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Paper lc3-2017-061:
Development of a Collaborative Process Mapping Activity to Improve Students' BIM Process Mapping Understanding

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Aparna Perikamana, Steven K. Ayer, Michael A. Beauregard and Suleiman Alsafouri

Development of a Collaborative Process Mapping Activity to Improve Students' BIM Process Mapping Understanding

Abstract: The use of BIM has become increasingly common, which has led to a growing demand for construction professionals with BIM knowledge and skills. BIM education is a solution to meet this growing need. Prior research suggests students associate BIM with a software solution rather than as a process illustrating a need to modify the current educational paradigms. This paper explores a pedagogical approach to developing BIM process planning skills among construction students. The research extends the findings of prior work that tasked students with developing process maps in a peer-reviewed context. This current iteration of the research explores the use of a collaborative, team-based, activity to generate Level 1 and Level 2 process maps, as defined by a previously published BIM Project Execution Planning Guide. The students were asked to create the process maps individually at first, and then again in groups of three. Pre- and post-questionnaires were given to analyse the students’ perception of their knowledge. The primary objective of the research was to elicit a perception based response with respect to (i) students’ ability to create a process map, (ii) enhancing the learning process, and (iii) students' perception about their own knowledge of the BIM execution process. In addition to perception based questions, the authors made observational analysis of completed process maps. The students’ confidence in their ability in creating a process mapping dialogue box appears to have increased because of the activity. However, the students’ perception about their ability to arrange the activities in sequence and parallel and the ability to create process map did not have any significant improvement. Based on the questionnaires and the suggestions given, it can be concluded that in both activities, the students had difficulties understanding the process mapping language. Future research may address the implementation of new pedagogical methods, incorporating the findings identified in this research thereby improving the measurable outcome of the students understanding of Process Mapping specific to BIM implementation.

Keywords: BIM, BIM Process Mapping, BIM Education, Collaborative Activity

DOI: https://doi.org/10.24928/JC3-2017/0061

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