This thesis reports the outcomes of an investigation into students’ experience of Problem-based learning (PBL) in virtual space. PBL is increasingly being used in many fields including engineering education. At the same time many engineering education providers are turning to online distance education. Unfortunately there is a dearth of research into what constitutes an effective learning experience for adult learners who undertake PBL instruction through online distance education. Research was therefore focussed on discovering the qualitatively different ways that students experience PBL in virtual space. Data was collected in an electronic environment from a course, which adopted the PBL strategy and was delivered entirely in virtual space. Students in this course were asked to respond to open-ended questions designed to elicit their learning experience in the course. Data was analysed using the phenomenographical approach. This interpretative research method concentrated on mapping the qualitative differences in students’ interpretations of their experience in the course. Five qualitatively different ways of experiencing were discovered: Conception 1: ‘A necessary evil for program progression’; Conception 2: ‘Developing skills to understand, evaluate, and solve technical Engineering and Surveying problems’; Conception 3: ‘Developing skills to work effectively in teams in virtual space’; Conception 4: ‘A unique approach to learning how to learn’; Conception 5: ‘Enhancing personal growth’. Each conception reveals variation in how students attend to learning by PBL in virtual space. Results indicate that the design of students’ online learning experience was responsible for making students aware of deeper ways of experiencing PBL in virtual space. Results also suggest that the quality and quantity of interaction with the team facilitator may have a significant impact on the student experience in virtual PBL courses. The outcomes imply pedagogical strategies can be devised for shifting students’ focus as they engage in the virtual PBL experience to effectively manage the student learning experience and thereby ensure that they gain maximum benefit. The results from this research hold important ramifications for graduates with respect to their ease of transition into professional work as well as their later professional competence in terms of problem solving, ability to transfer basic knowledge to real-life engineering scenarios, ability to adapt to changes and apply knowledge in unusual situations, ability to think critically and creatively, and a commitment to continuous life-long learning and self-improvement.

Tese (doutorado)—Universidade de Brasília, Universidade Federal da Paraíba, Universidade Federal do Rio Grande do Norte, Programa Multi-Institucional e Inter-Regional de Pós-Graduação em Ciências Contábeis, 2017. / Submitted by Raquel Viana (raquelviana@bce.unb.br) on 2018-04-24T21:18:37Z No. of bitstreams: 1 2017_JoanaD'arcMedeirosMartins.pdf: 1104288 bytes, checksum: ebcf3b0c51317618cf543abfb77ab713 (MD5) / Approved for entry into archive by Raquel Viana (raquelviana@bce.unb.br) on 2018-04-24T21:19:19Z (GMT) No. of bitstreams: 1 2017_JoanaD'arcMedeirosMartins.pdf: 1104288 bytes, checksum: ebcf3b0c51317618cf543abfb77ab713 (MD5) / Made available in DSpace on 2018-04-24T21:19:19Z (GMT). No. of bitstreams: 1 2017_JoanaD'arcMedeirosMartins.pdf: 1104288 bytes, checksum: ebcf3b0c51317618cf543abfb77ab713 (MD5) Previous issue date: 2018-04-24 / A tese se enquadra na área de educação contábil, tendo como objetivo principal investigar a contribuição da metodologia Problem-Based Learning (PBL) no desenvolvimento das habilidades e competências requeridas ao profissional contábil. Possui uma abordagem qualitativa, caracterizado como método de investigação quanto ao estudo de caso, pois foi aplicada uma intervenção pedagógica na disciplina perícia contábil no Curso de Ciências Contábeis da Universidade Federal do Rio Grande do Norte – UFRN. As técnicas de coletas de dados utilizadas foram: questionário; observação participante; análise de conteúdo e documentos. Primeiramente, foi identificado o perfil dos alunos, o estilo de aprendizagem e uma avaliação de conteúdo. Na abordagem do método, foi introduzido um processo judicial real que trata de apuração de haveres e tramita em uma Vara Cível da Comarca de Natal. Para o processo de análise de dados qualitativos, utilizou-se a estatística descritiva. Após a análise qualitativa, foi dado um tratamento quantitativo, com o teste da análise multivariada não paramétrica, variância não paramétrica e Alpha de Cronbach. Os resultados evidenciaram que a metodologia PBL contribuiu para o desempenho da competência técnica, pois os dados obtidos na segunda aplicação do questionário específico do conhecimento de perícia contábil mostram que houve um crescimento no número de acertos pelos alunos, comparados aos resultados obtidos antes da aplicação da intervenção pedagógica. Outro resultado importante foram os achados na análise de conteúdo sobre os laudos periciais contábeis elaborados pelos alunos. Dos dez critérios estabelecidos quanto à forma e quanto ao conteúdo do laudo pericial contábil determinado pela norma, os alunos obtiveram 100% em cinco critérios e, nos demais, obtiveram mais 50% de adesão quanto ao que determinam as normas periciais aprovadas pelo CFC. Com isso, percebe-se que o aluno buscou e construiu o conhecimento desenvolvido na intervenção pedagógica. No que se referem às habilidades profissionais desenvolvidas, os resultados demonstram, na percepção dos respondentes, que os alunos concordaram que o método PBL agrega mais realismo ao ensino de perícia contábil; proporciona experimentar um comportamento pericial que conhecia e que ainda não havia sido vivenciado; motiva o trabalho em grupo; aumenta sua eficácia como participante na resolução de problemas e nas discussões em grupo. Outra alternativa de concordância entre os alunos foi o desenvolvimento do pensamento crítico; com isso, entende-se que o método PBL na percepção dos participantes da pesquisa desenvolve a habilidade de senso crítico, liderança e trabalho em equipe. / The thesis is in the area of accounting education, which aim is to investigate the contribution of the Problem-Based Learning (PBL) methodology in the development of the skills and competencies required by accounting professional. It has a qualitative approach, characterized as a method of investigation regarding the case study, as it was applied a pedagogical intervention in the discipline accounting skills in the Course of Accounting Sciences of the Federal University of Rio Grande do Norte - UFRN. The techniques of data collection used were survey; participant observation; analysis of content and documents. First, the student profile, learning style and content evaluation were identified. In the approach of the method, a real judicial process was introduced that deals with the determination of assets and deals in a Civil Court of the County of Natal. For the qualitative data analysis process, descriptive statistics were used. After the qualitative analysis, a quantitative treatment was given, with the non-parametric multivariate analysis, non-parametric variance, and Cronbach's Alpha. The results showed that the PBL methodology contributed to the performance of the technical competence, since the data obtained in the second application of the specific accounting skills knowledge survey shows that there was an increase in the number of correct answers by the students, compared to the results obtained before the application of the pedagogical intervention. Another important result was the findings in the content analysis on the accounting expert reports prepared by the students. From the ten established criteria regarding the form and the content of the expert's report determined by the standard, the students obtained 100% in five criteria and, in the others, obtained an additional 50% of adherence as determined by the norms approved by the CFC. With this, it is noticed that the student sought and built the knowledge developed in the pedagogical intervention. Regarding the professional skills developed, the results show, in the respondents' perception, that the students agreed that the PBL method adds more realism to the teaching of accounting skills; it offers to experience a behavior that knew and that had not yet been experienced; motivates group work; increases its effectiveness as a participant in problem solving and in group discussions. Another alternative of agreement among students was the development of critical thinking; with this, it is understood that the PBL method in the perception of the participants of the research develops the ability of critical sense, leadership and teamwork.

Yes / An innovative new midwifery programme leading to midwifery registration with the Nursing and Midwifery Council (NMC) developing potential registrants at both BSc and MSc levels commenced in September 2016. The programme is delivered utilising problem-based learning (PBL) as both a content delivery method and a philosophical approach, underpinning student learning at the UK's University of Bradford, School of Midwifery. A requirement for NMC revalidation at a five-year juncture and institutional programme reapproval acted as a catalyst for change. The programme team embraced a new curriculum framework which emphasised a move to reviewing stage and programme outcomes rather than concentrating on the minutiae of module outcomes. This new approach suited the holistic nature of PBL ensuring an intellectually challenging and inclusive method of teaching and learning for midwifery practice. A further progression for the programme team was to develop an understanding of, and to integrate, ‘threshold concepts’ or ‘troublesome knowledge’. These are defined as knowledge, principles or components which students find difficult to understand and therefore to utilise to improve practice and deliver high-quality care. This article explores the integration of threshold concepts into a problem-based midwifery curriculum.

The large influx of international students to universities of the developed world, the increased use of Problem-Based method of teaching and learning in the field of Health Education and growing awareness of the need to accommodate varying learning styles in any classroom are the three factors that influenced this research. This study was designed to investigate the effect of learning styles and demographic differences on performance in Biology when taught using two different methods of teaching. One was the teacher-directed Traditional Teaching and Learning (TTL) and the other was the student-centred Problem-Based Learning (PBL). The preferred learning styles of all Foundation Studies (FS) Biology students over four academic years at RMIT were determined using the Paragon Learning Style Inventory (PLSI). These students were taught two selected topics in Biology by the researcher using the two different methods and their performance assessed by a written test at the end of each topic. Two instruments were developed to assess student participation in PBL. The first instrument Students' Participation in Group Discussions (SPGD) rating scale was designed for teacher evaluation of student participation in PBL group discussions while the second instrument the Student Self Evaluation (SSE) rating scale was for self-evaluation by stud ents. Individual interviews provided students' views and opinions about their learning styles and the two teaching methods. The analysis of data was predominantly conducted by quantitative methods, supported by qualitative analysis of the interview data. Effect size analyses were used to investigate differences in performance under the two teaching methods on the basis of demographic and learning style differences. Further probes were conducted to elicit any interactions among the demographic variables and the learning style traits in their effect on performance under the two teaching methods and a quantitative measure for interaction was derived using effect sizes. While results confirmed some of the trends displayed by learning style traits in other disciplines, a number of interactions among variables were found to affect performance in Biology as well as performance under the two teaching methods. Gender, age, prior qualification and the language of instruction of prior education had various levels of interactions with the introvert/extrovert, intuitive/sensing, thinking/feeling and perceiving/judging learning traits and affected performance in Biology to varying extents. However, it was found that international students from diverse backgrounds were able to cope with both methods of teaching though there was a definite preference expressed for the traditional teacher directed method. The conclusions from this study have resulted in a number of recommendations for Biology educators, FS administrators, authors and all practitioners of PBL. Several suggestions have opened new avenues for future research. These recommendations for pedagogy and suggestions for future research can improve the outcomes of Biology education as well as other disciplines in related fields. As a consequence of this study two new instruments have been developed to assess student participation in the group discussions of PBL. These could prove to be valuable assessment tools for practitioners of this methodology.

This paper reports an empirical study of achievement in motivation with an attributional perspective, and the third level of knowledge structure following Sugrue’s model, conducted with two experimental groups in which a hybrid PBL methodology was implemented, in a General Chemistry course, first year of Science and Engineering Program at the Pontificia Universidad Católica del Perú (PUCP). Both groups were compared with a control group corresponding to an equivalent course of another Peruvian university. The findings showed the significant influence of learning context on achievements in the studied variables, especially the negative effect of an inefficient group dynamics. / En este artículo se reporta un estudio empírico de logros en la motivación, desde una perspectiva atribucional y en el tercer nivel de estructura de conocimiento, según el modelo de Sugrue, realizado con dos grupos experimentales en donde se implementaba una modalidad híbrida ABP en un curso de Química General de primer año de Ciencias e Ingeniería de la Pontificia Universidad Católica del Perú (PUCP). Ambos grupos fueron comparados con uno de control, de un curso equivalente de otra universidad peruana. Los resultados mostraron la influencia notable del contexto de aprendizaje sobre los logros en las variables estudiadas, especialmente el efecto negativo de una dinámica grupal poco eficiente.

The literature concerning what medical students learn from midwives during specialist obstetric rotations is scarce. In the UK, despite a long tradition of providing midwifery attachments for medical students, it is almost non-existent. Working with midwives is arguably the only opportunity medical students have to experience holistic or social models of maternity care, focusing on normality rather than on the medical concept of risk. This study sought to discover how medical students constructed their knowledge about childbirth during a six week specialist rotation in obstetrics in a Northern English teaching hospital (NETH), with particular emphasis on whether participants assimilated any concepts from midwifery knowledge (MK). A Delphi Study, done as the first phase of the research, focused on MK, utilizing an international sample of experienced midwives. Resulting themes were used to develop the data collection tool for the second phase of the research. The research employed a qualitative case study method with students from a single year cohort comprising the case. Data were collected using a tool consisting of three problem based learning (PBL) scenarios. These were presented to the students in consecutive interviews at the beginning, the middle and the end of their obstetric rotation. Following analysis, five main themes were identified which illuminated the medical students' construction of knowledge about maternity care. These were explored and discussed. The thesis concludes with recommendations for increasing opportunities for IPE in the medical and midwifery curricula.

Made available in DSpace on 2016-04-25T18:40:03Z (GMT). No. of bitstreams: 1 Marcello Lopes dos Santos.pdf: 1229086 bytes, checksum: 6ae8ecffb994631b3c97721939c62ceb (MD5) Previous issue date: 2014-12-15 / In today's world, the discussion about teaching is taking place in all spheres, from the earliest teachings graduates. Reports, studies and surveys show that the scenario needs to change and has scheduled several initiatives from both government as private institutions for the changes are positive and bring improvements to the current school. One of the questions that have intrigued researchers are about teaching methods. We all know that traditional methods are saturated and with the advent of new technologies that integrate studies, rapid change is necessary for professionals to monitor all instances in real time. One of the proposals is the problem-based learning, called PBL (Problem Based Learning). In this study, the focus of research is the effectiveness of the implementation of this method looks for the coordination of Institutions of Higher Education of São Paulo, a critical eye and people who are on the frontlines arguing for improvements in the preparation of future professionals in the accounting area / No mundo atual, a discussão sobre o ensino está ocorrendo em todas as esferas, desde os primeiros ensinamentos aos graduados. Reportagens, estudos e pesquisas mostram que o cenário precisa mudar e já ocorrem várias iniciativas tanto do governo, como das instituições particulares, para que as mudanças sejam positivas e tragam melhorias ao ensino atual. Uma das questões que intrigam os pesquisadores é a que se refere aos métodos de ensino. Todos sabem que os métodos tradicionais estão saturados e, com o advento de novas tecnologias que integram os estudos, se faz necessária uma mudança rápida para que os profissionais acompanhem todas as ocorrências em tempo real. Uma das propostas é o ensino baseado em problemas, chamado de PBL (Problem Based Learning). Neste estudo, o foco da pesquisa é a sugestão da efetividade da implantação deste método pelos olhares da coordenação das Instituições de Ensino Superior da Cidade de São Paulo, um olhar crítico de pessoas que estão na linha de frente, argumentando para melhorias no preparo dos futuros profissionais da área contábil

Under vfu perioden ht-2021 började vi fundera över vilka metoder lärarna använde sig av i undervisningen för naturvetenskap och teknik. De funderingar vi hade förstärktes efter en gemensam studieresa till Norge där vi fick uppleva nya lärmetoder, bland annat utmaningsbaserat lärande och problembaserat lärande. Vår frågeställning var om lärare använder sig av de här metoderna i grundskolan och om det då i realiteten ökar elevers motivation och intresse. Efter sökningen av relevanta vetenskapliga artiklar på flera olika databaser och webbplatser för ämnet fann vi mestadels forskningsrapporter riktade mot högre utbildning. Artiklarna som riktades mot grundskolan var i de flesta fall inte vetenskapligt granskade men bidrog ändå starkt till vår kunskapsöversikt. Utmaningsbaserat lärande utvecklades av teknikföretaget Apple Inc dels för att ta undervisning in i 2000-talet och självklart utöka användningen av digital teknik i skolorna. Flera av rapporterna visar att utmaningsbaserat lärande ger elever goda möjligheter för ett livslångt lärande och skapar goda ambassadörer för hållbar utveckling. Utmaningsbaserat lärande erbjuder onekligen ett nytt, varierat och engagerande sätt att arbeta tvärvetenskapligt med undervisning i bland annat hållbar utveckling. Dels genom att man får uppleva undervisningen med alla sina sinnen, det vill säga att se, höra och känna. Det blir även engagerande eftersom hållbar utveckling berör oss alla och vår framtid. Utmaningarna eleverna får är samhällsviktiga med ett globalt perspektiv. Det är en aktiv och integrerande lärprocess som innebär ett visst pedagogiskt förhållningssätt.

The literature concerning what medical students learn from midwives during specialist obstetric rotations is scarce. In the UK, despite a long tradition of providing midwifery attachments for medical students, it is almost non-existent. Working with midwives is arguably the only opportunity medical students have to experience holistic or social models of maternity care, focusing on normality rather than on the medical concept of risk. This study sought to discover how medical students constructed their knowledge about childbirth during a six week specialist rotation in obstetrics in a Northern English teaching hospital (NETH), with particular emphasis on whether participants assimilated any concepts from midwifery knowledge (MK). A Delphi Study, done as the first phase of the research, focused on MK, utilizing an international sample of experienced midwives. Resulting themes were used to develop the data collection tool for the second phase of the research. The research employed a qualitative case study method with students from a single year cohort comprising the case. Data were collected using a tool consisting of three problem based learning (PBL) scenarios. These were presented to the students in consecutive interviews at the beginning, the middle and the end of their obstetric rotation. Following analysis, five main themes were identified which illuminated the medical students' construction of knowledge about maternity care. These were explored and discussed. The thesis concludes with recommendations for increasing opportunities for IPE in the medical and midwifery curricula.

Submitted by Érica Checcucci (erica.checcucci@univasf.edu.br) on 2014-05-03T15:04:50Z No. of bitstreams: 1 TESE -final - 17_4.pdf: 5511812 bytes, checksum: 7bf4dece9310718a9ad7f50bcb5dfc7c (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2014-07-25T14:34:39Z (GMT) No. of bitstreams: 1 TESE -final - 17_4.pdf: 5511812 bytes, checksum: 7bf4dece9310718a9ad7f50bcb5dfc7c (MD5) / Made available in DSpace on 2014-07-25T14:34:39Z (GMT). No. of bitstreams: 1 TESE -final - 17_4.pdf: 5511812 bytes, checksum: 7bf4dece9310718a9ad7f50bcb5dfc7c (MD5) / UNIVASF - Universidade Federal do Vale do São Francisco. FAPESB - Fundação de Amparo à Pesquisa do Estado da Bahia. / Resumo: O objetivo deste trabalho é contribuir para a adoção de BIM (Modelagem da Informação da Construção) nos cursos de graduação em Engenharia Civil. Para tal, é feita uma análise sobre o paradigma BIM e sobre experiências nacionais e internacionais de ensino-aprendizagem sobre o tema; são identificadas competências necessárias para se trabalhar com BIM; são investigados que elementos esta modelagem pode trazer para a configuração instrumental e cognitiva do estudante; são apresentados métodos e estratégias de ensino-aprendizagem que se mostram adequados para trabalhar com o contexto BIM. A partir dos estudos efetuados, é desenvolvido um método para identificar interfaces entre o currículo do engenheiro civil e BIM, mapeando momentos da formação do aluno nos quais esta modelagem pode ser discutida e trabalhada. Finalmente, a pesquisa volta-se para investigar a Expressão Gráfica (EG) e cria uma proposta para estruturação desta área dentro de um currículo de engenharia civil que adote o BIM. O trabalho desenvolvido é exploratório, qualitativo, de natureza fenomenológica e utilizou como pressupostos a implicação do pesquisador, o rigor da pesquisa qualitativa e o paradigma da complexidade. Dentre os seus principais resultados, pode ser ressaltado que: (a) a adoção do paradigma BIM demanda a atualização dos cursos de engenharia civil, o que envolve também a formação de docentes para se trabalhar com o tema; (b) experiências de sucesso vem sendo feitas tanto no Brasil como no exterior e mostram que não apenas é possível trabalhar BIM na graduação, como ele tem trazido diversas vantagens para o aprendizado de conteúdos de engenharia e o desenvolvimento cognitivo dos estudantes; (c) é importante planejar a implantação de BIM considerando o contexto específico de cada instituição e curso; (d) cursos que tem entre seus objetivos inserir BIM nos processos de ensino-aprendizagem devem buscar promover um alto grau de integração entre disciplinas e fomentar o trabalho colaborativo entre docentes; (e) para que aconteça um aprendizado integrado e contínuo, deve-se trabalhar BIM em diversos componentes curriculares ao longo do curso; (f) para que a área de EG possa contribuir para a formação do engenheiro civil em BIM, seu escopo deve ser ampliado, incluindo não apenas o desenho (2D) e a modelagem geométrica (3D) mas também abrangendo a compreensão de informações multidimensionais, multimodais e abstratas; (g) esta área pode trabalhar com os alunos uma pequena parte do amplo contexto BIM, no entanto fornecendo insumos para que os estudantes construam uma base sólida a partir da qual possam desenvolver as competências necessárias para trabalhar com esta modelagem, e finalmente, (h) o processo de ensino-aprendizagem de BIM será mais sólido se for continuado durante toda a formação do estudante, iniciando-se logo no seu acesso à universidade e nas disciplinas do núcleo básico. / Abstract: The purpose of this study is to contribute to the adoption of BIM (Building Information Modeling) in undergraduate courses in Civil Engineering. To this end, an analysis of the BIM paradigm and of national and international experiences in teaching and learning of the subject is made; necessary skills to work with BIM are identified, and the elements that this modeling can bring to the student cognition are investigated. Strategies to deploy BIM courses in civil engineering education and methods of teaching and learning that prove suitable to work with BIM context are presented. From the studies conducted, a method is developed to identify interfaces between the Civil Engineer curriculum and BIM, mapping moments of student education in which this modeling can be discussed and worked out. Finally, the research turns to investigate the Graphic Expression and creates a proposal for structuring this area within a civil engineering curriculum that adopts BIM. The work is exploratory, has a phenomenological nature and assumptions of the implication of the researcher, the rigor of qualitative research and the complexity paradigm. Among the main results, it can be noted that: (a) the adoption of BIM paradigm demand updating courses in civil engineering, which also involves the training of teachers for working with the theme; (b) some success experiences have been achieved both in Brazil and abroad and show that BIM can be studied not only in graduation course, but it has also brought several advantages for learning engineering content and cognitive development of students; (c) it is important to create a plan for implementation of BIM, considering the specific context of each institution and course; (d) courses that have among its objectives work with BIM should seek to promote a high degree of integration between disciplines and foster collaborative work among teachers; (e) to make an integrated and continuous learning, BIM should be worked in various curriculum components along the course; (f) for the GE contribute to the formation of the civil engineering in BIM, its scope should be expanded, including not only the (2D) design and (3D) geometric modeling but also encompassing the understanding of multidimensional, multimodal and abstract information; (g) GE can work with students a small part of the wider BIM context, however providing inputs for students to build a solid foundation from which they can develop the necessary skills to work with this modeling; (h) the teaching and learning of BIM will be more solid if they are continued throughout the student's education, starting already after their access to the university and as part of the basic core disciplines. / Resumen: El objetivo de este trabajo es contribuir a la adopción de BIM (Building Information Modeling) en los cursos de pregrado en Ingeniería Civil. Para ello, se realiza un análisis del paradigma BIM y en las experiencias nacionales e internacionales de enseñanza y aprendizaje sobre el tema; se identifican las habilidades necesarias para trabajar con BIM y cuáles son los elementos que este modelo puede aportar a la configuración instrumental y cognitiva del estudiante; se presentan métodos y estrategias de enseñanza y aprendizaje que resulten adecuados para trabajar con el contexto de BIM. A partir de los estudios realizados, se ha desarrollado un metodo para identificar las interfaces entre el currículo del Ingeniero Civil y BIM y son mapeados momentos la educación de los estudiantes en el que este modelado puede ser discutido. Finalmente, la investigación se dirige a la Expresión Gráfica y crea una propuesta de estructuración de este sector dentro de un plan de estudios de ingeniería civil para adoptar BIM. El trabajo es exploratorio, de naturaleza fenomenológica y utiliza como supuestos la implicación de la investigadora, el rigor de la investigación cualitativa y el paradigma de la complejidad. Entre los principales resultados, se puede observar que: (a) la adopción del paradigma BIM demanda de actualización en los cursos de ingeniería civil, lo que implica también la formación de los docentes para trabajar con el tema; (b) experiencias exitosas se han realizado tanto en Brasil como en el extranjero y demuestran que no sólo es posible trabajar BIM en la graduación, como él ha traído una serie de ventajas para el aprendizaje de la ingeniería y el desarrollo cognitivo de los estudiantes; (c) es importante crear un plan para la implementación de BIM, teniendo en cuenta el contexto específico de cada institución; (d) un curso que tiene entre sus objetivos tratar de BIM debe promover un alto grado de integración entre las disciplinas y el trabajo colaborativo entre los maestros; (e) para que ocurra un aprendizaje integrado y continuo, BIM debería ser trabajado en diversos componentes del plan de estudios a lo largo del curso; (f) de modo que el área de EG pueda contribuir a la formación del ingeniero civil en BIM, su alcance debe ampliarse, incluyendo no sólo el diseño (2D) y modelado geométrico (3D), pero también abarcando la comprensión de la información multidimensional, multimodal y abstracta; (g) la EG puede proporcionar insumos para que los estudiantes puedan construir una base sólida para desarrollar las habilidades necesarias para trabajar con este modelaje; (h) la enseñanza-aprendizaje de BIM será más sólida si se continúa a lo largo de la educación del estudiante, desde su acceso a la universidad y las disciplinas del núcleo básico.