Report on Integrated Practice 5
As emphasized in the article, the key issue involving BIM and architectural education is the timing. It is clear that BIM must be introduced during education because of the way that it is shaping practice but the complexity of the program and the amount of information it contains can be both overwhelming and stifling to students. I admit that my own bias prevents me from seeing BIM as a design tool but rather as a building tool that belongs later in the process. I like to see a project with fresh eyes at each step and generate many approaches rather than spend time infinitely manipulating elements I have already built. However I can see that it just takes time to develop the mindset that these models are fluid and BIM has great strength in teaching students about designing in a holistic way where construction and the integration of building systems are a part of the process from the very start. Cheng comments on the important distinction between "problem solving" and "design thinking" and I think there is a reasonable fear that the influence of BIM may mean that future architects will simply meet the requirements of a project and produce the most efficient solution. I cannot help but feel that the best designs are those make sacrifices in some areas for the sake of a greater driving force, so how then can this sort of questioning attitude be nurtured alongside training in BIM where so many elements have been provided?
A Healthy Disruption
This discussion of how BIM will improve collaboration between many different spheres left me with a much more optimistic view. Beyond simply being a design tool, the way that information is documented within BIM alone will transform construction and business. Knowledge is most certainly equivalent to power. Of course, this easy transfer of knowledge will make every party more accountable and increase demands for efficiency from clients, but hopefully BIM can more than make up for the demand with its capabilities.
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