Assessment strategies for building information modeung skills in problem-based learning pedagogics

Rahimi A. Rahman, Steven Ayer

Research output: Chapter in Book/Report/Conference proceedingConference contribution

2 Scopus citations

Abstract

Preparing students with the knowledge of Building Information Modeling (BIM) may be critical for advancing the construction industry in the future. Educational researchers have explored various pedagogical models for teaching students about BIM. One potentially promising pedagogy for BIM education is problem-based learning, as it presents BIM in a context that may effectively simulate a real-world scenario students may expect to experience in their careers. This paper explores how prior research efforts have used problem-based learning to educate students. The results will help to inform future BIM education research efforts. Specifically, this work addresses the following research questions: (1) What can be assessed from problem-based learning modules? And (2) What are the potential assessment methods for problem-based learning modules related to BIM? The results suggest that students' development, learning processes, and problem-based learning modules can be assessed for determining the benefits of adopting the module in BIM education. Additionally, rubrics, surveys, interviews, reflective journals and peer assessment are strategies for evaluating BIM skills. However, using a single strategy might not be adequate. Therefore, future work should adopt several of the strategies when determining the benefits of implementing problem-based learning in BIM education.

Original languageEnglish (US)
Title of host publication6th CSCE-CRC International Construction Specialty Conference 2017 - Held as Part of the Canadian Society for Civil Engineering Annual Conference and General Meeting 2017
PublisherCanadian Society for Civil Engineering
Pages271-279
Number of pages9
ISBN (Print)9781510878419
StatePublished - Jan 1 2017
Event6th CSCE-CRC International Construction Specialty Conference 2017 - Held as Part of the Canadian Society for Civil Engineering Annual Conference and General Meeting 2017 - Vancouver, Canada
Duration: May 31 2017Jun 3 2017

Publication series

Name6th CSCE-CRC International Construction Specialty Conference 2017 - Held as Part of the Canadian Society for Civil Engineering Annual Conference and General Meeting 2017
Volume1

Conference

Conference6th CSCE-CRC International Construction Specialty Conference 2017 - Held as Part of the Canadian Society for Civil Engineering Annual Conference and General Meeting 2017
CountryCanada
CityVancouver
Period5/31/176/3/17

ASJC Scopus subject areas

  • Civil and Structural Engineering
  • Building and Construction

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    Rahman, R. A., & Ayer, S. (2017). Assessment strategies for building information modeung skills in problem-based learning pedagogics. In 6th CSCE-CRC International Construction Specialty Conference 2017 - Held as Part of the Canadian Society for Civil Engineering Annual Conference and General Meeting 2017 (pp. 271-279). (6th CSCE-CRC International Construction Specialty Conference 2017 - Held as Part of the Canadian Society for Civil Engineering Annual Conference and General Meeting 2017; Vol. 1). Canadian Society for Civil Engineering.