Miguel Krippahl Catholic University of Portugal, Department of Architecture, Viseu, Portugal 399
Our teaching experience
The architecture course of the Portuguese Catholic University has been integrating
the BIM methodology for the last tree years into the school curriculum. We created
three modules that approach in a degree of increasing complexity the manipulation
of three-dimensional database models. From the 3rd course year onwards, using this
digital database model becomes part of the programs of other modules, including
design studio, along with other classic methodologies, like drafting, physical scale
models and technical drawings. The adoption of this methodology uncovers some
curricular problems of difficult resolution.
At the earlier phase of learning, students have reduced knowledge on subjects like
techniques and construction materials, construction documentation and management,
interdisciplinary collaboration and other concepts that are part of the profession. This
ignorance makes it difficult to understand and apply B.I.M. methodology in a project.
On the other hand, there is a natural resistance on the part of some teachers over
B.I.M., which has been attenuated substantially with results demonstration.
B.I.M. by steps
To address these difficulties, we developed a B.I.M education concept based on steps.
There are 4 steps built to simplify the B.I.M. learning process, distributed throughout
3 years, in the following order:
1- Modelling
In a first phase, emphasis is given to the simple modelling of a virtual building. The
digital model emulates the physical scale model, much used in the classical archi-
tectural education and profession.
2- Automatic drawings
As students become proficient in modelling, they learn to produce floor plans, sec-
tions and elevations automatically.
3- Database management
At this stage, students learn to extract from the model all the necessary information
for the construction documentation, beyond the drawings mentioned above, like
details, maps and quantity takeoffs.
4- Presentation
Questions related to the production of computer generated images, animations, vir-
tual reality files, Internet and other medias are taught only at the end of the course,
giving emphasis to the idea that the building modelling main goal is not to produce
pretty pictures, but to manage a complex database.
This learning by steps allows students to a gradual acquisition of competencies,
preventing potential dismay face to apparently unrealizable tasks.