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This paper reports on the ongoing research and development of teaching and learning supported by Building Information Modelling (BIM) in the undergraduate Construction Project Management (CPM) Program at the University of Technology Sydney (UTS). At its heart, BIM is used to facilitate a more integrated and visual mode of teaching. It provides a new basis for developing problem based learning – one that has the potential to allow students to aggregate their learning around a central project whilst allowing problems to be scaled at different levels of complexity. This approach aims to better integrate and link individual subjects together as well as improve the development of core student attributes such as communication, understanding, decision making, collaboration and information gathering skills; very much mimicking the ongoing BIM driven transformation happening in the industry. The BIM models aim to be regularly used in various formats as students progress through their undergraduate degree Program – and we adopt the term ―vertical problems‖ to capture the way BIM models and problem based learning can be utilised throughout the Program. Here, lecturers are able to author ‗sub- plots‘ that utilise BIM models in a way that best suits their specific subjects, e.g. cost, time, quality, sustainability subject areas. To this end, the paper reports on findings from the research, development and early implementation stages of a program wide teaching and learning proposition supported by BIM. This includes a typology that helps target varying degrees of BIM utilization and diffusion in given subjects and transitional requirements for both staff and students.
This document has been peer reviewed.