Search results

This paper presents an in-depth evaluation of BIM-driven information management in the context of ISO 19650-2. The study aimed to understand and evaluate the existing mechanisms and the recommended activities and tasks of collaborative information management, particularly as the Turkish AEC organizations are currently implementing ISO 19650-2.

The study employed a qualitative research design based on information management stages of ISO 19650-2. Semi-structured interviews were conducted with purposefully selected professionals. The framework analyses were made with MAXQDA through conceptual coding to identify current drivers, challenges and incentives for BIM-driven information management. The frequencies of common themes, required tasks and semantic relationships were reported systematically and interpreted to provide a conceptual implementation map, practical insights and actionable recommendations.

The study results encompass strategies for establishing new tasks and implementation procedures to uphold business value by aligning information management standards with evolving project requirements, providing detailed and responsive EIRs, early use of CDEs, compliant production methods, clarity of roles and responsibilities, increased organizational capacity and capabilities, sustained planning and production quality and leveraging lessons learned.

The study provides evidence-based arguments and strategic insights for BIM-driven information management, focusing on the current implementation compatibilities with ISO 19650-2. Findings and discussions highlight the necessity of industry-wide transformations, reengineered activities/tasks and compliant information flows, which are crucial for adopting ISO 19650-2 and the formulation of national annex documents.

This article presents a case study on the Heritage Building Information Modeling (H-BIM) application in a historic village in Bursa, Turkey. The study addresses how tailor-made and highly structured H-BIM approaches can effectively be implemented in preservation applications for historic vernacular buildings in the rural architecture context.

Using inexpensive digital photogrammetry techniques tightly combined with an object-oriented BIM ontology, parametric meta-modeling and object/system propagation methods, the study employed a holistic H-BIM approach for capturing the materiality, building object behaviors and indigenous construction principles of a characteristic vernacular house that were synthesized in a parametric H-BIM model. The followed stages, steps and connected methods were systematized and articulated in a prototypical H-BIM implementation framework.

The study findings suggested that the developed parametric H-BIM approach can return effective results with the combined use of low-cost and practical digital photogrammetry with BIM methods. The flexibility and adaptability of the parametric H-BIM implementation framework facilitated the synthesis of a comprehensive H-BIM model and allowed an in-depth evaluation of local architectural heritage with its physical, spatial and environmental characteristics. The proposed H-BIM approach also provided significant documentation and system-specific assessment benefits for preserving the vernacular examples which are prone to extinction especially due to structural and systemic deterioration.

The study proposes a feasible, practical and replicable H-BIM implementation methodology for vernacular preservation applications. The knowledge-embedded H-BIM approach, flows and techniques presented in this study provide a holistic and systematic H-BIM framework – with the integrated use of digital photogrammetry and parametric meta-modeling methods – that has the potential for the democratization of H-BIM applications in education and practice.

This paper presents a set of instrumental case studies for the context-based learning of BIM in the milieu of knowledge-based practice in the AEC industry. The study aimed to examine students' actions and perspectives in a simulated learning environment for real-world BIM processes. The core intent was to provide an in-depth understanding of strategic and functional BIM implementation by synthesizing a suggestive pedagogical framework based on context-based learning approaches.

Derived from context-based approaches and experiential learning methods such as role-play, problem-based and active learning, the study involved a set of doctoral-level case studies. In a qualitative research study, these cases were devised and organized around industry-focused simulations on various levels of BIM implementation strategies.

Results from the case studies and the student responses suggest that the comprehensive evaluation of real-world BIM implementation simulations facilitates a solid understanding of the value of BIM. The participation of industry professionals catalyzes the development of strategic and functional BIM competencies.

The study proposes a well-structured and replicable BIM learning framework based on context-based learning approaches. The novel framework is adaptive and flexible for BIM education. It can provide students with the necessary skills, strategic vision and professional competencies for innovative practices in the 21st-century AEC Industry. The simulative learning settings, including the evaluation rubrics and connected instructional methods, can be implemented and further developed for similar education efforts.