ABSTRACT
BIM is a core feature of the construction industry. In turn, the industry requires of graduates entering the field a requisite level of competence in BIM skills, and the capacity to work with BIM-enabled teams. This has been recognized, and in response numerous BIM targeted curricula and subjects have been developed, trialled, and introduced into construction and engineering programs around the world. The complexity and depth of BIM functions and the necessity that BIM be implemented in collaboration with other highly specialized contributors has, however, made the grafting of BIM teaching onto current programs extremely challenging. Most programs to date have achieved only limited success. In order to more successfully foster BIM education, it is worth considering educational pedagogies more rigorously. In this regard, “social construction” and “situated learning” theories shed light on which educational strategies can be expected to further improve BIM educational outcomes. The key insight offered is that learning is a socially constructed activity, paralleling the way in which design and engineering solutions developed using the BIM platform are also socially negotiated. Consequently, collaborative learning methodologies are put forward as the preferred paradigm by which to pursue BIM education. Five staged approaches to socially constructed learning are identified and discussed: (1) problem-based learning, (2) project-based learning, (3) scaffolded learning, (4) role-play learning, and 5) flipped learning.
