This research study posits that an altered educational approach to design studio can
produce future professionals who apply Building Information Modeling (BIM) in the
context of Integrated Project Delivery (IPD) to execute designs faster and produce
designs that have demonstrably higher performance. The combination of new
technologies and social/contractual constructs represents an alternative to the established
order for how to design and how to teach designers. BIM emerges as the key technology
for facilitating IPD by providing consistent, computable and interoperable information
essential to all AEC teams. The increasing trend of BIM adoption is an opportunity for
the profession to dramatically change its processes and may potentially impact patterns
of responsibility and the paradigms of design.
This study showcases a repeatable framework and a theoretical model for the integrated
studio using BIM and provides answers to the pedagogical questions raised by BIM,
integration, and performance-based design. Using a formative and exploratory action research design, the study proposes a comprehensive pedagogical framework using the
established theories of design studio education, building integration, and BIM. The
framework was refined and triangulated in a set of focus group studies that include
academics, design firms and AEC industry representatives, as well as students.
Instrumental case studies implementing the pedagogical framework were conducted as
courses in a graduate architecture program. Students' design processes and collaboration
schemes were observed using systematic methods that included a broad range of data in
conformance with a multi-method research approach.
Content analysis of the data provides qualitative evidence for the effectiveness and
encountered challenges of BIM methods that is related to proposed studio framework.
These findings are corroborated by descriptive statistics and numerical data from the
surveys, simulations, reports, and BIM models.
Findings of the study illustrate that a carefully designed set of course exercises that
incorporate BIM can enhance design processes, increase the depth and the number of
alternatives studied, catalyze an interoperable and integrated educational environment,
and expand the scope of design learning. Case studies presented here suggest common
patterns of collaboration between designers and consultants during the integrated design
process using shared BIM models. The findings from the study are synthesized in two
theoretical models for the BIM enabled integrated studio and collaborative processes.
| Identifer | oai:union.ndltd.org:tamu.edu/oai:repository.tamu.edu:1969.1/ETD-TAMU-2009-12-7558 |
| Date | 2009 December 1900 |
| Creators | Özener, Ozan Özener |
| Contributors | Clayton, Mark J. |
| Source Sets | Texas A and M University |
| Language | en_US |
| Detected Language | English |
| Type | Book, Thesis, Electronic Dissertation, text |
| Format | application/pdf |
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