A BIM-Enabled Learning Environment: a Conceptual Framework
Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Scientific › peer-review
|Title of host publication||10th Nordic Conference on Construction Economics and Organization|
|Number of pages||10|
|Publication status||Published - 1 May 2019|
|Publication type||A4 Article in a conference publication|
|Event||Nordic Conference on Construction Economics and Organization - |
Duration: 1 Jan 1900 → …
|Name||Emerald Reach Proceedings Series|
|Conference||Nordic Conference on Construction Economics and Organization|
|Period||1/01/00 → …|
Design/Methodology/Approach – The complementary theoretical lenses of Experiential Learning, Structuration Theory and Systems Theory are adopted for conceptualising a BIM-enabled Learning Environment (BLE).
Findings – The BLE is proposed in the form of a social system embedded within both the education system and the industry system. The BLE is described in terms of its structures and component subsystems, inputs, outputs and ﬂows at different scales.
Research Limitations/Implications – In this initial paper, the BLE is merely outlined and its constituent structures alluded to. Further investigation is required to fully detail the BLE.
Practical Implications – By describing the identiﬁed structures in still more detail, the BLE can be understood to the extent that it can be reproduced in practice for actual learning. This is the goal and expectation going forward.
Originality/Value – The derived BLE is described in social terms and this reﬂects the centrality of social activity to both building and learning. Technology, processes and traditional industry roles are subordinated into supporting functions. This potentially offers opportunities for learners to reﬂect on all of these and to consider ways of improving them.