Konu "Architectural drawing -- Computer-aided design" ile LEE- Mimari Tasarım Lisansüstü Programı'a göz atma
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ÖgeDevelopment of BIM learning scenarios for architectural education( 2020) Hatidza, Çapkın ; Çolakoğlu, Meryem Birgül ; 630324 ; Mimari Tasarım Bilim DalıNowadays, tending towards the adoption of digital technologies and building information modeling (BIM), architectural education is going through transformation. BIM is a digital model-based technology linked with a database of project information which is led by the idea to reintegrate design, construction, and project management, reducing project delivery time and overall costs (AIA, 2007). BIM represents a large innovation in architecture, engineering, construction and operation (AECO) industry with significant upside potential, but it also represents, as most innovations do, a disruption to established culture and associated modes of practice and education. The inclusion of BIM in architecture, as well as engineering and construction academic curricula has gathered significant pace over recent years. The patterns of this inclusion vary significantly from country to country having different approaches, strategies, methods, and challenges associated with professional and academic environment. While schools in some contries have structured approaches to adopting BIM in education and develop methods for its improvement, in countries like Turkey, many architecture educators still ask: 'What is BIM and why do we need it?'. In past two decades, there has been a visible increase of publications in the area of BIM teaching in architectural education and signs that it is becoming a growing field of research. However, there is a lack of agreement among scholars and educators on how should it be done. While some see it as an opportunity to improve the existing education, others consider it a threat to the creative development of students and the disruption of long-established models of educating architects. In addition, there is a lack of agreement on whether BIM should be approached in architectural curricula as a tool/skill issue, a new form of design practice or a professional organizational method. As a consequence, the question of how and when to introduce BIM into architectural education remains to be opened and exploring innovative approaches is needed. Furthermore, this issue has not been studied with a significant level of depth locally. In order to improve the current practice in Turkey and better respond to the emerging requirements, there is an urgent need to raise the BIM awareness and knowledge in local AEC firms and schools. To address this need and to contribute to the aforementioned discussion, this thesis explores the ways of introducing BIM in architectural education with a specific focus on Turkey. In doing so, this study accomplished the following objectives: it provided an overview of global and local perspectives on BIM in architecture education; it conducted a multi-level case study to develop and test three BIM learning scenarios; assessed the case study results and discussed their contribution to the future development of a model for BIM adoption in architectural education in Turkey. This thesis proposes different 'BIM learning scenarios' for architecture schools without developed BIM tradition. The BIM learning scenario represents a flexible structure organized within the agenda of four basic questions: why (objectives), what (contents), how (methods), and who (management). It proposes a strategy for introducing BIM in architectural education which is defined by the means of an exchange of experience between the academic world and practice. It also prioritizes self-learning and student-centered approach which are one of the key requirements of 21st century curricula. To accomplish the main research goals, this study used a mixed-method research approach that combined quantitative and qualitative methods, such as literature review, survey, focus groups, interviews, and case study. The exploratory nature of the study necessitated a flexible research approach. Thus, action research strategy was adopted to design the research development process. Following the logic of action research, the development process of the case study was designed in three consecutive levels. This study provides valuable insights into the local perspectives on BIM which is generally lacking in the research literature. Data collected from observations, surveys, and interviews with local practitioners and educators can inform future initiatives for planning BIM in architectural education. The three BIM learning scenarios, developed and tested in this study, represent flexible structures for organizing objectives, contents, methods, and people involved in the learning process. They propose a strategy for introducing BIM in architectural education which is defined by the means of an exchange of experience between the academic world and practice to simulate professional practice in the university. This made the basis for creating a new culture in education which promises that the divergence between what is taught in architecture schools and what is practiced in real life can begin to transform into convergence through collaboration between education and practice. A practical implication of the research findings is the development of a strategy for BIM integration into the architectural curricula of the ITU Faculty of Architecture graduate program which is planned for the future. We hope that this will establish the basis for the formation and development of a new educational model for architectural education in which BIM will have the central role.