based learning for BIM: simulative role-playing games for strategic business implementations | Purpose -This paper presents a set of instrumental case studies for the context-based learning of BIM in the milieu of knowledge-based practice in the AEC industry. The study aimed to examine students' actions and perspectives in a simulated learning environment for real-world BIM processes. The core intent was to provide an in-depth understanding of strategic and functional BIM implementation by synthesizing a suggestive pedagogical framework based on context-based learning approaches. Design/methodology/approach -Derived from context-based approaches and experiential learning methods such as role-play, problem-based and active learning, the study involved a set of doctoral-level case studies. In a qualitative research study, these cases were devised and organized around industry-focused simulations on various levels of BIM implementation strategies. Findings -Results from the case studies and the student responses suggest that the comprehensive evaluation of real-world BIM implementation simulations facilitates a solid understanding of the value of BIM. The participation of industry professionals catalyzes the development of strategic and functional BIM competencies. Originality/value -The study proposes a well-structured and replicable BIM learning framework based on context-based learning approaches. The novel framework is adaptive and flexible for BIM education. It can provide students with the necessary skills, strategic vision and professional competencies for innovative practices in the 21st-century AEC Industry. The simulative learning settings, including the evaluation rubrics and connected instructional methods, can be implemented and further developed for similar education efforts. | 10.1108/SASBE-08-2022-0184/34-1 | SASBE | differences also emphasized the importance of current AEC market dynamics and contradicting factors that need to be optimized and monitored during the adoption stages. The evaluations were made with consulting industry participants and the criteria set included common and game-specific items. The rubric set was developed as a clear, applicable and transferrable framework to understand and assess the students' individual and collective performance. The common criteria focused on (1) student participation and (2) teamwork efficiency, as they are also critical for BIM-enabled processes in the profession. The game-specific variables targeted the content and rigor of the project related to BIM adoption. The game-specific part included (1) depth of analyses, (2) quality of strategic approach, (3) and discussion and interpretation of potential implications as the crucial topics for the comprehensive evaluations in the classroom. The final submission quality was the concluding layer for the developed rubric set. The evaluation matrix and the criteria spectrum are given in Table | Ozan € Onder|€ Ozener | 2023 | Building Information Modelling (BIM) adoption and implementation enablers in AEC firms: a systematic literature review|Strategies and outcomes of BIM education: Italian experiences|Using gamification and competitions to enhance BIM learning experience|Understanding BIM information management processes through international BIM standards|Problem-based learning, self-and peer assessment in higher education: towards advancing lifelong learning skills|Curriculum to prepare AEC students for BIMenabled globally distributed projects|Building information modeling in engineering teachingretaining the context of engineering knowledge and skills|How to plan and perform a qualitative study using content analysis|A systematic review of current strategies and methods for BIM implementation in the academic field|Inquiry-based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A Conceptual and Practical Resource for Educators|Taxonomy of Educational Objectives, the Classification of Educational Goals -Handbook I: Cognitive Domain|InterViews: Learning the Craft of Qualitative Research Interviewing|Identifying effective collaborative behaviors in building information modeling-enabled construction projects|University-industry collaboration for BIM education: lessons learned from a case study|Integrating BIM into construction management education|Roleplaying in a conflict resolution setting: description and some implications for accounting|Research Design: Qualitative, Quantitative, and Mixed Methods Approaches|BIM-Based Collaborative Building Process Management|Onstage or behind the scenes? Relative learning benefits of simulation role-play and design|Learning and skills in the knowledge economy|The Power of Problem-Based Learning|Recent developments of BIM adoption based on categorisation, identification and factors: a systematic literature review|Teaching user-centered design for more sustainable infrastructure through role-play and experiential learning|Active learning in engineering education. A review of fundamentals, best practices and experiences|Understanding BIM: the Past, Present and Future|Developing interdisciplinary understanding and dialogue between engineering and architectural students: design and evaluation of a problem-based learning module|Collaboration in BIM-based construction networks|Guideline for building information modeling in construction engineering and management education|Project-based learning in a building information modeling for construction management course|BIM project execution planning guide (V. 2.2)|An Australian consolidated framework for BIM teaching and learning|Teaching BIM as a collaborative information management process through a continuous improvement assessment lens: a case study|Enhancing BIM competencies of built environment undergraduates students using a problem-based learning and network analysis approach|Modelling the relationship between Building Information Modelling (BIM) implementation barriers, usage and awareness on building project lifecycle|Conceptualising building information modelling for construction education|Building information modelling (BIM) -enabled construction education: teaching project cash flow concepts|Defining a BIM-enabled learning environment-an adaptive structuration theory perspective|BIM integration in architectural education: where do we stand?|Advances in Building Information Modeling|Developing digerati leaders: education beyond the building information modelling (BIM) ecosystem|Does active learning work? A review of the research|Practical challenges of BIM education|Active learning strategies to develop research competences in engineering education|Building information modeling education for construction engineering and management: industry requirements, state of the art, and gap analysis|BIM Handbook: A Guide to Building Information Modeling for Owners, Designers, Engineers, Contractors, and Facility Managers|Adaptive poleplaying games: an immersive approach for problem-based learning|Students perceptions of BIM education in the higher education sector a UK and USA perspective|BIM education through problem-based learning exercise: challenges and opportunities in an inter-professional module|Participant Observation|Implementing sustainable development through problem-based learning: pedagogy and practice|An integrated approach to BIM competency assessment, acquisition and application|BIM teaching and learning frameworks in construction-related domains: what the literature says|A peer review system for BIM learning|Toward deep impacts of BIM on education|Embedding building information modelling (BIM) within the taught curriculum: supporting bim implementation and adoption through the development of learning outcomes within the UK academic context for built environment programmes|Process-oriented approach of teaching building information modeling in construction management|Incorporating BIM into the upper-division curriculum of construction engineering and management|Assessing context-based learning: not only rigorous but also relevant|Case Study Research: Design and Methods|Enhancing building information modeling competency among civil engineering and management students with team-based learning|Improvement of students problem-solving skills through project execution planning in civil engineering and construction management education|Exploring the influence of socio-historical constructs on BIM implementation: an activity theory perspective | Özener - 2023 - Context-based learning for BIM simulative role-playing games for strategic business implementations-annotated.tei.xml |
10.1108/SASBE-08-2022-0184 | Context-based learning for BIM: simulative role-playing games for strategic business implementations | Purpose -This paper presents a set of instrumental case studies for the context-based learning of BIM in the milieu of knowledge-based practice in the AEC industry. The study aimed to examine students' actions and perspectives in a simulated learning environment for real-world BIM processes. The core intent was to provide an in-depth understanding of strategic and functional BIM implementation by synthesizing a suggestive pedagogical framework based on context-based learning approaches. Design/methodology/approach -Derived from context-based approaches and experiential learning methods such as role-play, problem-based and active learning, the study involved a set of doctoral-level case studies. In a qualitative research study, these cases were devised and organized around industry-focused simulations on various levels of BIM implementation strategies. Findings -Results from the case studies and the student responses suggest that the comprehensive evaluation of real-world BIM implementation simulations facilitates a solid understanding of the value of BIM. The participation of industry professionals catalyzes the development of strategic and functional BIM competencies. Originality/value -The study proposes a well-structured and replicable BIM learning framework based on context-based learning approaches. The novel framework is adaptive and flexible for BIM education. It can provide students with the necessary skills, strategic vision and professional competencies for innovative practices in the 21st-century AEC Industry. The simulative learning settings, including the evaluation rubrics and connected instructional methods, can be implemented and further developed for similar education efforts. | 10.1108/SASBE-08-2022-0184/35-1 | SASBE | The simulation game content proved effective for students to understand and analyze the intricate adoption problems by providing strategic decisions, solution alternatives, or perspectives on different levels. The collective assessment of results and post-mortem discussions also expanded the scope of the case study with rich BIM learning content. | Ozan € Onder|€ Ozener | 2023 | Building Information Modelling (BIM) adoption and implementation enablers in AEC firms: a systematic literature review|Strategies and outcomes of BIM education: Italian experiences|Using gamification and competitions to enhance BIM learning experience|Understanding BIM information management processes through international BIM standards|Problem-based learning, self-and peer assessment in higher education: towards advancing lifelong learning skills|Curriculum to prepare AEC students for BIMenabled globally distributed projects|Building information modeling in engineering teachingretaining the context of engineering knowledge and skills|How to plan and perform a qualitative study using content analysis|A systematic review of current strategies and methods for BIM implementation in the academic field|Inquiry-based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A Conceptual and Practical Resource for Educators|Taxonomy of Educational Objectives, the Classification of Educational Goals -Handbook I: Cognitive Domain|InterViews: Learning the Craft of Qualitative Research Interviewing|Identifying effective collaborative behaviors in building information modeling-enabled construction projects|University-industry collaboration for BIM education: lessons learned from a case study|Integrating BIM into construction management education|Roleplaying in a conflict resolution setting: description and some implications for accounting|Research Design: Qualitative, Quantitative, and Mixed Methods Approaches|BIM-Based Collaborative Building Process Management|Onstage or behind the scenes? Relative learning benefits of simulation role-play and design|Learning and skills in the knowledge economy|The Power of Problem-Based Learning|Recent developments of BIM adoption based on categorisation, identification and factors: a systematic literature review|Teaching user-centered design for more sustainable infrastructure through role-play and experiential learning|Active learning in engineering education. A review of fundamentals, best practices and experiences|Understanding BIM: the Past, Present and Future|Developing interdisciplinary understanding and dialogue between engineering and architectural students: design and evaluation of a problem-based learning module|Collaboration in BIM-based construction networks|Guideline for building information modeling in construction engineering and management education|Project-based learning in a building information modeling for construction management course|BIM project execution planning guide (V. 2.2)|An Australian consolidated framework for BIM teaching and learning|Teaching BIM as a collaborative information management process through a continuous improvement assessment lens: a case study|Enhancing BIM competencies of built environment undergraduates students using a problem-based learning and network analysis approach|Modelling the relationship between Building Information Modelling (BIM) implementation barriers, usage and awareness on building project lifecycle|Conceptualising building information modelling for construction education|Building information modelling (BIM) -enabled construction education: teaching project cash flow concepts|Defining a BIM-enabled learning environment-an adaptive structuration theory perspective|BIM integration in architectural education: where do we stand?|Advances in Building Information Modeling|Developing digerati leaders: education beyond the building information modelling (BIM) ecosystem|Does active learning work? A review of the research|Practical challenges of BIM education|Active learning strategies to develop research competences in engineering education|Building information modeling education for construction engineering and management: industry requirements, state of the art, and gap analysis|BIM Handbook: A Guide to Building Information Modeling for Owners, Designers, Engineers, Contractors, and Facility Managers|Adaptive poleplaying games: an immersive approach for problem-based learning|Students perceptions of BIM education in the higher education sector a UK and USA perspective|BIM education through problem-based learning exercise: challenges and opportunities in an inter-professional module|Participant Observation|Implementing sustainable development through problem-based learning: pedagogy and practice|An integrated approach to BIM competency assessment, acquisition and application|BIM teaching and learning frameworks in construction-related domains: what the literature says|A peer review system for BIM learning|Toward deep impacts of BIM on education|Embedding building information modelling (BIM) within the taught curriculum: supporting bim implementation and adoption through the development of learning outcomes within the UK academic context for built environment programmes|Process-oriented approach of teaching building information modeling in construction management|Incorporating BIM into the upper-division curriculum of construction engineering and management|Assessing context-based learning: not only rigorous but also relevant|Case Study Research: Design and Methods|Enhancing building information modeling competency among civil engineering and management students with team-based learning|Improvement of students problem-solving skills through project execution planning in civil engineering and construction management education|Exploring the influence of socio-historical constructs on BIM implementation: an activity theory perspective | Özener - 2023 - Context-based learning for BIM simulative role-playing games for strategic business implementations-annotated.tei.xml |
10.1108/SASBE-08-2022-0184 | Context-based learning for BIM: simulative role-playing games for strategic business implementations | Purpose -This paper presents a set of instrumental case studies for the context-based learning of BIM in the milieu of knowledge-based practice in the AEC industry. The study aimed to examine students' actions and perspectives in a simulated learning environment for real-world BIM processes. The core intent was to provide an in-depth understanding of strategic and functional BIM implementation by synthesizing a suggestive pedagogical framework based on context-based learning approaches. Design/methodology/approach -Derived from context-based approaches and experiential learning methods such as role-play, problem-based and active learning, the study involved a set of doctoral-level case studies. In a qualitative research study, these cases were devised and organized around industry-focused simulations on various levels of BIM implementation strategies. Findings -Results from the case studies and the student responses suggest that the comprehensive evaluation of real-world BIM implementation simulations facilitates a solid understanding of the value of BIM. The participation of industry professionals catalyzes the development of strategic and functional BIM competencies. Originality/value -The study proposes a well-structured and replicable BIM learning framework based on context-based learning approaches. The novel framework is adaptive and flexible for BIM education. It can provide students with the necessary skills, strategic vision and professional competencies for innovative practices in the 21st-century AEC Industry. The simulative learning settings, including the evaluation rubrics and connected instructional methods, can be implemented and further developed for similar education efforts. | 10.1108/SASBE-08-2022-0184/36-1 | Case study 2: the BIM execution game | The second case study covered in the course included the BIM planning processes and the preparation of a specific BIM Execution Plan (BEP) within the framework of integrated project delivery methods for a complex office building project. Within this framework, the students and the external consultants contributing to the course participated in a role-playing game representing the different stakeholders in the project process. In this sense, the particular topics can be summarized as (1) the evaluation of the architectural project, (2) contractual obligations in terms of BIM use, (3) the review of building performance expectations and certification requirements, (4) the creation of BIM-centric coordination schemes through common data environments (CDEs), ( | Ozan € Onder|€ Ozener | 2023 | Building Information Modelling (BIM) adoption and implementation enablers in AEC firms: a systematic literature review|Strategies and outcomes of BIM education: Italian experiences|Using gamification and competitions to enhance BIM learning experience|Understanding BIM information management processes through international BIM standards|Problem-based learning, self-and peer assessment in higher education: towards advancing lifelong learning skills|Curriculum to prepare AEC students for BIMenabled globally distributed projects|Building information modeling in engineering teachingretaining the context of engineering knowledge and skills|How to plan and perform a qualitative study using content analysis|A systematic review of current strategies and methods for BIM implementation in the academic field|Inquiry-based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A Conceptual and Practical Resource for Educators|Taxonomy of Educational Objectives, the Classification of Educational Goals -Handbook I: Cognitive Domain|InterViews: Learning the Craft of Qualitative Research Interviewing|Identifying effective collaborative behaviors in building information modeling-enabled construction projects|University-industry collaboration for BIM education: lessons learned from a case study|Integrating BIM into construction management education|Roleplaying in a conflict resolution setting: description and some implications for accounting|Research Design: Qualitative, Quantitative, and Mixed Methods Approaches|BIM-Based Collaborative Building Process Management|Onstage or behind the scenes? Relative learning benefits of simulation role-play and design|Learning and skills in the knowledge economy|The Power of Problem-Based Learning|Recent developments of BIM adoption based on categorisation, identification and factors: a systematic literature review|Teaching user-centered design for more sustainable infrastructure through role-play and experiential learning|Active learning in engineering education. A review of fundamentals, best practices and experiences|Understanding BIM: the Past, Present and Future|Developing interdisciplinary understanding and dialogue between engineering and architectural students: design and evaluation of a problem-based learning module|Collaboration in BIM-based construction networks|Guideline for building information modeling in construction engineering and management education|Project-based learning in a building information modeling for construction management course|BIM project execution planning guide (V. 2.2)|An Australian consolidated framework for BIM teaching and learning|Teaching BIM as a collaborative information management process through a continuous improvement assessment lens: a case study|Enhancing BIM competencies of built environment undergraduates students using a problem-based learning and network analysis approach|Modelling the relationship between Building Information Modelling (BIM) implementation barriers, usage and awareness on building project lifecycle|Conceptualising building information modelling for construction education|Building information modelling (BIM) -enabled construction education: teaching project cash flow concepts|Defining a BIM-enabled learning environment-an adaptive structuration theory perspective|BIM integration in architectural education: where do we stand?|Advances in Building Information Modeling|Developing digerati leaders: education beyond the building information modelling (BIM) ecosystem|Does active learning work? A review of the research|Practical challenges of BIM education|Active learning strategies to develop research competences in engineering education|Building information modeling education for construction engineering and management: industry requirements, state of the art, and gap analysis|BIM Handbook: A Guide to Building Information Modeling for Owners, Designers, Engineers, Contractors, and Facility Managers|Adaptive poleplaying games: an immersive approach for problem-based learning|Students perceptions of BIM education in the higher education sector a UK and USA perspective|BIM education through problem-based learning exercise: challenges and opportunities in an inter-professional module|Participant Observation|Implementing sustainable development through problem-based learning: pedagogy and practice|An integrated approach to BIM competency assessment, acquisition and application|BIM teaching and learning frameworks in construction-related domains: what the literature says|A peer review system for BIM learning|Toward deep impacts of BIM on education|Embedding building information modelling (BIM) within the taught curriculum: supporting bim implementation and adoption through the development of learning outcomes within the UK academic context for built environment programmes|Process-oriented approach of teaching building information modeling in construction management|Incorporating BIM into the upper-division curriculum of construction engineering and management|Assessing context-based learning: not only rigorous but also relevant|Case Study Research: Design and Methods|Enhancing building information modeling competency among civil engineering and management students with team-based learning|Improvement of students problem-solving skills through project execution planning in civil engineering and construction management education|Exploring the influence of socio-historical constructs on BIM implementation: an activity theory perspective | Özener - 2023 - Context-based learning for BIM simulative role-playing games for strategic business implementations-annotated.tei.xml |
10.1108/SASBE-08-2022-0184 | Context-based learning for BIM: simulative role-playing games for strategic business implementations | Purpose -This paper presents a set of instrumental case studies for the context-based learning of BIM in the milieu of knowledge-based practice in the AEC industry. The study aimed to examine students' actions and perspectives in a simulated learning environment for real-world BIM processes. The core intent was to provide an in-depth understanding of strategic and functional BIM implementation by synthesizing a suggestive pedagogical framework based on context-based learning approaches. Design/methodology/approach -Derived from context-based approaches and experiential learning methods such as role-play, problem-based and active learning, the study involved a set of doctoral-level case studies. In a qualitative research study, these cases were devised and organized around industry-focused simulations on various levels of BIM implementation strategies. Findings -Results from the case studies and the student responses suggest that the comprehensive evaluation of real-world BIM implementation simulations facilitates a solid understanding of the value of BIM. The participation of industry professionals catalyzes the development of strategic and functional BIM competencies. Originality/value -The study proposes a well-structured and replicable BIM learning framework based on context-based learning approaches. The novel framework is adaptive and flexible for BIM education. It can provide students with the necessary skills, strategic vision and professional competencies for innovative practices in the 21st-century AEC Industry. The simulative learning settings, including the evaluation rubrics and connected instructional methods, can be implemented and further developed for similar education efforts. | 10.1108/SASBE-08-2022-0184/37-1 | Case study 2: the BIM execution game | The 4-week gaming plan was based on a progressive set of tasks and items that led to a prototypical BEP document. These were grouped under consecutive meeting agendas under the theme of "4I". The simulations began with the "initialization" of the process with the team role assignments, project information, BIM objectives, contractual obligations and standard measures. The consecutive session focused on the "infrastructure," including the technical resources, parametric model layouts, federated model content, interoperability, BIM platforms and software sets. The following "integration" session focused on the interdisciplinary coordination topics with information requirements, information delivery plans and CDE structure. Finally, the "implementation" session involved the in-depth assessment of created BEP alternatives, collective discussions and lessons learned. The "4I" process is illustrated in Figure | Ozan € Onder|€ Ozener | 2023 | Building Information Modelling (BIM) adoption and implementation enablers in AEC firms: a systematic literature review|Strategies and outcomes of BIM education: Italian experiences|Using gamification and competitions to enhance BIM learning experience|Understanding BIM information management processes through international BIM standards|Problem-based learning, self-and peer assessment in higher education: towards advancing lifelong learning skills|Curriculum to prepare AEC students for BIMenabled globally distributed projects|Building information modeling in engineering teachingretaining the context of engineering knowledge and skills|How to plan and perform a qualitative study using content analysis|A systematic review of current strategies and methods for BIM implementation in the academic field|Inquiry-based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A Conceptual and Practical Resource for Educators|Taxonomy of Educational Objectives, the Classification of Educational Goals -Handbook I: Cognitive Domain|InterViews: Learning the Craft of Qualitative Research Interviewing|Identifying effective collaborative behaviors in building information modeling-enabled construction projects|University-industry collaboration for BIM education: lessons learned from a case study|Integrating BIM into construction management education|Roleplaying in a conflict resolution setting: description and some implications for accounting|Research Design: Qualitative, Quantitative, and Mixed Methods Approaches|BIM-Based Collaborative Building Process Management|Onstage or behind the scenes? Relative learning benefits of simulation role-play and design|Learning and skills in the knowledge economy|The Power of Problem-Based Learning|Recent developments of BIM adoption based on categorisation, identification and factors: a systematic literature review|Teaching user-centered design for more sustainable infrastructure through role-play and experiential learning|Active learning in engineering education. A review of fundamentals, best practices and experiences|Understanding BIM: the Past, Present and Future|Developing interdisciplinary understanding and dialogue between engineering and architectural students: design and evaluation of a problem-based learning module|Collaboration in BIM-based construction networks|Guideline for building information modeling in construction engineering and management education|Project-based learning in a building information modeling for construction management course|BIM project execution planning guide (V. 2.2)|An Australian consolidated framework for BIM teaching and learning|Teaching BIM as a collaborative information management process through a continuous improvement assessment lens: a case study|Enhancing BIM competencies of built environment undergraduates students using a problem-based learning and network analysis approach|Modelling the relationship between Building Information Modelling (BIM) implementation barriers, usage and awareness on building project lifecycle|Conceptualising building information modelling for construction education|Building information modelling (BIM) -enabled construction education: teaching project cash flow concepts|Defining a BIM-enabled learning environment-an adaptive structuration theory perspective|BIM integration in architectural education: where do we stand?|Advances in Building Information Modeling|Developing digerati leaders: education beyond the building information modelling (BIM) ecosystem|Does active learning work? A review of the research|Practical challenges of BIM education|Active learning strategies to develop research competences in engineering education|Building information modeling education for construction engineering and management: industry requirements, state of the art, and gap analysis|BIM Handbook: A Guide to Building Information Modeling for Owners, Designers, Engineers, Contractors, and Facility Managers|Adaptive poleplaying games: an immersive approach for problem-based learning|Students perceptions of BIM education in the higher education sector a UK and USA perspective|BIM education through problem-based learning exercise: challenges and opportunities in an inter-professional module|Participant Observation|Implementing sustainable development through problem-based learning: pedagogy and practice|An integrated approach to BIM competency assessment, acquisition and application|BIM teaching and learning frameworks in construction-related domains: what the literature says|A peer review system for BIM learning|Toward deep impacts of BIM on education|Embedding building information modelling (BIM) within the taught curriculum: supporting bim implementation and adoption through the development of learning outcomes within the UK academic context for built environment programmes|Process-oriented approach of teaching building information modeling in construction management|Incorporating BIM into the upper-division curriculum of construction engineering and management|Assessing context-based learning: not only rigorous but also relevant|Case Study Research: Design and Methods|Enhancing building information modeling competency among civil engineering and management students with team-based learning|Improvement of students problem-solving skills through project execution planning in civil engineering and construction management education|Exploring the influence of socio-historical constructs on BIM implementation: an activity theory perspective | Özener - 2023 - Context-based learning for BIM simulative role-playing games for strategic business implementations-annotated.tei.xml |
10.1108/SASBE-08-2022-0184 | Context-based learning for BIM: simulative role-playing games for strategic business implementations | Purpose -This paper presents a set of instrumental case studies for the context-based learning of BIM in the milieu of knowledge-based practice in the AEC industry. The study aimed to examine students' actions and perspectives in a simulated learning environment for real-world BIM processes. The core intent was to provide an in-depth understanding of strategic and functional BIM implementation by synthesizing a suggestive pedagogical framework based on context-based learning approaches. Design/methodology/approach -Derived from context-based approaches and experiential learning methods such as role-play, problem-based and active learning, the study involved a set of doctoral-level case studies. In a qualitative research study, these cases were devised and organized around industry-focused simulations on various levels of BIM implementation strategies. Findings -Results from the case studies and the student responses suggest that the comprehensive evaluation of real-world BIM implementation simulations facilitates a solid understanding of the value of BIM. The participation of industry professionals catalyzes the development of strategic and functional BIM competencies. Originality/value -The study proposes a well-structured and replicable BIM learning framework based on context-based learning approaches. The novel framework is adaptive and flexible for BIM education. It can provide students with the necessary skills, strategic vision and professional competencies for innovative practices in the 21st-century AEC Industry. The simulative learning settings, including the evaluation rubrics and connected instructional methods, can be implemented and further developed for similar education efforts. | 10.1108/SASBE-08-2022-0184/38-1 | Case study 2: the BIM execution game | Students could also comprehend the role of CDEs and federated BIM models for carrying out essential tasks during the project cycles, such as interdisciplinary model coordination, project-specific parametric modeling, information delivery and exchange, cost and supply chain optimization, BIM-enabled decision-making and other BIM-related operations. Figure | Ozan € Onder|€ Ozener | 2023 | Building Information Modelling (BIM) adoption and implementation enablers in AEC firms: a systematic literature review|Strategies and outcomes of BIM education: Italian experiences|Using gamification and competitions to enhance BIM learning experience|Understanding BIM information management processes through international BIM standards|Problem-based learning, self-and peer assessment in higher education: towards advancing lifelong learning skills|Curriculum to prepare AEC students for BIMenabled globally distributed projects|Building information modeling in engineering teachingretaining the context of engineering knowledge and skills|How to plan and perform a qualitative study using content analysis|A systematic review of current strategies and methods for BIM implementation in the academic field|Inquiry-based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A Conceptual and Practical Resource for Educators|Taxonomy of Educational Objectives, the Classification of Educational Goals -Handbook I: Cognitive Domain|InterViews: Learning the Craft of Qualitative Research Interviewing|Identifying effective collaborative behaviors in building information modeling-enabled construction projects|University-industry collaboration for BIM education: lessons learned from a case study|Integrating BIM into construction management education|Roleplaying in a conflict resolution setting: description and some implications for accounting|Research Design: Qualitative, Quantitative, and Mixed Methods Approaches|BIM-Based Collaborative Building Process Management|Onstage or behind the scenes? Relative learning benefits of simulation role-play and design|Learning and skills in the knowledge economy|The Power of Problem-Based Learning|Recent developments of BIM adoption based on categorisation, identification and factors: a systematic literature review|Teaching user-centered design for more sustainable infrastructure through role-play and experiential learning|Active learning in engineering education. A review of fundamentals, best practices and experiences|Understanding BIM: the Past, Present and Future|Developing interdisciplinary understanding and dialogue between engineering and architectural students: design and evaluation of a problem-based learning module|Collaboration in BIM-based construction networks|Guideline for building information modeling in construction engineering and management education|Project-based learning in a building information modeling for construction management course|BIM project execution planning guide (V. 2.2)|An Australian consolidated framework for BIM teaching and learning|Teaching BIM as a collaborative information management process through a continuous improvement assessment lens: a case study|Enhancing BIM competencies of built environment undergraduates students using a problem-based learning and network analysis approach|Modelling the relationship between Building Information Modelling (BIM) implementation barriers, usage and awareness on building project lifecycle|Conceptualising building information modelling for construction education|Building information modelling (BIM) -enabled construction education: teaching project cash flow concepts|Defining a BIM-enabled learning environment-an adaptive structuration theory perspective|BIM integration in architectural education: where do we stand?|Advances in Building Information Modeling|Developing digerati leaders: education beyond the building information modelling (BIM) ecosystem|Does active learning work? A review of the research|Practical challenges of BIM education|Active learning strategies to develop research competences in engineering education|Building information modeling education for construction engineering and management: industry requirements, state of the art, and gap analysis|BIM Handbook: A Guide to Building Information Modeling for Owners, Designers, Engineers, Contractors, and Facility Managers|Adaptive poleplaying games: an immersive approach for problem-based learning|Students perceptions of BIM education in the higher education sector a UK and USA perspective|BIM education through problem-based learning exercise: challenges and opportunities in an inter-professional module|Participant Observation|Implementing sustainable development through problem-based learning: pedagogy and practice|An integrated approach to BIM competency assessment, acquisition and application|BIM teaching and learning frameworks in construction-related domains: what the literature says|A peer review system for BIM learning|Toward deep impacts of BIM on education|Embedding building information modelling (BIM) within the taught curriculum: supporting bim implementation and adoption through the development of learning outcomes within the UK academic context for built environment programmes|Process-oriented approach of teaching building information modeling in construction management|Incorporating BIM into the upper-division curriculum of construction engineering and management|Assessing context-based learning: not only rigorous but also relevant|Case Study Research: Design and Methods|Enhancing building information modeling competency among civil engineering and management students with team-based learning|Improvement of students problem-solving skills through project execution planning in civil engineering and construction management education|Exploring the influence of socio-historical constructs on BIM implementation: an activity theory perspective | Özener - 2023 - Context-based learning for BIM simulative role-playing games for strategic business implementations-annotated.tei.xml |
10.1108/SASBE-08-2022-0184 | Context-based learning for BIM: simulative role-playing games for strategic business implementations | Purpose -This paper presents a set of instrumental case studies for the context-based learning of BIM in the milieu of knowledge-based practice in the AEC industry. The study aimed to examine students' actions and perspectives in a simulated learning environment for real-world BIM processes. The core intent was to provide an in-depth understanding of strategic and functional BIM implementation by synthesizing a suggestive pedagogical framework based on context-based learning approaches. Design/methodology/approach -Derived from context-based approaches and experiential learning methods such as role-play, problem-based and active learning, the study involved a set of doctoral-level case studies. In a qualitative research study, these cases were devised and organized around industry-focused simulations on various levels of BIM implementation strategies. Findings -Results from the case studies and the student responses suggest that the comprehensive evaluation of real-world BIM implementation simulations facilitates a solid understanding of the value of BIM. The participation of industry professionals catalyzes the development of strategic and functional BIM competencies. Originality/value -The study proposes a well-structured and replicable BIM learning framework based on context-based learning approaches. The novel framework is adaptive and flexible for BIM education. It can provide students with the necessary skills, strategic vision and professional competencies for innovative practices in the 21st-century AEC Industry. The simulative learning settings, including the evaluation rubrics and connected instructional methods, can be implemented and further developed for similar education efforts. | 10.1108/SASBE-08-2022-0184/39-1 | Case study 2: the BIM execution game | The following figures (Figure | Ozan € Onder|€ Ozener | 2023 | Building Information Modelling (BIM) adoption and implementation enablers in AEC firms: a systematic literature review|Strategies and outcomes of BIM education: Italian experiences|Using gamification and competitions to enhance BIM learning experience|Understanding BIM information management processes through international BIM standards|Problem-based learning, self-and peer assessment in higher education: towards advancing lifelong learning skills|Curriculum to prepare AEC students for BIMenabled globally distributed projects|Building information modeling in engineering teachingretaining the context of engineering knowledge and skills|How to plan and perform a qualitative study using content analysis|A systematic review of current strategies and methods for BIM implementation in the academic field|Inquiry-based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A Conceptual and Practical Resource for Educators|Taxonomy of Educational Objectives, the Classification of Educational Goals -Handbook I: Cognitive Domain|InterViews: Learning the Craft of Qualitative Research Interviewing|Identifying effective collaborative behaviors in building information modeling-enabled construction projects|University-industry collaboration for BIM education: lessons learned from a case study|Integrating BIM into construction management education|Roleplaying in a conflict resolution setting: description and some implications for accounting|Research Design: Qualitative, Quantitative, and Mixed Methods Approaches|BIM-Based Collaborative Building Process Management|Onstage or behind the scenes? Relative learning benefits of simulation role-play and design|Learning and skills in the knowledge economy|The Power of Problem-Based Learning|Recent developments of BIM adoption based on categorisation, identification and factors: a systematic literature review|Teaching user-centered design for more sustainable infrastructure through role-play and experiential learning|Active learning in engineering education. A review of fundamentals, best practices and experiences|Understanding BIM: the Past, Present and Future|Developing interdisciplinary understanding and dialogue between engineering and architectural students: design and evaluation of a problem-based learning module|Collaboration in BIM-based construction networks|Guideline for building information modeling in construction engineering and management education|Project-based learning in a building information modeling for construction management course|BIM project execution planning guide (V. 2.2)|An Australian consolidated framework for BIM teaching and learning|Teaching BIM as a collaborative information management process through a continuous improvement assessment lens: a case study|Enhancing BIM competencies of built environment undergraduates students using a problem-based learning and network analysis approach|Modelling the relationship between Building Information Modelling (BIM) implementation barriers, usage and awareness on building project lifecycle|Conceptualising building information modelling for construction education|Building information modelling (BIM) -enabled construction education: teaching project cash flow concepts|Defining a BIM-enabled learning environment-an adaptive structuration theory perspective|BIM integration in architectural education: where do we stand?|Advances in Building Information Modeling|Developing digerati leaders: education beyond the building information modelling (BIM) ecosystem|Does active learning work? A review of the research|Practical challenges of BIM education|Active learning strategies to develop research competences in engineering education|Building information modeling education for construction engineering and management: industry requirements, state of the art, and gap analysis|BIM Handbook: A Guide to Building Information Modeling for Owners, Designers, Engineers, Contractors, and Facility Managers|Adaptive poleplaying games: an immersive approach for problem-based learning|Students perceptions of BIM education in the higher education sector a UK and USA perspective|BIM education through problem-based learning exercise: challenges and opportunities in an inter-professional module|Participant Observation|Implementing sustainable development through problem-based learning: pedagogy and practice|An integrated approach to BIM competency assessment, acquisition and application|BIM teaching and learning frameworks in construction-related domains: what the literature says|A peer review system for BIM learning|Toward deep impacts of BIM on education|Embedding building information modelling (BIM) within the taught curriculum: supporting bim implementation and adoption through the development of learning outcomes within the UK academic context for built environment programmes|Process-oriented approach of teaching building information modeling in construction management|Incorporating BIM into the upper-division curriculum of construction engineering and management|Assessing context-based learning: not only rigorous but also relevant|Case Study Research: Design and Methods|Enhancing building information modeling competency among civil engineering and management students with team-based learning|Improvement of students problem-solving skills through project execution planning in civil engineering and construction management education|Exploring the influence of socio-historical constructs on BIM implementation: an activity theory perspective | Özener - 2023 - Context-based learning for BIM simulative role-playing games for strategic business implementations-annotated.tei.xml |
10.1108/SASBE-08-2022-0184 | Context-based learning for BIM: simulative role-playing games for strategic business implementations | Purpose -This paper presents a set of instrumental case studies for the context-based learning of BIM in the milieu of knowledge-based practice in the AEC industry. The study aimed to examine students' actions and perspectives in a simulated learning environment for real-world BIM processes. The core intent was to provide an in-depth understanding of strategic and functional BIM implementation by synthesizing a suggestive pedagogical framework based on context-based learning approaches. Design/methodology/approach -Derived from context-based approaches and experiential learning methods such as role-play, problem-based and active learning, the study involved a set of doctoral-level case studies. In a qualitative research study, these cases were devised and organized around industry-focused simulations on various levels of BIM implementation strategies. Findings -Results from the case studies and the student responses suggest that the comprehensive evaluation of real-world BIM implementation simulations facilitates a solid understanding of the value of BIM. The participation of industry professionals catalyzes the development of strategic and functional BIM competencies. Originality/value -The study proposes a well-structured and replicable BIM learning framework based on context-based learning approaches. The novel framework is adaptive and flexible for BIM education. It can provide students with the necessary skills, strategic vision and professional competencies for innovative practices in the 21st-century AEC Industry. The simulative learning settings, including the evaluation rubrics and connected instructional methods, can be implemented and further developed for similar education efforts. | 10.1108/SASBE-08-2022-0184/40-1 | Case study 2: the BIM execution game | The evaluation rubric was derived from the previous BIM adoption game with the common and game-specific items. The developed BEP alternatives were assessed with the industry participants using the criteria given in Table | Ozan € Onder|€ Ozener | 2023 | Building Information Modelling (BIM) adoption and implementation enablers in AEC firms: a systematic literature review|Strategies and outcomes of BIM education: Italian experiences|Using gamification and competitions to enhance BIM learning experience|Understanding BIM information management processes through international BIM standards|Problem-based learning, self-and peer assessment in higher education: towards advancing lifelong learning skills|Curriculum to prepare AEC students for BIMenabled globally distributed projects|Building information modeling in engineering teachingretaining the context of engineering knowledge and skills|How to plan and perform a qualitative study using content analysis|A systematic review of current strategies and methods for BIM implementation in the academic field|Inquiry-based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A Conceptual and Practical Resource for Educators|Taxonomy of Educational Objectives, the Classification of Educational Goals -Handbook I: Cognitive Domain|InterViews: Learning the Craft of Qualitative Research Interviewing|Identifying effective collaborative behaviors in building information modeling-enabled construction projects|University-industry collaboration for BIM education: lessons learned from a case study|Integrating BIM into construction management education|Roleplaying in a conflict resolution setting: description and some implications for accounting|Research Design: Qualitative, Quantitative, and Mixed Methods Approaches|BIM-Based Collaborative Building Process Management|Onstage or behind the scenes? Relative learning benefits of simulation role-play and design|Learning and skills in the knowledge economy|The Power of Problem-Based Learning|Recent developments of BIM adoption based on categorisation, identification and factors: a systematic literature review|Teaching user-centered design for more sustainable infrastructure through role-play and experiential learning|Active learning in engineering education. A review of fundamentals, best practices and experiences|Understanding BIM: the Past, Present and Future|Developing interdisciplinary understanding and dialogue between engineering and architectural students: design and evaluation of a problem-based learning module|Collaboration in BIM-based construction networks|Guideline for building information modeling in construction engineering and management education|Project-based learning in a building information modeling for construction management course|BIM project execution planning guide (V. 2.2)|An Australian consolidated framework for BIM teaching and learning|Teaching BIM as a collaborative information management process through a continuous improvement assessment lens: a case study|Enhancing BIM competencies of built environment undergraduates students using a problem-based learning and network analysis approach|Modelling the relationship between Building Information Modelling (BIM) implementation barriers, usage and awareness on building project lifecycle|Conceptualising building information modelling for construction education|Building information modelling (BIM) -enabled construction education: teaching project cash flow concepts|Defining a BIM-enabled learning environment-an adaptive structuration theory perspective|BIM integration in architectural education: where do we stand?|Advances in Building Information Modeling|Developing digerati leaders: education beyond the building information modelling (BIM) ecosystem|Does active learning work? A review of the research|Practical challenges of BIM education|Active learning strategies to develop research competences in engineering education|Building information modeling education for construction engineering and management: industry requirements, state of the art, and gap analysis|BIM Handbook: A Guide to Building Information Modeling for Owners, Designers, Engineers, Contractors, and Facility Managers|Adaptive poleplaying games: an immersive approach for problem-based learning|Students perceptions of BIM education in the higher education sector a UK and USA perspective|BIM education through problem-based learning exercise: challenges and opportunities in an inter-professional module|Participant Observation|Implementing sustainable development through problem-based learning: pedagogy and practice|An integrated approach to BIM competency assessment, acquisition and application|BIM teaching and learning frameworks in construction-related domains: what the literature says|A peer review system for BIM learning|Toward deep impacts of BIM on education|Embedding building information modelling (BIM) within the taught curriculum: supporting bim implementation and adoption through the development of learning outcomes within the UK academic context for built environment programmes|Process-oriented approach of teaching building information modeling in construction management|Incorporating BIM into the upper-division curriculum of construction engineering and management|Assessing context-based learning: not only rigorous but also relevant|Case Study Research: Design and Methods|Enhancing building information modeling competency among civil engineering and management students with team-based learning|Improvement of students problem-solving skills through project execution planning in civil engineering and construction management education|Exploring the influence of socio-historical constructs on BIM implementation: an activity theory perspective | Özener - 2023 - Context-based learning for BIM simulative role-playing games for strategic business implementations-annotated.tei.xml |
10.1108/SASBE-08-2022-0184 | Context-based learning for BIM: simulative role-playing games for strategic business implementations | Purpose -This paper presents a set of instrumental case studies for the context-based learning of BIM in the milieu of knowledge-based practice in the AEC industry. The study aimed to examine students' actions and perspectives in a simulated learning environment for real-world BIM processes. The core intent was to provide an in-depth understanding of strategic and functional BIM implementation by synthesizing a suggestive pedagogical framework based on context-based learning approaches. Design/methodology/approach -Derived from context-based approaches and experiential learning methods such as role-play, problem-based and active learning, the study involved a set of doctoral-level case studies. In a qualitative research study, these cases were devised and organized around industry-focused simulations on various levels of BIM implementation strategies. Findings -Results from the case studies and the student responses suggest that the comprehensive evaluation of real-world BIM implementation simulations facilitates a solid understanding of the value of BIM. The participation of industry professionals catalyzes the development of strategic and functional BIM competencies. Originality/value -The study proposes a well-structured and replicable BIM learning framework based on context-based learning approaches. The novel framework is adaptive and flexible for BIM education. It can provide students with the necessary skills, strategic vision and professional competencies for innovative practices in the 21st-century AEC Industry. The simulative learning settings, including the evaluation rubrics and connected instructional methods, can be implemented and further developed for similar education efforts. | 10.1108/SASBE-08-2022-0184/41-1 | Results and findings | The instrumental case studies stressed the importance of acquiring strategic BIM knowledge through simulative learning environments. As opposed to widely practiced software-focused BIM courses, the proposed context-based learning framework provided students with an innovative and critical perspective on the integrative and collaborative role of BIM methods in complex industry applications. Throughout the course iterations, the key findings included (1) the pedagogical effectiveness of problem-based, active and role-playing learning methods for BIM, (2) the significance of industry participation for the transfer of practical knowledge and experience, (3) the positive influence of constructive and simulative learning content to build strategic and functional BIM competencies at the individual and project team levels (4) emphasis on collective understanding through complex real-world BIM implementation problems in the AEC. The key findings from the case studies are given in Table | Ozan € Onder|€ Ozener | 2023 | Building Information Modelling (BIM) adoption and implementation enablers in AEC firms: a systematic literature review|Strategies and outcomes of BIM education: Italian experiences|Using gamification and competitions to enhance BIM learning experience|Understanding BIM information management processes through international BIM standards|Problem-based learning, self-and peer assessment in higher education: towards advancing lifelong learning skills|Curriculum to prepare AEC students for BIMenabled globally distributed projects|Building information modeling in engineering teachingretaining the context of engineering knowledge and skills|How to plan and perform a qualitative study using content analysis|A systematic review of current strategies and methods for BIM implementation in the academic field|Inquiry-based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A Conceptual and Practical Resource for Educators|Taxonomy of Educational Objectives, the Classification of Educational Goals -Handbook I: Cognitive Domain|InterViews: Learning the Craft of Qualitative Research Interviewing|Identifying effective collaborative behaviors in building information modeling-enabled construction projects|University-industry collaboration for BIM education: lessons learned from a case study|Integrating BIM into construction management education|Roleplaying in a conflict resolution setting: description and some implications for accounting|Research Design: Qualitative, Quantitative, and Mixed Methods Approaches|BIM-Based Collaborative Building Process Management|Onstage or behind the scenes? Relative learning benefits of simulation role-play and design|Learning and skills in the knowledge economy|The Power of Problem-Based Learning|Recent developments of BIM adoption based on categorisation, identification and factors: a systematic literature review|Teaching user-centered design for more sustainable infrastructure through role-play and experiential learning|Active learning in engineering education. A review of fundamentals, best practices and experiences|Understanding BIM: the Past, Present and Future|Developing interdisciplinary understanding and dialogue between engineering and architectural students: design and evaluation of a problem-based learning module|Collaboration in BIM-based construction networks|Guideline for building information modeling in construction engineering and management education|Project-based learning in a building information modeling for construction management course|BIM project execution planning guide (V. 2.2)|An Australian consolidated framework for BIM teaching and learning|Teaching BIM as a collaborative information management process through a continuous improvement assessment lens: a case study|Enhancing BIM competencies of built environment undergraduates students using a problem-based learning and network analysis approach|Modelling the relationship between Building Information Modelling (BIM) implementation barriers, usage and awareness on building project lifecycle|Conceptualising building information modelling for construction education|Building information modelling (BIM) -enabled construction education: teaching project cash flow concepts|Defining a BIM-enabled learning environment-an adaptive structuration theory perspective|BIM integration in architectural education: where do we stand?|Advances in Building Information Modeling|Developing digerati leaders: education beyond the building information modelling (BIM) ecosystem|Does active learning work? A review of the research|Practical challenges of BIM education|Active learning strategies to develop research competences in engineering education|Building information modeling education for construction engineering and management: industry requirements, state of the art, and gap analysis|BIM Handbook: A Guide to Building Information Modeling for Owners, Designers, Engineers, Contractors, and Facility Managers|Adaptive poleplaying games: an immersive approach for problem-based learning|Students perceptions of BIM education in the higher education sector a UK and USA perspective|BIM education through problem-based learning exercise: challenges and opportunities in an inter-professional module|Participant Observation|Implementing sustainable development through problem-based learning: pedagogy and practice|An integrated approach to BIM competency assessment, acquisition and application|BIM teaching and learning frameworks in construction-related domains: what the literature says|A peer review system for BIM learning|Toward deep impacts of BIM on education|Embedding building information modelling (BIM) within the taught curriculum: supporting bim implementation and adoption through the development of learning outcomes within the UK academic context for built environment programmes|Process-oriented approach of teaching building information modeling in construction management|Incorporating BIM into the upper-division curriculum of construction engineering and management|Assessing context-based learning: not only rigorous but also relevant|Case Study Research: Design and Methods|Enhancing building information modeling competency among civil engineering and management students with team-based learning|Improvement of students problem-solving skills through project execution planning in civil engineering and construction management education|Exploring the influence of socio-historical constructs on BIM implementation: an activity theory perspective | Özener - 2023 - Context-based learning for BIM simulative role-playing games for strategic business implementations-annotated.tei.xml |
10.1108/SASBE-08-2022-0184 | Context-based learning for BIM: simulative role-playing games for strategic business implementations | Purpose -This paper presents a set of instrumental case studies for the context-based learning of BIM in the milieu of knowledge-based practice in the AEC industry. The study aimed to examine students' actions and perspectives in a simulated learning environment for real-world BIM processes. The core intent was to provide an in-depth understanding of strategic and functional BIM implementation by synthesizing a suggestive pedagogical framework based on context-based learning approaches. Design/methodology/approach -Derived from context-based approaches and experiential learning methods such as role-play, problem-based and active learning, the study involved a set of doctoral-level case studies. In a qualitative research study, these cases were devised and organized around industry-focused simulations on various levels of BIM implementation strategies. Findings -Results from the case studies and the student responses suggest that the comprehensive evaluation of real-world BIM implementation simulations facilitates a solid understanding of the value of BIM. The participation of industry professionals catalyzes the development of strategic and functional BIM competencies. Originality/value -The study proposes a well-structured and replicable BIM learning framework based on context-based learning approaches. The novel framework is adaptive and flexible for BIM education. It can provide students with the necessary skills, strategic vision and professional competencies for innovative practices in the 21st-century AEC Industry. The simulative learning settings, including the evaluation rubrics and connected instructional methods, can be implemented and further developed for similar education efforts. | 10.1108/SASBE-08-2022-0184/42-1 | Results and findings | The outcomes of the specific case studies can be evaluated from the lens of competency levels at strategic and functional levels. Student responses to the strategic BIM implementation problem emphasized the effectiveness and applicability of the proposed context-based learning framework with simulative gaming processes. The problem-based cases included in-depth analyses of firm-specific aspects, allowing students to assess the strategic and multifaceted effects of BIM implementation. | Ozan € Onder|€ Ozener | 2023 | Building Information Modelling (BIM) adoption and implementation enablers in AEC firms: a systematic literature review|Strategies and outcomes of BIM education: Italian experiences|Using gamification and competitions to enhance BIM learning experience|Understanding BIM information management processes through international BIM standards|Problem-based learning, self-and peer assessment in higher education: towards advancing lifelong learning skills|Curriculum to prepare AEC students for BIMenabled globally distributed projects|Building information modeling in engineering teachingretaining the context of engineering knowledge and skills|How to plan and perform a qualitative study using content analysis|A systematic review of current strategies and methods for BIM implementation in the academic field|Inquiry-based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A Conceptual and Practical Resource for Educators|Taxonomy of Educational Objectives, the Classification of Educational Goals -Handbook I: Cognitive Domain|InterViews: Learning the Craft of Qualitative Research Interviewing|Identifying effective collaborative behaviors in building information modeling-enabled construction projects|University-industry collaboration for BIM education: lessons learned from a case study|Integrating BIM into construction management education|Roleplaying in a conflict resolution setting: description and some implications for accounting|Research Design: Qualitative, Quantitative, and Mixed Methods Approaches|BIM-Based Collaborative Building Process Management|Onstage or behind the scenes? Relative learning benefits of simulation role-play and design|Learning and skills in the knowledge economy|The Power of Problem-Based Learning|Recent developments of BIM adoption based on categorisation, identification and factors: a systematic literature review|Teaching user-centered design for more sustainable infrastructure through role-play and experiential learning|Active learning in engineering education. A review of fundamentals, best practices and experiences|Understanding BIM: the Past, Present and Future|Developing interdisciplinary understanding and dialogue between engineering and architectural students: design and evaluation of a problem-based learning module|Collaboration in BIM-based construction networks|Guideline for building information modeling in construction engineering and management education|Project-based learning in a building information modeling for construction management course|BIM project execution planning guide (V. 2.2)|An Australian consolidated framework for BIM teaching and learning|Teaching BIM as a collaborative information management process through a continuous improvement assessment lens: a case study|Enhancing BIM competencies of built environment undergraduates students using a problem-based learning and network analysis approach|Modelling the relationship between Building Information Modelling (BIM) implementation barriers, usage and awareness on building project lifecycle|Conceptualising building information modelling for construction education|Building information modelling (BIM) -enabled construction education: teaching project cash flow concepts|Defining a BIM-enabled learning environment-an adaptive structuration theory perspective|BIM integration in architectural education: where do we stand?|Advances in Building Information Modeling|Developing digerati leaders: education beyond the building information modelling (BIM) ecosystem|Does active learning work? A review of the research|Practical challenges of BIM education|Active learning strategies to develop research competences in engineering education|Building information modeling education for construction engineering and management: industry requirements, state of the art, and gap analysis|BIM Handbook: A Guide to Building Information Modeling for Owners, Designers, Engineers, Contractors, and Facility Managers|Adaptive poleplaying games: an immersive approach for problem-based learning|Students perceptions of BIM education in the higher education sector a UK and USA perspective|BIM education through problem-based learning exercise: challenges and opportunities in an inter-professional module|Participant Observation|Implementing sustainable development through problem-based learning: pedagogy and practice|An integrated approach to BIM competency assessment, acquisition and application|BIM teaching and learning frameworks in construction-related domains: what the literature says|A peer review system for BIM learning|Toward deep impacts of BIM on education|Embedding building information modelling (BIM) within the taught curriculum: supporting bim implementation and adoption through the development of learning outcomes within the UK academic context for built environment programmes|Process-oriented approach of teaching building information modeling in construction management|Incorporating BIM into the upper-division curriculum of construction engineering and management|Assessing context-based learning: not only rigorous but also relevant|Case Study Research: Design and Methods|Enhancing building information modeling competency among civil engineering and management students with team-based learning|Improvement of students problem-solving skills through project execution planning in civil engineering and construction management education|Exploring the influence of socio-historical constructs on BIM implementation: an activity theory perspective | Özener - 2023 - Context-based learning for BIM simulative role-playing games for strategic business implementations-annotated.tei.xml |
10.1108/SASBE-08-2022-0184 | Context-based learning for BIM: simulative role-playing games for strategic business implementations | Purpose -This paper presents a set of instrumental case studies for the context-based learning of BIM in the milieu of knowledge-based practice in the AEC industry. The study aimed to examine students' actions and perspectives in a simulated learning environment for real-world BIM processes. The core intent was to provide an in-depth understanding of strategic and functional BIM implementation by synthesizing a suggestive pedagogical framework based on context-based learning approaches. Design/methodology/approach -Derived from context-based approaches and experiential learning methods such as role-play, problem-based and active learning, the study involved a set of doctoral-level case studies. In a qualitative research study, these cases were devised and organized around industry-focused simulations on various levels of BIM implementation strategies. Findings -Results from the case studies and the student responses suggest that the comprehensive evaluation of real-world BIM implementation simulations facilitates a solid understanding of the value of BIM. The participation of industry professionals catalyzes the development of strategic and functional BIM competencies. Originality/value -The study proposes a well-structured and replicable BIM learning framework based on context-based learning approaches. The novel framework is adaptive and flexible for BIM education. It can provide students with the necessary skills, strategic vision and professional competencies for innovative practices in the 21st-century AEC Industry. The simulative learning settings, including the evaluation rubrics and connected instructional methods, can be implemented and further developed for similar education efforts. | 10.1108/SASBE-08-2022-0184/43-1 | Results and findings | Through their comprehension of BIM as a methodological phenomenon that affects every level of the organization, including the business culture, market dynamics, project portfolio and corporate strategies, the students' learning process showed a significant shift in their understanding and reasoning. implementation tactics also enabled students to evaluate the potential implications in terms of added value, risk management and business viability in an analytical fashion. The poststudy responses from the students and industry participants are given in Table | Ozan € Onder|€ Ozener | 2023 | Building Information Modelling (BIM) adoption and implementation enablers in AEC firms: a systematic literature review|Strategies and outcomes of BIM education: Italian experiences|Using gamification and competitions to enhance BIM learning experience|Understanding BIM information management processes through international BIM standards|Problem-based learning, self-and peer assessment in higher education: towards advancing lifelong learning skills|Curriculum to prepare AEC students for BIMenabled globally distributed projects|Building information modeling in engineering teachingretaining the context of engineering knowledge and skills|How to plan and perform a qualitative study using content analysis|A systematic review of current strategies and methods for BIM implementation in the academic field|Inquiry-based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A Conceptual and Practical Resource for Educators|Taxonomy of Educational Objectives, the Classification of Educational Goals -Handbook I: Cognitive Domain|InterViews: Learning the Craft of Qualitative Research Interviewing|Identifying effective collaborative behaviors in building information modeling-enabled construction projects|University-industry collaboration for BIM education: lessons learned from a case study|Integrating BIM into construction management education|Roleplaying in a conflict resolution setting: description and some implications for accounting|Research Design: Qualitative, Quantitative, and Mixed Methods Approaches|BIM-Based Collaborative Building Process Management|Onstage or behind the scenes? Relative learning benefits of simulation role-play and design|Learning and skills in the knowledge economy|The Power of Problem-Based Learning|Recent developments of BIM adoption based on categorisation, identification and factors: a systematic literature review|Teaching user-centered design for more sustainable infrastructure through role-play and experiential learning|Active learning in engineering education. A review of fundamentals, best practices and experiences|Understanding BIM: the Past, Present and Future|Developing interdisciplinary understanding and dialogue between engineering and architectural students: design and evaluation of a problem-based learning module|Collaboration in BIM-based construction networks|Guideline for building information modeling in construction engineering and management education|Project-based learning in a building information modeling for construction management course|BIM project execution planning guide (V. 2.2)|An Australian consolidated framework for BIM teaching and learning|Teaching BIM as a collaborative information management process through a continuous improvement assessment lens: a case study|Enhancing BIM competencies of built environment undergraduates students using a problem-based learning and network analysis approach|Modelling the relationship between Building Information Modelling (BIM) implementation barriers, usage and awareness on building project lifecycle|Conceptualising building information modelling for construction education|Building information modelling (BIM) -enabled construction education: teaching project cash flow concepts|Defining a BIM-enabled learning environment-an adaptive structuration theory perspective|BIM integration in architectural education: where do we stand?|Advances in Building Information Modeling|Developing digerati leaders: education beyond the building information modelling (BIM) ecosystem|Does active learning work? A review of the research|Practical challenges of BIM education|Active learning strategies to develop research competences in engineering education|Building information modeling education for construction engineering and management: industry requirements, state of the art, and gap analysis|BIM Handbook: A Guide to Building Information Modeling for Owners, Designers, Engineers, Contractors, and Facility Managers|Adaptive poleplaying games: an immersive approach for problem-based learning|Students perceptions of BIM education in the higher education sector a UK and USA perspective|BIM education through problem-based learning exercise: challenges and opportunities in an inter-professional module|Participant Observation|Implementing sustainable development through problem-based learning: pedagogy and practice|An integrated approach to BIM competency assessment, acquisition and application|BIM teaching and learning frameworks in construction-related domains: what the literature says|A peer review system for BIM learning|Toward deep impacts of BIM on education|Embedding building information modelling (BIM) within the taught curriculum: supporting bim implementation and adoption through the development of learning outcomes within the UK academic context for built environment programmes|Process-oriented approach of teaching building information modeling in construction management|Incorporating BIM into the upper-division curriculum of construction engineering and management|Assessing context-based learning: not only rigorous but also relevant|Case Study Research: Design and Methods|Enhancing building information modeling competency among civil engineering and management students with team-based learning|Improvement of students problem-solving skills through project execution planning in civil engineering and construction management education|Exploring the influence of socio-historical constructs on BIM implementation: an activity theory perspective | Özener - 2023 - Context-based learning for BIM simulative role-playing games for strategic business implementations-annotated.tei.xml |
10.1108/SASBE-08-2022-0184 | Context-based learning for BIM: simulative role-playing games for strategic business implementations | Purpose -This paper presents a set of instrumental case studies for the context-based learning of BIM in the milieu of knowledge-based practice in the AEC industry. The study aimed to examine students' actions and perspectives in a simulated learning environment for real-world BIM processes. The core intent was to provide an in-depth understanding of strategic and functional BIM implementation by synthesizing a suggestive pedagogical framework based on context-based learning approaches. Design/methodology/approach -Derived from context-based approaches and experiential learning methods such as role-play, problem-based and active learning, the study involved a set of doctoral-level case studies. In a qualitative research study, these cases were devised and organized around industry-focused simulations on various levels of BIM implementation strategies. Findings -Results from the case studies and the student responses suggest that the comprehensive evaluation of real-world BIM implementation simulations facilitates a solid understanding of the value of BIM. The participation of industry professionals catalyzes the development of strategic and functional BIM competencies. Originality/value -The study proposes a well-structured and replicable BIM learning framework based on context-based learning approaches. The novel framework is adaptive and flexible for BIM education. It can provide students with the necessary skills, strategic vision and professional competencies for innovative practices in the 21st-century AEC Industry. The simulative learning settings, including the evaluation rubrics and connected instructional methods, can be implemented and further developed for similar education efforts. | 10.1108/SASBE-08-2022-0184/44-1 | Results and findings | From the functional competency perspective, the synthesis of project-specific BIM execution plans facilitated the discussion of BIM applications at tactical and operational levels. By revealing different information needs and synthesizing interoperability, coordination and responsibility matrices, the case study emphasized understanding subproblems of BIM methods within the project lifecycle and gaining knowledge and competence through the created BEP alternatives. | Ozan € Onder|€ Ozener | 2023 | Building Information Modelling (BIM) adoption and implementation enablers in AEC firms: a systematic literature review|Strategies and outcomes of BIM education: Italian experiences|Using gamification and competitions to enhance BIM learning experience|Understanding BIM information management processes through international BIM standards|Problem-based learning, self-and peer assessment in higher education: towards advancing lifelong learning skills|Curriculum to prepare AEC students for BIMenabled globally distributed projects|Building information modeling in engineering teachingretaining the context of engineering knowledge and skills|How to plan and perform a qualitative study using content analysis|A systematic review of current strategies and methods for BIM implementation in the academic field|Inquiry-based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A Conceptual and Practical Resource for Educators|Taxonomy of Educational Objectives, the Classification of Educational Goals -Handbook I: Cognitive Domain|InterViews: Learning the Craft of Qualitative Research Interviewing|Identifying effective collaborative behaviors in building information modeling-enabled construction projects|University-industry collaboration for BIM education: lessons learned from a case study|Integrating BIM into construction management education|Roleplaying in a conflict resolution setting: description and some implications for accounting|Research Design: Qualitative, Quantitative, and Mixed Methods Approaches|BIM-Based Collaborative Building Process Management|Onstage or behind the scenes? Relative learning benefits of simulation role-play and design|Learning and skills in the knowledge economy|The Power of Problem-Based Learning|Recent developments of BIM adoption based on categorisation, identification and factors: a systematic literature review|Teaching user-centered design for more sustainable infrastructure through role-play and experiential learning|Active learning in engineering education. A review of fundamentals, best practices and experiences|Understanding BIM: the Past, Present and Future|Developing interdisciplinary understanding and dialogue between engineering and architectural students: design and evaluation of a problem-based learning module|Collaboration in BIM-based construction networks|Guideline for building information modeling in construction engineering and management education|Project-based learning in a building information modeling for construction management course|BIM project execution planning guide (V. 2.2)|An Australian consolidated framework for BIM teaching and learning|Teaching BIM as a collaborative information management process through a continuous improvement assessment lens: a case study|Enhancing BIM competencies of built environment undergraduates students using a problem-based learning and network analysis approach|Modelling the relationship between Building Information Modelling (BIM) implementation barriers, usage and awareness on building project lifecycle|Conceptualising building information modelling for construction education|Building information modelling (BIM) -enabled construction education: teaching project cash flow concepts|Defining a BIM-enabled learning environment-an adaptive structuration theory perspective|BIM integration in architectural education: where do we stand?|Advances in Building Information Modeling|Developing digerati leaders: education beyond the building information modelling (BIM) ecosystem|Does active learning work? A review of the research|Practical challenges of BIM education|Active learning strategies to develop research competences in engineering education|Building information modeling education for construction engineering and management: industry requirements, state of the art, and gap analysis|BIM Handbook: A Guide to Building Information Modeling for Owners, Designers, Engineers, Contractors, and Facility Managers|Adaptive poleplaying games: an immersive approach for problem-based learning|Students perceptions of BIM education in the higher education sector a UK and USA perspective|BIM education through problem-based learning exercise: challenges and opportunities in an inter-professional module|Participant Observation|Implementing sustainable development through problem-based learning: pedagogy and practice|An integrated approach to BIM competency assessment, acquisition and application|BIM teaching and learning frameworks in construction-related domains: what the literature says|A peer review system for BIM learning|Toward deep impacts of BIM on education|Embedding building information modelling (BIM) within the taught curriculum: supporting bim implementation and adoption through the development of learning outcomes within the UK academic context for built environment programmes|Process-oriented approach of teaching building information modeling in construction management|Incorporating BIM into the upper-division curriculum of construction engineering and management|Assessing context-based learning: not only rigorous but also relevant|Case Study Research: Design and Methods|Enhancing building information modeling competency among civil engineering and management students with team-based learning|Improvement of students problem-solving skills through project execution planning in civil engineering and construction management education|Exploring the influence of socio-historical constructs on BIM implementation: an activity theory perspective | Özener - 2023 - Context-based learning for BIM simulative role-playing games for strategic business implementations-annotated.tei.xml |
10.1108/SASBE-08-2022-0184 | Context-based learning for BIM: simulative role-playing games for strategic business implementations | Purpose -This paper presents a set of instrumental case studies for the context-based learning of BIM in the milieu of knowledge-based practice in the AEC industry. The study aimed to examine students' actions and perspectives in a simulated learning environment for real-world BIM processes. The core intent was to provide an in-depth understanding of strategic and functional BIM implementation by synthesizing a suggestive pedagogical framework based on context-based learning approaches. Design/methodology/approach -Derived from context-based approaches and experiential learning methods such as role-play, problem-based and active learning, the study involved a set of doctoral-level case studies. In a qualitative research study, these cases were devised and organized around industry-focused simulations on various levels of BIM implementation strategies. Findings -Results from the case studies and the student responses suggest that the comprehensive evaluation of real-world BIM implementation simulations facilitates a solid understanding of the value of BIM. The participation of industry professionals catalyzes the development of strategic and functional BIM competencies. Originality/value -The study proposes a well-structured and replicable BIM learning framework based on context-based learning approaches. The novel framework is adaptive and flexible for BIM education. It can provide students with the necessary skills, strategic vision and professional competencies for innovative practices in the 21st-century AEC Industry. The simulative learning settings, including the evaluation rubrics and connected instructional methods, can be implemented and further developed for similar education efforts. | 10.1108/SASBE-08-2022-0184/45-1 | Results and findings | Another critical aspect is understanding the multi-dimensional concepts and relationships within BIM standards. The given project problem and the simulative game enabled students to discuss the core topics of ISO 19650 in the context of a large-scale design and construction project. The collaborative processes and information requirements were further assessed along with the BIM protocols, information delivery plans and data exchange procedures through the synthesis of BIM-enabled project workflows. Thematic BEP frameworks can be developed with a focus on multiple phases, such as construction and operations, and specific BIM uses can be explored based on case study results and process experience. Educational possibilities and potentials can be realized based on existing BEP guides and international | Ozan € Onder|€ Ozener | 2023 | Building Information Modelling (BIM) adoption and implementation enablers in AEC firms: a systematic literature review|Strategies and outcomes of BIM education: Italian experiences|Using gamification and competitions to enhance BIM learning experience|Understanding BIM information management processes through international BIM standards|Problem-based learning, self-and peer assessment in higher education: towards advancing lifelong learning skills|Curriculum to prepare AEC students for BIMenabled globally distributed projects|Building information modeling in engineering teachingretaining the context of engineering knowledge and skills|How to plan and perform a qualitative study using content analysis|A systematic review of current strategies and methods for BIM implementation in the academic field|Inquiry-based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A Conceptual and Practical Resource for Educators|Taxonomy of Educational Objectives, the Classification of Educational Goals -Handbook I: Cognitive Domain|InterViews: Learning the Craft of Qualitative Research Interviewing|Identifying effective collaborative behaviors in building information modeling-enabled construction projects|University-industry collaboration for BIM education: lessons learned from a case study|Integrating BIM into construction management education|Roleplaying in a conflict resolution setting: description and some implications for accounting|Research Design: Qualitative, Quantitative, and Mixed Methods Approaches|BIM-Based Collaborative Building Process Management|Onstage or behind the scenes? Relative learning benefits of simulation role-play and design|Learning and skills in the knowledge economy|The Power of Problem-Based Learning|Recent developments of BIM adoption based on categorisation, identification and factors: a systematic literature review|Teaching user-centered design for more sustainable infrastructure through role-play and experiential learning|Active learning in engineering education. A review of fundamentals, best practices and experiences|Understanding BIM: the Past, Present and Future|Developing interdisciplinary understanding and dialogue between engineering and architectural students: design and evaluation of a problem-based learning module|Collaboration in BIM-based construction networks|Guideline for building information modeling in construction engineering and management education|Project-based learning in a building information modeling for construction management course|BIM project execution planning guide (V. 2.2)|An Australian consolidated framework for BIM teaching and learning|Teaching BIM as a collaborative information management process through a continuous improvement assessment lens: a case study|Enhancing BIM competencies of built environment undergraduates students using a problem-based learning and network analysis approach|Modelling the relationship between Building Information Modelling (BIM) implementation barriers, usage and awareness on building project lifecycle|Conceptualising building information modelling for construction education|Building information modelling (BIM) -enabled construction education: teaching project cash flow concepts|Defining a BIM-enabled learning environment-an adaptive structuration theory perspective|BIM integration in architectural education: where do we stand?|Advances in Building Information Modeling|Developing digerati leaders: education beyond the building information modelling (BIM) ecosystem|Does active learning work? A review of the research|Practical challenges of BIM education|Active learning strategies to develop research competences in engineering education|Building information modeling education for construction engineering and management: industry requirements, state of the art, and gap analysis|BIM Handbook: A Guide to Building Information Modeling for Owners, Designers, Engineers, Contractors, and Facility Managers|Adaptive poleplaying games: an immersive approach for problem-based learning|Students perceptions of BIM education in the higher education sector a UK and USA perspective|BIM education through problem-based learning exercise: challenges and opportunities in an inter-professional module|Participant Observation|Implementing sustainable development through problem-based learning: pedagogy and practice|An integrated approach to BIM competency assessment, acquisition and application|BIM teaching and learning frameworks in construction-related domains: what the literature says|A peer review system for BIM learning|Toward deep impacts of BIM on education|Embedding building information modelling (BIM) within the taught curriculum: supporting bim implementation and adoption through the development of learning outcomes within the UK academic context for built environment programmes|Process-oriented approach of teaching building information modeling in construction management|Incorporating BIM into the upper-division curriculum of construction engineering and management|Assessing context-based learning: not only rigorous but also relevant|Case Study Research: Design and Methods|Enhancing building information modeling competency among civil engineering and management students with team-based learning|Improvement of students problem-solving skills through project execution planning in civil engineering and construction management education|Exploring the influence of socio-historical constructs on BIM implementation: an activity theory perspective | Özener - 2023 - Context-based learning for BIM simulative role-playing games for strategic business implementations-annotated.tei.xml |
10.1108/SASBE-08-2022-0184 | Context-based learning for BIM: simulative role-playing games for strategic business implementations | Purpose -This paper presents a set of instrumental case studies for the context-based learning of BIM in the milieu of knowledge-based practice in the AEC industry. The study aimed to examine students' actions and perspectives in a simulated learning environment for real-world BIM processes. The core intent was to provide an in-depth understanding of strategic and functional BIM implementation by synthesizing a suggestive pedagogical framework based on context-based learning approaches. Design/methodology/approach -Derived from context-based approaches and experiential learning methods such as role-play, problem-based and active learning, the study involved a set of doctoral-level case studies. In a qualitative research study, these cases were devised and organized around industry-focused simulations on various levels of BIM implementation strategies. Findings -Results from the case studies and the student responses suggest that the comprehensive evaluation of real-world BIM implementation simulations facilitates a solid understanding of the value of BIM. The participation of industry professionals catalyzes the development of strategic and functional BIM competencies. Originality/value -The study proposes a well-structured and replicable BIM learning framework based on context-based learning approaches. The novel framework is adaptive and flexible for BIM education. It can provide students with the necessary skills, strategic vision and professional competencies for innovative practices in the 21st-century AEC Industry. The simulative learning settings, including the evaluation rubrics and connected instructional methods, can be implemented and further developed for similar education efforts. | 10.1108/SASBE-08-2022-0184/46-1 | Results and findings | Another critical issue was the organization of simulation games. This task required meticulous effort from the instructor and industry participants since the content was multifaceted, including organizations, market dynamics, processes, technology, standards, capabilities, and human resources. The course agenda was discussed and signed off with the industry advisors at the beginning of the term. Specified limitations for BIM use were efficient since the students could comprehend given concepts, tasks and procedures in the given case study timeframe. This approach helped to reduce complexity and facilitate an in-depth understanding of strategic BIM concepts in a more focused learning process. | Ozan € Onder|€ Ozener | 2023 | Building Information Modelling (BIM) adoption and implementation enablers in AEC firms: a systematic literature review|Strategies and outcomes of BIM education: Italian experiences|Using gamification and competitions to enhance BIM learning experience|Understanding BIM information management processes through international BIM standards|Problem-based learning, self-and peer assessment in higher education: towards advancing lifelong learning skills|Curriculum to prepare AEC students for BIMenabled globally distributed projects|Building information modeling in engineering teachingretaining the context of engineering knowledge and skills|How to plan and perform a qualitative study using content analysis|A systematic review of current strategies and methods for BIM implementation in the academic field|Inquiry-based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A Conceptual and Practical Resource for Educators|Taxonomy of Educational Objectives, the Classification of Educational Goals -Handbook I: Cognitive Domain|InterViews: Learning the Craft of Qualitative Research Interviewing|Identifying effective collaborative behaviors in building information modeling-enabled construction projects|University-industry collaboration for BIM education: lessons learned from a case study|Integrating BIM into construction management education|Roleplaying in a conflict resolution setting: description and some implications for accounting|Research Design: Qualitative, Quantitative, and Mixed Methods Approaches|BIM-Based Collaborative Building Process Management|Onstage or behind the scenes? Relative learning benefits of simulation role-play and design|Learning and skills in the knowledge economy|The Power of Problem-Based Learning|Recent developments of BIM adoption based on categorisation, identification and factors: a systematic literature review|Teaching user-centered design for more sustainable infrastructure through role-play and experiential learning|Active learning in engineering education. A review of fundamentals, best practices and experiences|Understanding BIM: the Past, Present and Future|Developing interdisciplinary understanding and dialogue between engineering and architectural students: design and evaluation of a problem-based learning module|Collaboration in BIM-based construction networks|Guideline for building information modeling in construction engineering and management education|Project-based learning in a building information modeling for construction management course|BIM project execution planning guide (V. 2.2)|An Australian consolidated framework for BIM teaching and learning|Teaching BIM as a collaborative information management process through a continuous improvement assessment lens: a case study|Enhancing BIM competencies of built environment undergraduates students using a problem-based learning and network analysis approach|Modelling the relationship between Building Information Modelling (BIM) implementation barriers, usage and awareness on building project lifecycle|Conceptualising building information modelling for construction education|Building information modelling (BIM) -enabled construction education: teaching project cash flow concepts|Defining a BIM-enabled learning environment-an adaptive structuration theory perspective|BIM integration in architectural education: where do we stand?|Advances in Building Information Modeling|Developing digerati leaders: education beyond the building information modelling (BIM) ecosystem|Does active learning work? A review of the research|Practical challenges of BIM education|Active learning strategies to develop research competences in engineering education|Building information modeling education for construction engineering and management: industry requirements, state of the art, and gap analysis|BIM Handbook: A Guide to Building Information Modeling for Owners, Designers, Engineers, Contractors, and Facility Managers|Adaptive poleplaying games: an immersive approach for problem-based learning|Students perceptions of BIM education in the higher education sector a UK and USA perspective|BIM education through problem-based learning exercise: challenges and opportunities in an inter-professional module|Participant Observation|Implementing sustainable development through problem-based learning: pedagogy and practice|An integrated approach to BIM competency assessment, acquisition and application|BIM teaching and learning frameworks in construction-related domains: what the literature says|A peer review system for BIM learning|Toward deep impacts of BIM on education|Embedding building information modelling (BIM) within the taught curriculum: supporting bim implementation and adoption through the development of learning outcomes within the UK academic context for built environment programmes|Process-oriented approach of teaching building information modeling in construction management|Incorporating BIM into the upper-division curriculum of construction engineering and management|Assessing context-based learning: not only rigorous but also relevant|Case Study Research: Design and Methods|Enhancing building information modeling competency among civil engineering and management students with team-based learning|Improvement of students problem-solving skills through project execution planning in civil engineering and construction management education|Exploring the influence of socio-historical constructs on BIM implementation: an activity theory perspective | Özener - 2023 - Context-based learning for BIM simulative role-playing games for strategic business implementations-annotated.tei.xml |
10.1108/SASBE-08-2022-0184 | Context-based learning for BIM: simulative role-playing games for strategic business implementations | Purpose -This paper presents a set of instrumental case studies for the context-based learning of BIM in the milieu of knowledge-based practice in the AEC industry. The study aimed to examine students' actions and perspectives in a simulated learning environment for real-world BIM processes. The core intent was to provide an in-depth understanding of strategic and functional BIM implementation by synthesizing a suggestive pedagogical framework based on context-based learning approaches. Design/methodology/approach -Derived from context-based approaches and experiential learning methods such as role-play, problem-based and active learning, the study involved a set of doctoral-level case studies. In a qualitative research study, these cases were devised and organized around industry-focused simulations on various levels of BIM implementation strategies. Findings -Results from the case studies and the student responses suggest that the comprehensive evaluation of real-world BIM implementation simulations facilitates a solid understanding of the value of BIM. The participation of industry professionals catalyzes the development of strategic and functional BIM competencies. Originality/value -The study proposes a well-structured and replicable BIM learning framework based on context-based learning approaches. The novel framework is adaptive and flexible for BIM education. It can provide students with the necessary skills, strategic vision and professional competencies for innovative practices in the 21st-century AEC Industry. The simulative learning settings, including the evaluation rubrics and connected instructional methods, can be implemented and further developed for similar education efforts. | 10.1108/SASBE-08-2022-0184/47-1 | Results and findings | The key challenge was to transform the students' "tool-oriented" perception of BIM since the majority of them had prior experience with off-the-shelf BIM platforms. To address this problem, the initial stage of the course was designed to be rigorous and loaded with a wide range of BIM-related knowledge to equip students for the simulation exercises. The link between BIM methods and integrated project processes was discussed with references and ISO 19650 standard documents. Such precedent cases and white papers were shared to support students with a methodological BIM perspective. | Ozan € Onder|€ Ozener | 2023 | Building Information Modelling (BIM) adoption and implementation enablers in AEC firms: a systematic literature review|Strategies and outcomes of BIM education: Italian experiences|Using gamification and competitions to enhance BIM learning experience|Understanding BIM information management processes through international BIM standards|Problem-based learning, self-and peer assessment in higher education: towards advancing lifelong learning skills|Curriculum to prepare AEC students for BIMenabled globally distributed projects|Building information modeling in engineering teachingretaining the context of engineering knowledge and skills|How to plan and perform a qualitative study using content analysis|A systematic review of current strategies and methods for BIM implementation in the academic field|Inquiry-based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A Conceptual and Practical Resource for Educators|Taxonomy of Educational Objectives, the Classification of Educational Goals -Handbook I: Cognitive Domain|InterViews: Learning the Craft of Qualitative Research Interviewing|Identifying effective collaborative behaviors in building information modeling-enabled construction projects|University-industry collaboration for BIM education: lessons learned from a case study|Integrating BIM into construction management education|Roleplaying in a conflict resolution setting: description and some implications for accounting|Research Design: Qualitative, Quantitative, and Mixed Methods Approaches|BIM-Based Collaborative Building Process Management|Onstage or behind the scenes? Relative learning benefits of simulation role-play and design|Learning and skills in the knowledge economy|The Power of Problem-Based Learning|Recent developments of BIM adoption based on categorisation, identification and factors: a systematic literature review|Teaching user-centered design for more sustainable infrastructure through role-play and experiential learning|Active learning in engineering education. A review of fundamentals, best practices and experiences|Understanding BIM: the Past, Present and Future|Developing interdisciplinary understanding and dialogue between engineering and architectural students: design and evaluation of a problem-based learning module|Collaboration in BIM-based construction networks|Guideline for building information modeling in construction engineering and management education|Project-based learning in a building information modeling for construction management course|BIM project execution planning guide (V. 2.2)|An Australian consolidated framework for BIM teaching and learning|Teaching BIM as a collaborative information management process through a continuous improvement assessment lens: a case study|Enhancing BIM competencies of built environment undergraduates students using a problem-based learning and network analysis approach|Modelling the relationship between Building Information Modelling (BIM) implementation barriers, usage and awareness on building project lifecycle|Conceptualising building information modelling for construction education|Building information modelling (BIM) -enabled construction education: teaching project cash flow concepts|Defining a BIM-enabled learning environment-an adaptive structuration theory perspective|BIM integration in architectural education: where do we stand?|Advances in Building Information Modeling|Developing digerati leaders: education beyond the building information modelling (BIM) ecosystem|Does active learning work? A review of the research|Practical challenges of BIM education|Active learning strategies to develop research competences in engineering education|Building information modeling education for construction engineering and management: industry requirements, state of the art, and gap analysis|BIM Handbook: A Guide to Building Information Modeling for Owners, Designers, Engineers, Contractors, and Facility Managers|Adaptive poleplaying games: an immersive approach for problem-based learning|Students perceptions of BIM education in the higher education sector a UK and USA perspective|BIM education through problem-based learning exercise: challenges and opportunities in an inter-professional module|Participant Observation|Implementing sustainable development through problem-based learning: pedagogy and practice|An integrated approach to BIM competency assessment, acquisition and application|BIM teaching and learning frameworks in construction-related domains: what the literature says|A peer review system for BIM learning|Toward deep impacts of BIM on education|Embedding building information modelling (BIM) within the taught curriculum: supporting bim implementation and adoption through the development of learning outcomes within the UK academic context for built environment programmes|Process-oriented approach of teaching building information modeling in construction management|Incorporating BIM into the upper-division curriculum of construction engineering and management|Assessing context-based learning: not only rigorous but also relevant|Case Study Research: Design and Methods|Enhancing building information modeling competency among civil engineering and management students with team-based learning|Improvement of students problem-solving skills through project execution planning in civil engineering and construction management education|Exploring the influence of socio-historical constructs on BIM implementation: an activity theory perspective | Özener - 2023 - Context-based learning for BIM simulative role-playing games for strategic business implementations-annotated.tei.xml |
10.1108/SASBE-08-2022-0184 | Context-based learning for BIM: simulative role-playing games for strategic business implementations | Purpose -This paper presents a set of instrumental case studies for the context-based learning of BIM in the milieu of knowledge-based practice in the AEC industry. The study aimed to examine students' actions and perspectives in a simulated learning environment for real-world BIM processes. The core intent was to provide an in-depth understanding of strategic and functional BIM implementation by synthesizing a suggestive pedagogical framework based on context-based learning approaches. Design/methodology/approach -Derived from context-based approaches and experiential learning methods such as role-play, problem-based and active learning, the study involved a set of doctoral-level case studies. In a qualitative research study, these cases were devised and organized around industry-focused simulations on various levels of BIM implementation strategies. Findings -Results from the case studies and the student responses suggest that the comprehensive evaluation of real-world BIM implementation simulations facilitates a solid understanding of the value of BIM. The participation of industry professionals catalyzes the development of strategic and functional BIM competencies. Originality/value -The study proposes a well-structured and replicable BIM learning framework based on context-based learning approaches. The novel framework is adaptive and flexible for BIM education. It can provide students with the necessary skills, strategic vision and professional competencies for innovative practices in the 21st-century AEC Industry. The simulative learning settings, including the evaluation rubrics and connected instructional methods, can be implemented and further developed for similar education efforts. | 10.1108/SASBE-08-2022-0184/48-1 | Results and findings | The process revealed that the comprehensive assessment of organizational strategies in a simulative game and role-playing environment turned the learning process into a studentoriented provision, analysis, application, synthesis and evaluation cycle referencing the | Ozan € Onder|€ Ozener | 2023 | Building Information Modelling (BIM) adoption and implementation enablers in AEC firms: a systematic literature review|Strategies and outcomes of BIM education: Italian experiences|Using gamification and competitions to enhance BIM learning experience|Understanding BIM information management processes through international BIM standards|Problem-based learning, self-and peer assessment in higher education: towards advancing lifelong learning skills|Curriculum to prepare AEC students for BIMenabled globally distributed projects|Building information modeling in engineering teachingretaining the context of engineering knowledge and skills|How to plan and perform a qualitative study using content analysis|A systematic review of current strategies and methods for BIM implementation in the academic field|Inquiry-based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A Conceptual and Practical Resource for Educators|Taxonomy of Educational Objectives, the Classification of Educational Goals -Handbook I: Cognitive Domain|InterViews: Learning the Craft of Qualitative Research Interviewing|Identifying effective collaborative behaviors in building information modeling-enabled construction projects|University-industry collaboration for BIM education: lessons learned from a case study|Integrating BIM into construction management education|Roleplaying in a conflict resolution setting: description and some implications for accounting|Research Design: Qualitative, Quantitative, and Mixed Methods Approaches|BIM-Based Collaborative Building Process Management|Onstage or behind the scenes? Relative learning benefits of simulation role-play and design|Learning and skills in the knowledge economy|The Power of Problem-Based Learning|Recent developments of BIM adoption based on categorisation, identification and factors: a systematic literature review|Teaching user-centered design for more sustainable infrastructure through role-play and experiential learning|Active learning in engineering education. A review of fundamentals, best practices and experiences|Understanding BIM: the Past, Present and Future|Developing interdisciplinary understanding and dialogue between engineering and architectural students: design and evaluation of a problem-based learning module|Collaboration in BIM-based construction networks|Guideline for building information modeling in construction engineering and management education|Project-based learning in a building information modeling for construction management course|BIM project execution planning guide (V. 2.2)|An Australian consolidated framework for BIM teaching and learning|Teaching BIM as a collaborative information management process through a continuous improvement assessment lens: a case study|Enhancing BIM competencies of built environment undergraduates students using a problem-based learning and network analysis approach|Modelling the relationship between Building Information Modelling (BIM) implementation barriers, usage and awareness on building project lifecycle|Conceptualising building information modelling for construction education|Building information modelling (BIM) -enabled construction education: teaching project cash flow concepts|Defining a BIM-enabled learning environment-an adaptive structuration theory perspective|BIM integration in architectural education: where do we stand?|Advances in Building Information Modeling|Developing digerati leaders: education beyond the building information modelling (BIM) ecosystem|Does active learning work? A review of the research|Practical challenges of BIM education|Active learning strategies to develop research competences in engineering education|Building information modeling education for construction engineering and management: industry requirements, state of the art, and gap analysis|BIM Handbook: A Guide to Building Information Modeling for Owners, Designers, Engineers, Contractors, and Facility Managers|Adaptive poleplaying games: an immersive approach for problem-based learning|Students perceptions of BIM education in the higher education sector a UK and USA perspective|BIM education through problem-based learning exercise: challenges and opportunities in an inter-professional module|Participant Observation|Implementing sustainable development through problem-based learning: pedagogy and practice|An integrated approach to BIM competency assessment, acquisition and application|BIM teaching and learning frameworks in construction-related domains: what the literature says|A peer review system for BIM learning|Toward deep impacts of BIM on education|Embedding building information modelling (BIM) within the taught curriculum: supporting bim implementation and adoption through the development of learning outcomes within the UK academic context for built environment programmes|Process-oriented approach of teaching building information modeling in construction management|Incorporating BIM into the upper-division curriculum of construction engineering and management|Assessing context-based learning: not only rigorous but also relevant|Case Study Research: Design and Methods|Enhancing building information modeling competency among civil engineering and management students with team-based learning|Improvement of students problem-solving skills through project execution planning in civil engineering and construction management education|Exploring the influence of socio-historical constructs on BIM implementation: an activity theory perspective | Özener - 2023 - Context-based learning for BIM simulative role-playing games for strategic business implementations-annotated.tei.xml |
10.1108/SASBE-08-2022-0184 | Context-based learning for BIM: simulative role-playing games for strategic business implementations | Purpose -This paper presents a set of instrumental case studies for the context-based learning of BIM in the milieu of knowledge-based practice in the AEC industry. The study aimed to examine students' actions and perspectives in a simulated learning environment for real-world BIM processes. The core intent was to provide an in-depth understanding of strategic and functional BIM implementation by synthesizing a suggestive pedagogical framework based on context-based learning approaches. Design/methodology/approach -Derived from context-based approaches and experiential learning methods such as role-play, problem-based and active learning, the study involved a set of doctoral-level case studies. In a qualitative research study, these cases were devised and organized around industry-focused simulations on various levels of BIM implementation strategies. Findings -Results from the case studies and the student responses suggest that the comprehensive evaluation of real-world BIM implementation simulations facilitates a solid understanding of the value of BIM. The participation of industry professionals catalyzes the development of strategic and functional BIM competencies. Originality/value -The study proposes a well-structured and replicable BIM learning framework based on context-based learning approaches. The novel framework is adaptive and flexible for BIM education. It can provide students with the necessary skills, strategic vision and professional competencies for innovative practices in the 21st-century AEC Industry. The simulative learning settings, including the evaluation rubrics and connected instructional methods, can be implemented and further developed for similar education efforts. | 10.1108/SASBE-08-2022-0184/49-1 | SASBE | cognitive levels of Bloom's Taxonomy. Based on these theoretical premises, the observed learning cycles and the contextual and cognitive pedagogical layers are illustrated in Figure | Ozan € Onder|€ Ozener | 2023 | Building Information Modelling (BIM) adoption and implementation enablers in AEC firms: a systematic literature review|Strategies and outcomes of BIM education: Italian experiences|Using gamification and competitions to enhance BIM learning experience|Understanding BIM information management processes through international BIM standards|Problem-based learning, self-and peer assessment in higher education: towards advancing lifelong learning skills|Curriculum to prepare AEC students for BIMenabled globally distributed projects|Building information modeling in engineering teachingretaining the context of engineering knowledge and skills|How to plan and perform a qualitative study using content analysis|A systematic review of current strategies and methods for BIM implementation in the academic field|Inquiry-based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A Conceptual and Practical Resource for Educators|Taxonomy of Educational Objectives, the Classification of Educational Goals -Handbook I: Cognitive Domain|InterViews: Learning the Craft of Qualitative Research Interviewing|Identifying effective collaborative behaviors in building information modeling-enabled construction projects|University-industry collaboration for BIM education: lessons learned from a case study|Integrating BIM into construction management education|Roleplaying in a conflict resolution setting: description and some implications for accounting|Research Design: Qualitative, Quantitative, and Mixed Methods Approaches|BIM-Based Collaborative Building Process Management|Onstage or behind the scenes? Relative learning benefits of simulation role-play and design|Learning and skills in the knowledge economy|The Power of Problem-Based Learning|Recent developments of BIM adoption based on categorisation, identification and factors: a systematic literature review|Teaching user-centered design for more sustainable infrastructure through role-play and experiential learning|Active learning in engineering education. A review of fundamentals, best practices and experiences|Understanding BIM: the Past, Present and Future|Developing interdisciplinary understanding and dialogue between engineering and architectural students: design and evaluation of a problem-based learning module|Collaboration in BIM-based construction networks|Guideline for building information modeling in construction engineering and management education|Project-based learning in a building information modeling for construction management course|BIM project execution planning guide (V. 2.2)|An Australian consolidated framework for BIM teaching and learning|Teaching BIM as a collaborative information management process through a continuous improvement assessment lens: a case study|Enhancing BIM competencies of built environment undergraduates students using a problem-based learning and network analysis approach|Modelling the relationship between Building Information Modelling (BIM) implementation barriers, usage and awareness on building project lifecycle|Conceptualising building information modelling for construction education|Building information modelling (BIM) -enabled construction education: teaching project cash flow concepts|Defining a BIM-enabled learning environment-an adaptive structuration theory perspective|BIM integration in architectural education: where do we stand?|Advances in Building Information Modeling|Developing digerati leaders: education beyond the building information modelling (BIM) ecosystem|Does active learning work? A review of the research|Practical challenges of BIM education|Active learning strategies to develop research competences in engineering education|Building information modeling education for construction engineering and management: industry requirements, state of the art, and gap analysis|BIM Handbook: A Guide to Building Information Modeling for Owners, Designers, Engineers, Contractors, and Facility Managers|Adaptive poleplaying games: an immersive approach for problem-based learning|Students perceptions of BIM education in the higher education sector a UK and USA perspective|BIM education through problem-based learning exercise: challenges and opportunities in an inter-professional module|Participant Observation|Implementing sustainable development through problem-based learning: pedagogy and practice|An integrated approach to BIM competency assessment, acquisition and application|BIM teaching and learning frameworks in construction-related domains: what the literature says|A peer review system for BIM learning|Toward deep impacts of BIM on education|Embedding building information modelling (BIM) within the taught curriculum: supporting bim implementation and adoption through the development of learning outcomes within the UK academic context for built environment programmes|Process-oriented approach of teaching building information modeling in construction management|Incorporating BIM into the upper-division curriculum of construction engineering and management|Assessing context-based learning: not only rigorous but also relevant|Case Study Research: Design and Methods|Enhancing building information modeling competency among civil engineering and management students with team-based learning|Improvement of students problem-solving skills through project execution planning in civil engineering and construction management education|Exploring the influence of socio-historical constructs on BIM implementation: an activity theory perspective | Özener - 2023 - Context-based learning for BIM simulative role-playing games for strategic business implementations-annotated.tei.xml |
10.1108/SASBE-08-2022-0184 | Context-based learning for BIM: simulative role-playing games for strategic business implementations | Purpose -This paper presents a set of instrumental case studies for the context-based learning of BIM in the milieu of knowledge-based practice in the AEC industry. The study aimed to examine students' actions and perspectives in a simulated learning environment for real-world BIM processes. The core intent was to provide an in-depth understanding of strategic and functional BIM implementation by synthesizing a suggestive pedagogical framework based on context-based learning approaches. Design/methodology/approach -Derived from context-based approaches and experiential learning methods such as role-play, problem-based and active learning, the study involved a set of doctoral-level case studies. In a qualitative research study, these cases were devised and organized around industry-focused simulations on various levels of BIM implementation strategies. Findings -Results from the case studies and the student responses suggest that the comprehensive evaluation of real-world BIM implementation simulations facilitates a solid understanding of the value of BIM. The participation of industry professionals catalyzes the development of strategic and functional BIM competencies. Originality/value -The study proposes a well-structured and replicable BIM learning framework based on context-based learning approaches. The novel framework is adaptive and flexible for BIM education. It can provide students with the necessary skills, strategic vision and professional competencies for innovative practices in the 21st-century AEC Industry. The simulative learning settings, including the evaluation rubrics and connected instructional methods, can be implemented and further developed for similar education efforts. | 10.1108/SASBE-08-2022-0184/50-1 | Discussions | The simulative cases emphasized the importance of strategic thinking for BIM implementation and prioritized the formation of managerial and functional competencies that were critically discussed by | Ozan € Onder|€ Ozener | 2023 | Building Information Modelling (BIM) adoption and implementation enablers in AEC firms: a systematic literature review|Strategies and outcomes of BIM education: Italian experiences|Using gamification and competitions to enhance BIM learning experience|Understanding BIM information management processes through international BIM standards|Problem-based learning, self-and peer assessment in higher education: towards advancing lifelong learning skills|Curriculum to prepare AEC students for BIMenabled globally distributed projects|Building information modeling in engineering teachingretaining the context of engineering knowledge and skills|How to plan and perform a qualitative study using content analysis|A systematic review of current strategies and methods for BIM implementation in the academic field|Inquiry-based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A Conceptual and Practical Resource for Educators|Taxonomy of Educational Objectives, the Classification of Educational Goals -Handbook I: Cognitive Domain|InterViews: Learning the Craft of Qualitative Research Interviewing|Identifying effective collaborative behaviors in building information modeling-enabled construction projects|University-industry collaboration for BIM education: lessons learned from a case study|Integrating BIM into construction management education|Roleplaying in a conflict resolution setting: description and some implications for accounting|Research Design: Qualitative, Quantitative, and Mixed Methods Approaches|BIM-Based Collaborative Building Process Management|Onstage or behind the scenes? Relative learning benefits of simulation role-play and design|Learning and skills in the knowledge economy|The Power of Problem-Based Learning|Recent developments of BIM adoption based on categorisation, identification and factors: a systematic literature review|Teaching user-centered design for more sustainable infrastructure through role-play and experiential learning|Active learning in engineering education. A review of fundamentals, best practices and experiences|Understanding BIM: the Past, Present and Future|Developing interdisciplinary understanding and dialogue between engineering and architectural students: design and evaluation of a problem-based learning module|Collaboration in BIM-based construction networks|Guideline for building information modeling in construction engineering and management education|Project-based learning in a building information modeling for construction management course|BIM project execution planning guide (V. 2.2)|An Australian consolidated framework for BIM teaching and learning|Teaching BIM as a collaborative information management process through a continuous improvement assessment lens: a case study|Enhancing BIM competencies of built environment undergraduates students using a problem-based learning and network analysis approach|Modelling the relationship between Building Information Modelling (BIM) implementation barriers, usage and awareness on building project lifecycle|Conceptualising building information modelling for construction education|Building information modelling (BIM) -enabled construction education: teaching project cash flow concepts|Defining a BIM-enabled learning environment-an adaptive structuration theory perspective|BIM integration in architectural education: where do we stand?|Advances in Building Information Modeling|Developing digerati leaders: education beyond the building information modelling (BIM) ecosystem|Does active learning work? A review of the research|Practical challenges of BIM education|Active learning strategies to develop research competences in engineering education|Building information modeling education for construction engineering and management: industry requirements, state of the art, and gap analysis|BIM Handbook: A Guide to Building Information Modeling for Owners, Designers, Engineers, Contractors, and Facility Managers|Adaptive poleplaying games: an immersive approach for problem-based learning|Students perceptions of BIM education in the higher education sector a UK and USA perspective|BIM education through problem-based learning exercise: challenges and opportunities in an inter-professional module|Participant Observation|Implementing sustainable development through problem-based learning: pedagogy and practice|An integrated approach to BIM competency assessment, acquisition and application|BIM teaching and learning frameworks in construction-related domains: what the literature says|A peer review system for BIM learning|Toward deep impacts of BIM on education|Embedding building information modelling (BIM) within the taught curriculum: supporting bim implementation and adoption through the development of learning outcomes within the UK academic context for built environment programmes|Process-oriented approach of teaching building information modeling in construction management|Incorporating BIM into the upper-division curriculum of construction engineering and management|Assessing context-based learning: not only rigorous but also relevant|Case Study Research: Design and Methods|Enhancing building information modeling competency among civil engineering and management students with team-based learning|Improvement of students problem-solving skills through project execution planning in civil engineering and construction management education|Exploring the influence of socio-historical constructs on BIM implementation: an activity theory perspective | Özener - 2023 - Context-based learning for BIM simulative role-playing games for strategic business implementations-annotated.tei.xml |
10.1108/SASBE-08-2022-0184 | Context-based learning for BIM: simulative role-playing games for strategic business implementations | Purpose -This paper presents a set of instrumental case studies for the context-based learning of BIM in the milieu of knowledge-based practice in the AEC industry. The study aimed to examine students' actions and perspectives in a simulated learning environment for real-world BIM processes. The core intent was to provide an in-depth understanding of strategic and functional BIM implementation by synthesizing a suggestive pedagogical framework based on context-based learning approaches. Design/methodology/approach -Derived from context-based approaches and experiential learning methods such as role-play, problem-based and active learning, the study involved a set of doctoral-level case studies. In a qualitative research study, these cases were devised and organized around industry-focused simulations on various levels of BIM implementation strategies. Findings -Results from the case studies and the student responses suggest that the comprehensive evaluation of real-world BIM implementation simulations facilitates a solid understanding of the value of BIM. The participation of industry professionals catalyzes the development of strategic and functional BIM competencies. Originality/value -The study proposes a well-structured and replicable BIM learning framework based on context-based learning approaches. The novel framework is adaptive and flexible for BIM education. It can provide students with the necessary skills, strategic vision and professional competencies for innovative practices in the 21st-century AEC Industry. The simulative learning settings, including the evaluation rubrics and connected instructional methods, can be implemented and further developed for similar education efforts. | 10.1108/SASBE-08-2022-0184/51-1 | Discussions | Emerging real-world problems in the BIM domain complicate BIM education even further, such as new standards -ISO 19650, domain-specific information requirements and established BIM execution guidelines | Ozan € Onder|€ Ozener | 2023 | Building Information Modelling (BIM) adoption and implementation enablers in AEC firms: a systematic literature review|Strategies and outcomes of BIM education: Italian experiences|Using gamification and competitions to enhance BIM learning experience|Understanding BIM information management processes through international BIM standards|Problem-based learning, self-and peer assessment in higher education: towards advancing lifelong learning skills|Curriculum to prepare AEC students for BIMenabled globally distributed projects|Building information modeling in engineering teachingretaining the context of engineering knowledge and skills|How to plan and perform a qualitative study using content analysis|A systematic review of current strategies and methods for BIM implementation in the academic field|Inquiry-based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A Conceptual and Practical Resource for Educators|Taxonomy of Educational Objectives, the Classification of Educational Goals -Handbook I: Cognitive Domain|InterViews: Learning the Craft of Qualitative Research Interviewing|Identifying effective collaborative behaviors in building information modeling-enabled construction projects|University-industry collaboration for BIM education: lessons learned from a case study|Integrating BIM into construction management education|Roleplaying in a conflict resolution setting: description and some implications for accounting|Research Design: Qualitative, Quantitative, and Mixed Methods Approaches|BIM-Based Collaborative Building Process Management|Onstage or behind the scenes? Relative learning benefits of simulation role-play and design|Learning and skills in the knowledge economy|The Power of Problem-Based Learning|Recent developments of BIM adoption based on categorisation, identification and factors: a systematic literature review|Teaching user-centered design for more sustainable infrastructure through role-play and experiential learning|Active learning in engineering education. A review of fundamentals, best practices and experiences|Understanding BIM: the Past, Present and Future|Developing interdisciplinary understanding and dialogue between engineering and architectural students: design and evaluation of a problem-based learning module|Collaboration in BIM-based construction networks|Guideline for building information modeling in construction engineering and management education|Project-based learning in a building information modeling for construction management course|BIM project execution planning guide (V. 2.2)|An Australian consolidated framework for BIM teaching and learning|Teaching BIM as a collaborative information management process through a continuous improvement assessment lens: a case study|Enhancing BIM competencies of built environment undergraduates students using a problem-based learning and network analysis approach|Modelling the relationship between Building Information Modelling (BIM) implementation barriers, usage and awareness on building project lifecycle|Conceptualising building information modelling for construction education|Building information modelling (BIM) -enabled construction education: teaching project cash flow concepts|Defining a BIM-enabled learning environment-an adaptive structuration theory perspective|BIM integration in architectural education: where do we stand?|Advances in Building Information Modeling|Developing digerati leaders: education beyond the building information modelling (BIM) ecosystem|Does active learning work? A review of the research|Practical challenges of BIM education|Active learning strategies to develop research competences in engineering education|Building information modeling education for construction engineering and management: industry requirements, state of the art, and gap analysis|BIM Handbook: A Guide to Building Information Modeling for Owners, Designers, Engineers, Contractors, and Facility Managers|Adaptive poleplaying games: an immersive approach for problem-based learning|Students perceptions of BIM education in the higher education sector a UK and USA perspective|BIM education through problem-based learning exercise: challenges and opportunities in an inter-professional module|Participant Observation|Implementing sustainable development through problem-based learning: pedagogy and practice|An integrated approach to BIM competency assessment, acquisition and application|BIM teaching and learning frameworks in construction-related domains: what the literature says|A peer review system for BIM learning|Toward deep impacts of BIM on education|Embedding building information modelling (BIM) within the taught curriculum: supporting bim implementation and adoption through the development of learning outcomes within the UK academic context for built environment programmes|Process-oriented approach of teaching building information modeling in construction management|Incorporating BIM into the upper-division curriculum of construction engineering and management|Assessing context-based learning: not only rigorous but also relevant|Case Study Research: Design and Methods|Enhancing building information modeling competency among civil engineering and management students with team-based learning|Improvement of students problem-solving skills through project execution planning in civil engineering and construction management education|Exploring the influence of socio-historical constructs on BIM implementation: an activity theory perspective | Özener - 2023 - Context-based learning for BIM simulative role-playing games for strategic business implementations-annotated.tei.xml |
10.1108/SASBE-08-2022-0184 | Context-based learning for BIM: simulative role-playing games for strategic business implementations | Purpose -This paper presents a set of instrumental case studies for the context-based learning of BIM in the milieu of knowledge-based practice in the AEC industry. The study aimed to examine students' actions and perspectives in a simulated learning environment for real-world BIM processes. The core intent was to provide an in-depth understanding of strategic and functional BIM implementation by synthesizing a suggestive pedagogical framework based on context-based learning approaches. Design/methodology/approach -Derived from context-based approaches and experiential learning methods such as role-play, problem-based and active learning, the study involved a set of doctoral-level case studies. In a qualitative research study, these cases were devised and organized around industry-focused simulations on various levels of BIM implementation strategies. Findings -Results from the case studies and the student responses suggest that the comprehensive evaluation of real-world BIM implementation simulations facilitates a solid understanding of the value of BIM. The participation of industry professionals catalyzes the development of strategic and functional BIM competencies. Originality/value -The study proposes a well-structured and replicable BIM learning framework based on context-based learning approaches. The novel framework is adaptive and flexible for BIM education. It can provide students with the necessary skills, strategic vision and professional competencies for innovative practices in the 21st-century AEC Industry. The simulative learning settings, including the evaluation rubrics and connected instructional methods, can be implemented and further developed for similar education efforts. | 10.1108/SASBE-08-2022-0184/52-1 | Discussions | In response to the issues previously mentioned in BIM instruction, the case studies presented in this paper offer a customized and experimental CBL framework. This framework | Ozan € Onder|€ Ozener | 2023 | Building Information Modelling (BIM) adoption and implementation enablers in AEC firms: a systematic literature review|Strategies and outcomes of BIM education: Italian experiences|Using gamification and competitions to enhance BIM learning experience|Understanding BIM information management processes through international BIM standards|Problem-based learning, self-and peer assessment in higher education: towards advancing lifelong learning skills|Curriculum to prepare AEC students for BIMenabled globally distributed projects|Building information modeling in engineering teachingretaining the context of engineering knowledge and skills|How to plan and perform a qualitative study using content analysis|A systematic review of current strategies and methods for BIM implementation in the academic field|Inquiry-based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A Conceptual and Practical Resource for Educators|Taxonomy of Educational Objectives, the Classification of Educational Goals -Handbook I: Cognitive Domain|InterViews: Learning the Craft of Qualitative Research Interviewing|Identifying effective collaborative behaviors in building information modeling-enabled construction projects|University-industry collaboration for BIM education: lessons learned from a case study|Integrating BIM into construction management education|Roleplaying in a conflict resolution setting: description and some implications for accounting|Research Design: Qualitative, Quantitative, and Mixed Methods Approaches|BIM-Based Collaborative Building Process Management|Onstage or behind the scenes? Relative learning benefits of simulation role-play and design|Learning and skills in the knowledge economy|The Power of Problem-Based Learning|Recent developments of BIM adoption based on categorisation, identification and factors: a systematic literature review|Teaching user-centered design for more sustainable infrastructure through role-play and experiential learning|Active learning in engineering education. A review of fundamentals, best practices and experiences|Understanding BIM: the Past, Present and Future|Developing interdisciplinary understanding and dialogue between engineering and architectural students: design and evaluation of a problem-based learning module|Collaboration in BIM-based construction networks|Guideline for building information modeling in construction engineering and management education|Project-based learning in a building information modeling for construction management course|BIM project execution planning guide (V. 2.2)|An Australian consolidated framework for BIM teaching and learning|Teaching BIM as a collaborative information management process through a continuous improvement assessment lens: a case study|Enhancing BIM competencies of built environment undergraduates students using a problem-based learning and network analysis approach|Modelling the relationship between Building Information Modelling (BIM) implementation barriers, usage and awareness on building project lifecycle|Conceptualising building information modelling for construction education|Building information modelling (BIM) -enabled construction education: teaching project cash flow concepts|Defining a BIM-enabled learning environment-an adaptive structuration theory perspective|BIM integration in architectural education: where do we stand?|Advances in Building Information Modeling|Developing digerati leaders: education beyond the building information modelling (BIM) ecosystem|Does active learning work? A review of the research|Practical challenges of BIM education|Active learning strategies to develop research competences in engineering education|Building information modeling education for construction engineering and management: industry requirements, state of the art, and gap analysis|BIM Handbook: A Guide to Building Information Modeling for Owners, Designers, Engineers, Contractors, and Facility Managers|Adaptive poleplaying games: an immersive approach for problem-based learning|Students perceptions of BIM education in the higher education sector a UK and USA perspective|BIM education through problem-based learning exercise: challenges and opportunities in an inter-professional module|Participant Observation|Implementing sustainable development through problem-based learning: pedagogy and practice|An integrated approach to BIM competency assessment, acquisition and application|BIM teaching and learning frameworks in construction-related domains: what the literature says|A peer review system for BIM learning|Toward deep impacts of BIM on education|Embedding building information modelling (BIM) within the taught curriculum: supporting bim implementation and adoption through the development of learning outcomes within the UK academic context for built environment programmes|Process-oriented approach of teaching building information modeling in construction management|Incorporating BIM into the upper-division curriculum of construction engineering and management|Assessing context-based learning: not only rigorous but also relevant|Case Study Research: Design and Methods|Enhancing building information modeling competency among civil engineering and management students with team-based learning|Improvement of students problem-solving skills through project execution planning in civil engineering and construction management education|Exploring the influence of socio-historical constructs on BIM implementation: an activity theory perspective | Özener - 2023 - Context-based learning for BIM simulative role-playing games for strategic business implementations-annotated.tei.xml |
10.1108/SASBE-08-2022-0184 | Context-based learning for BIM: simulative role-playing games for strategic business implementations | Purpose -This paper presents a set of instrumental case studies for the context-based learning of BIM in the milieu of knowledge-based practice in the AEC industry. The study aimed to examine students' actions and perspectives in a simulated learning environment for real-world BIM processes. The core intent was to provide an in-depth understanding of strategic and functional BIM implementation by synthesizing a suggestive pedagogical framework based on context-based learning approaches. Design/methodology/approach -Derived from context-based approaches and experiential learning methods such as role-play, problem-based and active learning, the study involved a set of doctoral-level case studies. In a qualitative research study, these cases were devised and organized around industry-focused simulations on various levels of BIM implementation strategies. Findings -Results from the case studies and the student responses suggest that the comprehensive evaluation of real-world BIM implementation simulations facilitates a solid understanding of the value of BIM. The participation of industry professionals catalyzes the development of strategic and functional BIM competencies. Originality/value -The study proposes a well-structured and replicable BIM learning framework based on context-based learning approaches. The novel framework is adaptive and flexible for BIM education. It can provide students with the necessary skills, strategic vision and professional competencies for innovative practices in the 21st-century AEC Industry. The simulative learning settings, including the evaluation rubrics and connected instructional methods, can be implemented and further developed for similar education efforts. | 10.1108/SASBE-08-2022-0184/53-1 | Student responses | "The role-playing game helped me to understand the interdisciplinary nature of BIM implementation. The information delivery plans required lots of solutions for domain-specific needs and coordination frameworks." "Industry participation was key to access to experience and knowledge critical for creating comprehensive and applicable BEP alternatives. The key application details like information exchange, interoperable data formats, and federated BIM model contents were discussed along with the theoretical premises." "During the team simulations, I realized the full potential of BIM can only be achieved when everybody is on board and play like a good soccer team. As a BIM team, we need a solid game strategy, tactics and desire to score." "International Standard documents -ISO 19650 were complex and a bit challenging to understand, and just reading them was not enough. But the BEP game helped me to recognize their effect and necessity in practice with real examples." "I have used BIM tools for the last three years mainly for parametric 3D modeling, but the simulation game made me realize what a comprehensive BIM model means for the integrated construction process. Everything is connected from start to finish." Industry participant feedback "The simulation game was challenging since the motivation is not to reach an end product but to learn and create simultaneously in an interdisciplinary context. The knowledge transfer from the practice needed effort and increased communications." "The fundamentals of the BIM execution plan were clear and well received by the participating students. However, the complex topics and domain-specific terminology needed just-in-time support for students to grasp the crucial BEP details like CDE, information requirements and delivery plans." "The simulation game effectively provided students with the necessary knowledge for BIM implementation in the AEC practice. The hardships of interdisciplinary integration were similar to the real-world project settings. The responsibility matrix helped to assign and understand roles and clarify BIM tasks for the project cycles." | Ozan € Onder|€ Ozener | 2023 | Building Information Modelling (BIM) adoption and implementation enablers in AEC firms: a systematic literature review|Strategies and outcomes of BIM education: Italian experiences|Using gamification and competitions to enhance BIM learning experience|Understanding BIM information management processes through international BIM standards|Problem-based learning, self-and peer assessment in higher education: towards advancing lifelong learning skills|Curriculum to prepare AEC students for BIMenabled globally distributed projects|Building information modeling in engineering teachingretaining the context of engineering knowledge and skills|How to plan and perform a qualitative study using content analysis|A systematic review of current strategies and methods for BIM implementation in the academic field|Inquiry-based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A Conceptual and Practical Resource for Educators|Taxonomy of Educational Objectives, the Classification of Educational Goals -Handbook I: Cognitive Domain|InterViews: Learning the Craft of Qualitative Research Interviewing|Identifying effective collaborative behaviors in building information modeling-enabled construction projects|University-industry collaboration for BIM education: lessons learned from a case study|Integrating BIM into construction management education|Roleplaying in a conflict resolution setting: description and some implications for accounting|Research Design: Qualitative, Quantitative, and Mixed Methods Approaches|BIM-Based Collaborative Building Process Management|Onstage or behind the scenes? Relative learning benefits of simulation role-play and design|Learning and skills in the knowledge economy|The Power of Problem-Based Learning|Recent developments of BIM adoption based on categorisation, identification and factors: a systematic literature review|Teaching user-centered design for more sustainable infrastructure through role-play and experiential learning|Active learning in engineering education. A review of fundamentals, best practices and experiences|Understanding BIM: the Past, Present and Future|Developing interdisciplinary understanding and dialogue between engineering and architectural students: design and evaluation of a problem-based learning module|Collaboration in BIM-based construction networks|Guideline for building information modeling in construction engineering and management education|Project-based learning in a building information modeling for construction management course|BIM project execution planning guide (V. 2.2)|An Australian consolidated framework for BIM teaching and learning|Teaching BIM as a collaborative information management process through a continuous improvement assessment lens: a case study|Enhancing BIM competencies of built environment undergraduates students using a problem-based learning and network analysis approach|Modelling the relationship between Building Information Modelling (BIM) implementation barriers, usage and awareness on building project lifecycle|Conceptualising building information modelling for construction education|Building information modelling (BIM) -enabled construction education: teaching project cash flow concepts|Defining a BIM-enabled learning environment-an adaptive structuration theory perspective|BIM integration in architectural education: where do we stand?|Advances in Building Information Modeling|Developing digerati leaders: education beyond the building information modelling (BIM) ecosystem|Does active learning work? A review of the research|Practical challenges of BIM education|Active learning strategies to develop research competences in engineering education|Building information modeling education for construction engineering and management: industry requirements, state of the art, and gap analysis|BIM Handbook: A Guide to Building Information Modeling for Owners, Designers, Engineers, Contractors, and Facility Managers|Adaptive poleplaying games: an immersive approach for problem-based learning|Students perceptions of BIM education in the higher education sector a UK and USA perspective|BIM education through problem-based learning exercise: challenges and opportunities in an inter-professional module|Participant Observation|Implementing sustainable development through problem-based learning: pedagogy and practice|An integrated approach to BIM competency assessment, acquisition and application|BIM teaching and learning frameworks in construction-related domains: what the literature says|A peer review system for BIM learning|Toward deep impacts of BIM on education|Embedding building information modelling (BIM) within the taught curriculum: supporting bim implementation and adoption through the development of learning outcomes within the UK academic context for built environment programmes|Process-oriented approach of teaching building information modeling in construction management|Incorporating BIM into the upper-division curriculum of construction engineering and management|Assessing context-based learning: not only rigorous but also relevant|Case Study Research: Design and Methods|Enhancing building information modeling competency among civil engineering and management students with team-based learning|Improvement of students problem-solving skills through project execution planning in civil engineering and construction management education|Exploring the influence of socio-historical constructs on BIM implementation: an activity theory perspective | Özener - 2023 - Context-based learning for BIM simulative role-playing games for strategic business implementations-annotated.tei.xml |
10.1108/SASBE-08-2022-0184 | Context-based learning for BIM: simulative role-playing games for strategic business implementations | Purpose -This paper presents a set of instrumental case studies for the context-based learning of BIM in the milieu of knowledge-based practice in the AEC industry. The study aimed to examine students' actions and perspectives in a simulated learning environment for real-world BIM processes. The core intent was to provide an in-depth understanding of strategic and functional BIM implementation by synthesizing a suggestive pedagogical framework based on context-based learning approaches. Design/methodology/approach -Derived from context-based approaches and experiential learning methods such as role-play, problem-based and active learning, the study involved a set of doctoral-level case studies. In a qualitative research study, these cases were devised and organized around industry-focused simulations on various levels of BIM implementation strategies. Findings -Results from the case studies and the student responses suggest that the comprehensive evaluation of real-world BIM implementation simulations facilitates a solid understanding of the value of BIM. The participation of industry professionals catalyzes the development of strategic and functional BIM competencies. Originality/value -The study proposes a well-structured and replicable BIM learning framework based on context-based learning approaches. The novel framework is adaptive and flexible for BIM education. It can provide students with the necessary skills, strategic vision and professional competencies for innovative practices in the 21st-century AEC Industry. The simulative learning settings, including the evaluation rubrics and connected instructional methods, can be implemented and further developed for similar education efforts. | 10.1108/SASBE-08-2022-0184/54-1 | Student responses | Table | Ozan € Onder|€ Ozener | 2023 | Building Information Modelling (BIM) adoption and implementation enablers in AEC firms: a systematic literature review|Strategies and outcomes of BIM education: Italian experiences|Using gamification and competitions to enhance BIM learning experience|Understanding BIM information management processes through international BIM standards|Problem-based learning, self-and peer assessment in higher education: towards advancing lifelong learning skills|Curriculum to prepare AEC students for BIMenabled globally distributed projects|Building information modeling in engineering teachingretaining the context of engineering knowledge and skills|How to plan and perform a qualitative study using content analysis|A systematic review of current strategies and methods for BIM implementation in the academic field|Inquiry-based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A Conceptual and Practical Resource for Educators|Taxonomy of Educational Objectives, the Classification of Educational Goals -Handbook I: Cognitive Domain|InterViews: Learning the Craft of Qualitative Research Interviewing|Identifying effective collaborative behaviors in building information modeling-enabled construction projects|University-industry collaboration for BIM education: lessons learned from a case study|Integrating BIM into construction management education|Roleplaying in a conflict resolution setting: description and some implications for accounting|Research Design: Qualitative, Quantitative, and Mixed Methods Approaches|BIM-Based Collaborative Building Process Management|Onstage or behind the scenes? Relative learning benefits of simulation role-play and design|Learning and skills in the knowledge economy|The Power of Problem-Based Learning|Recent developments of BIM adoption based on categorisation, identification and factors: a systematic literature review|Teaching user-centered design for more sustainable infrastructure through role-play and experiential learning|Active learning in engineering education. A review of fundamentals, best practices and experiences|Understanding BIM: the Past, Present and Future|Developing interdisciplinary understanding and dialogue between engineering and architectural students: design and evaluation of a problem-based learning module|Collaboration in BIM-based construction networks|Guideline for building information modeling in construction engineering and management education|Project-based learning in a building information modeling for construction management course|BIM project execution planning guide (V. 2.2)|An Australian consolidated framework for BIM teaching and learning|Teaching BIM as a collaborative information management process through a continuous improvement assessment lens: a case study|Enhancing BIM competencies of built environment undergraduates students using a problem-based learning and network analysis approach|Modelling the relationship between Building Information Modelling (BIM) implementation barriers, usage and awareness on building project lifecycle|Conceptualising building information modelling for construction education|Building information modelling (BIM) -enabled construction education: teaching project cash flow concepts|Defining a BIM-enabled learning environment-an adaptive structuration theory perspective|BIM integration in architectural education: where do we stand?|Advances in Building Information Modeling|Developing digerati leaders: education beyond the building information modelling (BIM) ecosystem|Does active learning work? A review of the research|Practical challenges of BIM education|Active learning strategies to develop research competences in engineering education|Building information modeling education for construction engineering and management: industry requirements, state of the art, and gap analysis|BIM Handbook: A Guide to Building Information Modeling for Owners, Designers, Engineers, Contractors, and Facility Managers|Adaptive poleplaying games: an immersive approach for problem-based learning|Students perceptions of BIM education in the higher education sector a UK and USA perspective|BIM education through problem-based learning exercise: challenges and opportunities in an inter-professional module|Participant Observation|Implementing sustainable development through problem-based learning: pedagogy and practice|An integrated approach to BIM competency assessment, acquisition and application|BIM teaching and learning frameworks in construction-related domains: what the literature says|A peer review system for BIM learning|Toward deep impacts of BIM on education|Embedding building information modelling (BIM) within the taught curriculum: supporting bim implementation and adoption through the development of learning outcomes within the UK academic context for built environment programmes|Process-oriented approach of teaching building information modeling in construction management|Incorporating BIM into the upper-division curriculum of construction engineering and management|Assessing context-based learning: not only rigorous but also relevant|Case Study Research: Design and Methods|Enhancing building information modeling competency among civil engineering and management students with team-based learning|Improvement of students problem-solving skills through project execution planning in civil engineering and construction management education|Exploring the influence of socio-historical constructs on BIM implementation: an activity theory perspective | Özener - 2023 - Context-based learning for BIM simulative role-playing games for strategic business implementations-annotated.tei.xml |
10.1108/SASBE-08-2022-0184 | Context-based learning for BIM: simulative role-playing games for strategic business implementations | Purpose -This paper presents a set of instrumental case studies for the context-based learning of BIM in the milieu of knowledge-based practice in the AEC industry. The study aimed to examine students' actions and perspectives in a simulated learning environment for real-world BIM processes. The core intent was to provide an in-depth understanding of strategic and functional BIM implementation by synthesizing a suggestive pedagogical framework based on context-based learning approaches. Design/methodology/approach -Derived from context-based approaches and experiential learning methods such as role-play, problem-based and active learning, the study involved a set of doctoral-level case studies. In a qualitative research study, these cases were devised and organized around industry-focused simulations on various levels of BIM implementation strategies. Findings -Results from the case studies and the student responses suggest that the comprehensive evaluation of real-world BIM implementation simulations facilitates a solid understanding of the value of BIM. The participation of industry professionals catalyzes the development of strategic and functional BIM competencies. Originality/value -The study proposes a well-structured and replicable BIM learning framework based on context-based learning approaches. The novel framework is adaptive and flexible for BIM education. It can provide students with the necessary skills, strategic vision and professional competencies for innovative practices in the 21st-century AEC Industry. The simulative learning settings, including the evaluation rubrics and connected instructional methods, can be implemented and further developed for similar education efforts. | 10.1108/SASBE-08-2022-0184/55-1 | Conclusions | This educational research study proposed and explored a CBL-enabled and simulation-based BIM learning approach and implemented a series of strategic and interdisciplinary BIM case studies to make formative and cumulative evaluations of the learning outcomes. The case studies delve further into the development of BIM competencies at both strategic and functional levels. The CBL framework in this study highlights the importance of the Based on this premise, the proposed approach enables students to have active learning experiences throughout the course by fostering collective learning, interdisciplinary team working and critical thinking. The modular course structure with strategic and technical learning content provides students with the necessary knowledge basis for BIM-centric decision-making in AEC business applications. The simulative structure of the proposed learning framework is suitable for different practice environments with endemic business models, which can provide students with the necessary technological capabilities and professional competencies for the knowledge-based practice in the 21st-century AEC Industry. The critical task here is the continuous involvement of industry in innovative education efforts in AEC disciplines to tackle the ever-changing dynamics of the practice and bridge the gap between the theory and the state-of-the-art BIM applications. Future educational studies in this domain may involve examining the various challenges of BIM implementation at organizational and project levels to gain a deeper understanding of the cultural, economic and technological factors that are key to driving innovation in the AEC industry. | Ozan € Onder|€ Ozener | 2023 | Building Information Modelling (BIM) adoption and implementation enablers in AEC firms: a systematic literature review|Strategies and outcomes of BIM education: Italian experiences|Using gamification and competitions to enhance BIM learning experience|Understanding BIM information management processes through international BIM standards|Problem-based learning, self-and peer assessment in higher education: towards advancing lifelong learning skills|Curriculum to prepare AEC students for BIMenabled globally distributed projects|Building information modeling in engineering teachingretaining the context of engineering knowledge and skills|How to plan and perform a qualitative study using content analysis|A systematic review of current strategies and methods for BIM implementation in the academic field|Inquiry-based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A Conceptual and Practical Resource for Educators|Taxonomy of Educational Objectives, the Classification of Educational Goals -Handbook I: Cognitive Domain|InterViews: Learning the Craft of Qualitative Research Interviewing|Identifying effective collaborative behaviors in building information modeling-enabled construction projects|University-industry collaboration for BIM education: lessons learned from a case study|Integrating BIM into construction management education|Roleplaying in a conflict resolution setting: description and some implications for accounting|Research Design: Qualitative, Quantitative, and Mixed Methods Approaches|BIM-Based Collaborative Building Process Management|Onstage or behind the scenes? Relative learning benefits of simulation role-play and design|Learning and skills in the knowledge economy|The Power of Problem-Based Learning|Recent developments of BIM adoption based on categorisation, identification and factors: a systematic literature review|Teaching user-centered design for more sustainable infrastructure through role-play and experiential learning|Active learning in engineering education. A review of fundamentals, best practices and experiences|Understanding BIM: the Past, Present and Future|Developing interdisciplinary understanding and dialogue between engineering and architectural students: design and evaluation of a problem-based learning module|Collaboration in BIM-based construction networks|Guideline for building information modeling in construction engineering and management education|Project-based learning in a building information modeling for construction management course|BIM project execution planning guide (V. 2.2)|An Australian consolidated framework for BIM teaching and learning|Teaching BIM as a collaborative information management process through a continuous improvement assessment lens: a case study|Enhancing BIM competencies of built environment undergraduates students using a problem-based learning and network analysis approach|Modelling the relationship between Building Information Modelling (BIM) implementation barriers, usage and awareness on building project lifecycle|Conceptualising building information modelling for construction education|Building information modelling (BIM) -enabled construction education: teaching project cash flow concepts|Defining a BIM-enabled learning environment-an adaptive structuration theory perspective|BIM integration in architectural education: where do we stand?|Advances in Building Information Modeling|Developing digerati leaders: education beyond the building information modelling (BIM) ecosystem|Does active learning work? A review of the research|Practical challenges of BIM education|Active learning strategies to develop research competences in engineering education|Building information modeling education for construction engineering and management: industry requirements, state of the art, and gap analysis|BIM Handbook: A Guide to Building Information Modeling for Owners, Designers, Engineers, Contractors, and Facility Managers|Adaptive poleplaying games: an immersive approach for problem-based learning|Students perceptions of BIM education in the higher education sector a UK and USA perspective|BIM education through problem-based learning exercise: challenges and opportunities in an inter-professional module|Participant Observation|Implementing sustainable development through problem-based learning: pedagogy and practice|An integrated approach to BIM competency assessment, acquisition and application|BIM teaching and learning frameworks in construction-related domains: what the literature says|A peer review system for BIM learning|Toward deep impacts of BIM on education|Embedding building information modelling (BIM) within the taught curriculum: supporting bim implementation and adoption through the development of learning outcomes within the UK academic context for built environment programmes|Process-oriented approach of teaching building information modeling in construction management|Incorporating BIM into the upper-division curriculum of construction engineering and management|Assessing context-based learning: not only rigorous but also relevant|Case Study Research: Design and Methods|Enhancing building information modeling competency among civil engineering and management students with team-based learning|Improvement of students problem-solving skills through project execution planning in civil engineering and construction management education|Exploring the influence of socio-historical constructs on BIM implementation: an activity theory perspective | Özener - 2023 - Context-based learning for BIM simulative role-playing games for strategic business implementations-annotated.tei.xml |
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