TY - GEN
T1 - Assessment strategies for building information modeung skills in problem-based learning pedagogics
AU - Rahman, Rahimi A.
AU - Ayer, Steven K.
N1 - Publisher Copyright:
© 2017 by Canadian Society for Civil Engineering. All rights reserved.
PY - 2017
Y1 - 2017
N2 - 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.
AB - 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.
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M3 - Conference contribution
AN - SCOPUS:85048681848
SN - 9781510878419
T3 - 6th CSCE-CRC International Construction Specialty Conference 2017 - Held as Part of the Canadian Society for Civil Engineering Annual Conference and General Meeting 2017
SP - 271
EP - 279
BT - 6th CSCE-CRC International Construction Specialty Conference 2017 - Held as Part of the Canadian Society for Civil Engineering Annual Conference and General Meeting 2017
PB - Canadian Society for Civil Engineering
T2 - 6th CSCE-CRC International Construction Specialty Conference 2017 - Held as Part of the Canadian Society for Civil Engineering Annual Conference and General Meeting 2017
Y2 - 31 May 2017 through 3 June 2017
ER -