BIM (Building Information Modeling) and Pedagogical

Challenges
Jeong Han Woo
Western Illinois University
Macomb, IL

BIM is a new building design and documentation methodology that makes the construction
process easier and faster for everyone involved. It allows all of the graphical and non-graphical
building information for a construction project to be readily available by the use of relational
databases. With the emerging concept of BIM, AEC (Architecture, Engineering, and Construction)
professionals face new opportunities for enhancing efficiency and refining the practice of building
construction. AEC professionals admit that the basic concept of BIM is sound and is the direction
in which the AEC industry needs to move.

However, there is no accepted instruction strategy for teaching BIM in AEC-related curriculum.
The Department of Engineering Technology at Western Illinois University recently offered
residential and commercial design courses employing Autodesk Revit Building Version 8.0, BIM-
based software, to its current undergraduate students in the Construction Management program.
This paper describes some key insights into the successful employment of BIM in construction
educational environments. This paper also introduces several pedagogical challenges from the
courses.

Keywords : Building Information Model, Parametric CAD, Autodesk Revit, Residential Design

Introduction

Traditional architects have manually expressed building components in symbolic language and
orthographic drawings by means of T-squares and pencils. In the early 1980s, architects
automated these practices by using geometry-based CAD (Computer-Aided Design), such as
AutoCAD but did not fundamentally change the manual method of symbolic expressions. This
change continued with the introduction of object-oriented CAD, such as Architectural Desktop in
the early 1990s. Recently, BIM (Building Information Modeling) is emerging as a new way to
manage complicate construction projects.

The information produced in a contemporary construction project has become much more
complicated, but the methods of managing information flows have not been improved so far. It is
now widely recognized that BIM will take over geometry-based CAD systems (Ibrahim and
Krawczyk, 2003; Khemlani, 2006). With the emerging concept of BIM, construction managers
face new opportunities for expanding their roles, enhancing efficiency and refining the practice
of building construction. Construction professionals admit that the basic concept of BIM is sound
and is the direction in which the construction industry needs to move. Such a revolution in the
construction industry has the potential to transform how professionals work, learn and manage
projects and then lead to the explosive creation of new business (Bedrick, 2005).
However, there is no accepted teaching strategy for educating students about BIM in
construction-related programs. The Department of Engineering Technology at Western Illinois
University recently offered residential and commercial design courses employing Autodesk
Revit Building, BIM-based software, to its current undergraduate students in the Construction
Management program. This paper describes some key insights into the successful employment of
BIM and also introduces several pedagogical challenges from the courses.

What is BIM (Building Information Model)?

BIM is a new approach of Virtual Building Construction based on parametric CAD technology.
It is a building design and documentation methodology that significantly improves building
design practice and makes the construction process easier and faster for everyone involved. It
allows all of the graphical and non- graphical building information for a construction project to be
readily available by the use of relational databases that store, access, and retrieve all of the
information about building components.

The relational databases specify relationships between the various building components to
quickly and effectively produce digital representations for the building project. The relationship s
are predefined based on architectural functions. It also allows any and all components of the
building model to be constantly responsive to changes and automatically regenerates the model.
Figure 1 shows an example of the Edit Assembly dialogue window that explicitly manages
component-related information using various parameters. The information in Edit Assembly
includes materials, size, geometric positions, structures, and other design constraints.

Figure 1: Screen shot of a Edit Assembly window.

Post (2006) states that with the time saved from submittals, review and rework, we finish early
and under budget. This is all done by the use of BIM that architects can create 3D, 4D and 5D
models that show every little detail. Miner and Thompson (2006) also explained the relevance
and importance of BIM not only for 3D modeling, but for 4D and 5D modeling which include
scheduling and cost projection. They also pointed out that it is more imperative for architects to
make accurate decisions in the earlier design phase.

Condit (2006) also pointed out that the use of BIM on complex projects reduces costs by
acknowledging design conflicts early enough to eliminate rework. BIM solutions allow architects
to devote more time to design rather than drafting resulting in more precise and accurate
construction documentation. There are lots of successful case studies of AEC firms that are using
BIM solutions. Examples include SOM (Revit Building), HKS (Revit Building), RTKL (Revit
Building), and NBBJ (Bentley Architecture).

According to Barbra Heller, CEO of Design and Construction Strategies, BIM will not only
change the existing delivery system, but BIM will change the job description of most people
involved in design and construction. Post (2006) shows a survey chart that states that 74% of
architects use some level of 3D digital modeling. Some reasons why to begin using BIM
included: owners request, potential improvement in productivity, and competition with other
companies. There are few architects still hesitant to adopt BIM. According the survey, 26% of
the respondents were not using BIM because of lack of owners interest, lack of expertise, lack
of familiarity with BIM and expensive implementation.

BIM Software: Autodesk Revit Building

There is a lot of BIM-based software; Autodesk Revit Building (Revit), ArchiCAD, Bentley, and
SolidWorks. The Freedom Towers project, one of the most important construction projects in the
United States, is producing construction documentation by using Revit (Day, 2005). Disney
World and GSA (US General Services Administration) have used this software to complete and
manage some of their projects and report it as a successful tool (Khemlani, 2006). Many
architectural firms, such as SOM, RTKL, and HKS are currently testing to employ Revit as the
next generation of CAD system.

Revit uses building components such as walls, doors, and windows as opposed to geometric
entities such as lines, squares, or circles. A good example is a soffit under an overhang that is
created in Revit (See Figure 2).
Figure 2: Creating Roof Soffit.

Settings

During academic year 2005 and 2006, the Department of Engineering Technology at Western
Illinois University offered residential and commercial design courses employing Autodesk Revit
Building to its current undergraduate students in the construction management program. These
courses were open to any student who had already taken an introductory AutoCAD course and
was enrolled in the construction management program. Twenty undergraduate students
registered for each semester. They were required to attend lectures and labs and work on all class
assignments. As a part of the course requirements, they developed a building project using Revit
as a term project. The author was solely responsible for the course, and duties ranged from
preparing software tutorials, lectures regarding building structures, supervising individual
projects, grading quizzes and exams and designing web-based course interfaces. The course
schedule is shown in Figure 3.

Autodesk Revit Building Version 8.0 was employed and taught in the course. The course started
from software tutorial sessions to help students understand the basics of Revit. Then, several
lecture sessions were given to the students about building structures, construction materials,
methods and architectural programming. After obtaining the necessary knowledge-base, students
started their own design projects. At the end of the semester, students produced graphical
presentation boards and made oral presentations about their project (See Figure 4). Project critics
were invited to evaluate the students final projects. Students completed a short survey
concerning the use of Revit. The survey was distributed on the last day of the semester as a part
of the final exam and is primarily designed to obtain feedback about the perceptions of software
usability, ideas and satisfaction.
Figure 3: Course Schedule.

Figure 4: An example of students project.

Student Perception

In the survey, most students reported that their experience with the software was very enjoyable
and that the software is well-designed to enhance the efficiency of building construction. Most
students were eager to learn the new software because they wanted to master the latest
technology before a competitive situation. The answers from the survey also indicated that the
students perception about the software is very positive from the following aspects:
Students had already taken an introductory CAD class, so they know how time-consuming it is to
create a building in AutoCAD. The students were also impressed by the fact that repetitive
drafting tasks are significantly reduced by reusing building components on all project drawings.
A change made on any building component in a drawing is immediately reflected on every other
drawing instead of revising all drawings. When new building components are added, Revit
immediately applies the changes and regenerates all the project drawings to be consistent with
one another.

The parameters also include non-graphical information about the building components. For
example, vapor barriers can be placed under concrete slabs by changing Slab Properties if
needed (Figure 5). If a staircase is added in the first floor plan, it automatically makes the change
in staircase on the section details (Figure 6). Students noted that using parametric building
components compared to geometric entities is a much faster and more efficient way to create a
building design.

Figure 5: Concrete slab properties.

Figure 6: Staircase.

Revit manages all of the project drawings in a single file (See Figure 7). It is also possible to
review all the project drawings including 2-D drawings, 3-D drawings, rendered drawings, and
animated walkthroughs (virtual tour of a building). In addition, a section cutting line can be
added to cut a section anywhere and automatically have a section drawing. In AutoCAD, each
section must be drawn manually.
Figure 7: Project drawing browser.

One of the most tedious tasks in the architectural design process is compiling schedules. The
developers of Revit understood this fact when they developed Revit (Fox and Balding, 2005).
For example, all walls should be counted, categorized, and organized to compile a wall schedule
to be used for quantity takeoff (Figure 7). As such, Revit automatically produces various
schedules for walls, doors, windows, and room finishes upon placement of certain building
components thereby reducing the chance of scheduling errors. The Students really enjoyed this
function when they prepared their presentation boards.

Figure 8: Wall Schedule.

Students were interested in Revits intelligent error message function which recognizes when
there is a conflict among building components. This messaging system can eliminate unknown
errors that cause time-consuming changes after project construction has begun.

Revit also has the capability to create interior or exterior 3D perspective views and rend ing
models of the building. Students were happy with the fact that they can create rendered
perspectives without any additional training. The rendering process of Revit is much simpler
than other rendering software. Although the graphic quality is not sufficient for sophisticated
commercial renderings, it is suitable to create renderings for client feedback.

Figure 9: An Example of Bird-Eye View.

Figure10: An Example of Rendered Interior View.

Pedagogical Challenges

The analysis of student comments from open-ended questions revealed improvements that can be
made in the software for better functionality.

Level of Knowledge Required to use Revit

One thing that the students did not enjoy was that it was difficult to learn many of the Revit
functions as a beginner. From the start of the semester, it was complicated for the students to
learn the tools of Revit, such as Properties, Stairs, Floor openings, Footings, and Foundations
because these tools associate with many parameters that require expert construction knowledge
and are not easily understood by the students.

Several students pointed out that Revit should develop an easier user interface or self-
explanatory mechanism for the Properties windows for beginners. The students feared changing
some of the parameters by opening Edit Assembly windows because the windows reveal so
many technical details that are confusing for the students lacking technical expertise. For
example, even though it is easy to draw using Revit, the students who did not have prior
construction experience had trouble with the foundation walls and footings.

Vandezande (2004), CAD manager of Skidmore, Owings & Merrill, said the senior team
members with less computer experience, but greater knowledge of design and constructability
seem to fare better with these tools than some of the younger designers. This is because Revit
produces a model that contains a lot of technical knowledge that is typically acquired from
practical experience. Architects may face with challenges in making clearer decisions about all
the building components during the earlier stage of design phase in order to reduce rework and to
get full benefits of using BIM.

Lack of Reference Materials

Students disappointed in the fact that there are not enough textbooks and reference materials
available for the m. Even though Autodesk provides several online materials and online
discussion boards, the students wanted to obtain more knowledge from written materials when
immediate help was needed.

Mimic Construction Sequences

Students did not like that the walls must be drawn before the footings and foundation are in place.
They prefer to fully mimic construction sequences. The students also expected Revit to employ
more structural systems, such as rafters, beams, and trusses.

Intelligent Error Detection and Correction

Revit partially embeds design rules in the model for intelligent error detection. Recognizing that
Revit is rapidly expanding its capabilities, students would like a version of Revit that would
detect their mistakes and propose solutions to correct them. The problem is the possibility of
unrealistic design solutions. In fact, students feared that Revit allowed them to draw something
that could not be built in the real world. For instance, Revit should not allow a load bearing wall
without supports because it is not possible in the real world. As an example, Revit lets students
draw a slab with a hundred foot span without proper beam support. It would be great if Revit
displayed a message to let them know what the load factor is and provided some suggestions for
proper beam locations necessary to build the structure. This is important information that the
builder needs to check on the plans. Another example is the garage. Revit allows the design of a
garage that is not large enough for a normal car. Furthermore, students expect the more
intelligent functions to provide in-depth technical support. This would help student s learn how to
build a properly constructed building.

Limited Component Database

The answers from the survey indicate that students felt Revit is too limited by the databases.
Although there is an abundance of materials and components that can be used in Revit, students
still believe there should be more options to build a virtual construction model. Ibrahim and
Krawczyk (2003) also pointed out that we need to wait until new components are available on
the market if a new building is to employ creative and innovative design solutions. It is possible
that certain brands of materials and components are not available when you want to use them
according to project specifications. There are many new styles of construction being developed
today, and Revit should fully represent all of them.

Conclusion

As the end of the semester is approaching, students have realized how Revit enabled them to
finish their final project before the due date by keeping all of the building information
coordinated, reducing repetitive drafting tasks and keeping the entire project drawings organized.
All of the students thought that the basic concept of BIM is sound and the direction in which the
AEC industry needs to move. Students also pointed out that supporting technology should
continuously be improved to resolve current shortcomings. After introducing BIM, students were
eager to learn seriously because they wanted to master the latest technology before a competitive
situation. BIM tutorials were one of the most exciting components of the courses. The author
realizes that students are very good at learning new software if they really want to learn for their
future career.

The courses have allowed the author to become familiar with many pedagogical challenges of
implementing BIM and encouraged the author to participate in endeavors to meet those
challenges. The courses also gave invaluable insights about teaching BIM in a construction
educational environment. One of the main pedagogical goals is that BIM is not merely
sophisticated CAD software or a new drafting technique; rather, it provides important and inter-
related models of construction, such as design, construction technology and facility management.
Therefore, teaching and learning BIM requires higher construction expertise based upon practical
experience.

Properly structured BIM courses would provide industry-required knowledge to prepare students
for successful careers in the AEC and AEC-related industries. To accomplish this goal, faculty
members should place more emphasis on the use of BIM through the reconfiguration of current
courses to deliver the working knowledge necessary to properly teach BIM. A consequent issue
is how to set up a new course based on the concept of BIM. It might be a challenge for the
faculty member to fit all course contents into one. The faculty should deliver working knowledge
on BIM software, architectural drafting and construction technologies. A rich and rigorous
learning environment could be achieved through purposeful attempt of integrating BIM into
various course contents such as residential design, commercial design, construction estimating,
construction project management or construction scheduling.
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