[Zurück]


Vorträge und Posterpräsentationen (mit Tagungsband-Eintrag):

I. Kovacic, M. Filzmoser, D. Vasilescu, L. Oberwinter:
"Challenges in teaching integrated BIM-supported building design";
Vortrag: First International Conference of the BIM Academic Forum, Glasgow, United Kingdom; 13.09.2016 - 15.09.2016; in: "BIM in Academia - Current State and Future Directions", (2016), ISBN: 9781905866816; S. 97 - 108.



Kurzfassung englisch:
Reducing the fragmentation in the Architecture, Engineering and Construction (AEC) industry is mandatory to unravel the creative potential of the stakeholders cooperating in construction projects.
Building Information Modelling (BIM) is advocated as an instrument enhancing integrated design by closer cooperation of the different disciplines as it allows collaboratively establishing and working on
joint building models, which can be used for various purposes - architectural modelling, structural analysis, thermal simulation, life-cycle optimization etc. However, practice and experiments show that the potential of BIM as catalyst for integrated practice are not realized to its full extent yet.
In a series - now in its fourth iteration with changing foci - of interdisciplinary student experiments at the Vienna University of Technology we address the open challenges of integrated BIM-supported
design and construction, through integrated design studio course. Multidisciplinary teams consisting of architects, civil engineers and building physicist collaborate in BIM supported design task, using
various BIM, as well as analysis and simulation tools, exchanging data and models. The process is qualitatively and quantitatively assessed.
The two main problems observed were: (i) individuals (planning disciplines) seem to be imprisoned in rational separated role and thinking patterns, causing a lack of sense for interdisciplinary cooperation - even when in a team, and (ii) software is either not interoperable, or modelling conventions to allow joint use of models would be required, but are lacking. In order to change the way students and later, professionals tackle the difficulties of integrated planning, fundamental changes are necessary. A
semantic change in education has to occur, changing the role of the architect, civil engineer and building scientist from independent actors to being pro-active part of the design-team.

Erstellt aus der Publikationsdatenbank der Technischen Universität Wien.