D2.1 – BIM for energy efficiency requirements capture
Exclusive summary: The report D2.1 covers the phase of requirements capture of the BIMEET project. Whereas BIMEET project aims at offering specialised training and educational programs to support with BIM implementation agenda for energy efficiency in Europe, the current report is addressing the requirements elicitation phase. This phase involves training requirements collection and associated analysis in order to inform the training elaboration phase with regards to skills, competencies and required qualifications.
The report provides in-depth analysis and gaps identification in relation to skills and competencies involved in BIM training for energy efficiency prior to integration with following training models and strategies. Consultations and interviews have been used as a method to collect requirements and a portfolio of use-case has been created to understand existing BIM practices and determine existing limitations and gaps in BIM training.
D2.2 – Benchmark of existing training offers
Exclusive summary: This report involves benchmarking existing EU-wide Building Information Modelling (BIM) training across the building value chain (incl. lifecycle and supply chain). This phase of the project involves highlighting energy efficiency linkages; identifying qualification targets and accreditation mechanisms, whilst highlighting training gaps and enhancement potential.
It highlights the challenges and benefits associated with integrating BIM into energy performance assessment with the aim of streamlining procedures to help ensure delivery of energy efficient buildings which perform more closely to their design intent.
Building on the BIMEET D2.1 deliverable (BIM&EE requirement capture), this report reviews the training offered in the countries represented by the project partners to the supply chain across the construction life cycle. In particular it considers the role of apprenticeships and university courses as a vehicle to develop suitably trained construction professionals in this field. It also assesses the existing BIM training provision and associated certification offered by training organisations to determine whether this can provide the required skills and knowledge.
- Report (10,3 MB) (coming soon)
D2.3 – BIM for energy efficiency required roles and skill
Exclusive summary: The report D2.3 covers the phase of requirements capture of the BIMEET project and identification of roles and skills. Whereas BIMEET project aims at offering specialised training and educational programs to support with BIM implementation agenda for energy efficiency in Europe, the current report is addressing the definition of roles and skills based on the requirements elicitation (see Deliverable D2.1). This phase involves training requirements collection and associated analysis in order to inform the future training elaboration phase with regards to skills, competencies and required qualifications.
The report provides in-depth analysis and identification of roles and skills involved in BIM training for energy efficiency prior to integration with following training models and strategies. Social media analysis have been used alongside standards, use-cases, interviews and scientific publications as a method to collect roles and skills in order to inform future BIM practices and promote improved BIM training and education.
D3.1 – Definition of responsibilities and roles for BIM & Energy Efficiency
Exclusive summary: The roles and skills listed in WP2 are analysed according to the European Qualification Framework, and a list is established considering the screening and benchmarking of training institutions performed in T2.2.
The actors’ profiles and responsibilities related to BIM and energy efficiency in building are identified from case study analysis, software benchmarking and the review of BIM guidelines.
Then, a framework is proposed according to the EQF recommendations. Knowledge, Skills and Competencies are being associated to each responsibility in relation with BIM and energy efficiency. Knowledge is the basic and general information stakeholders should have to accomplish a responsibility. Skill is the technical and detailed information each actor should know in his domain, i.e. in other words: the know-how. Competency is the aptitude to accomplish a responsibility.
This framework enables distinguishing different levels for each responsibility, i.e senior and technician, and helps to define the level of EQF. In this context, Bloom’s taxonomy is also used to better define competencies and define learning outcomes in a further work.
D3.2 – Definition of learning outcomes in the European level
Exclusive summary: The European Qualifications Framework is a common European reference framework whose purpose is to make qualifications more readable and understandable across different countries and systems1. The framework includes eight reference levels, which are defined in terms of learning outcomes.
The purpose of the common frameworks for learning outcomes is to enable the comparison of qualifications across national borders and stakeholders. The use of common language makes such comparison possible.
Learning outcomes discussed in this report refer to the intended leaning outcomes rather than achieved learning outcomes “Learning outcomes are attributed to individual educational components and to programmes at a whole. Learning outcomes are specified in three categories – as knowledge, skills and competence (KSC). This signals that qualifications – in different combinations – capture a broad scope of learning outcomes, including theoretical knowledge, practical and technical skills, and social competences where the ability to work with others will be crucial. 2
Building information modelling offers potential benefits for the better management of energy and other performance aspects of buildings. To enable and ensure the utilization of these benefits there is a need for the identification of the required KSC for the different roles in design, building and maintenance processes as well as to support in definition and creation of learning outcomes. Further, it is important to define the learning outcomes to support the planning and offering of training courses that fulfil the identified requirements.
Certain basic principles are important, when defining learning outcomes. The following list presents the recommendations from European guide book “Defining, writing and applying learning outcomes 3:
- Focus is always kept on the learner: what is (s)he expected to know or understand.
- Learning outcomes need to be defined and written in a way where there is room for individual and local adaptation.
- Too detailed statements should be avoided. Also overly complex statements prevent learners, teachers and assessors from relating to the statements.
- Learning outcomes cannot replace related knowledge, skills and competence statements.
- Learning outcome should start with an action verb, followed by the object of the verb as well as a statement specifying the depth of learning to be demonstrated, and complete with an indication of the context. Table 3 illustrates the system.
- Generally not more than one action verb for each learning outcome.
The objective of this work was to define the first draft of the learning outcomes for training courses that would provide the required skills and knowledge for the selected roles in design, building and maintenance processes in order to effectively utilize building information modelling for energy-efficient buildings.
The report presents the summary of the deliverable D3.2 of BIMEET project and lists the proposed EU wide learning outcomes for different roles and stakholders. The identified intended learning outcomes package is expected to guide different training organizations to support in the development of BIM and EE course and course content development. To define the European learning outcomes related to BIM and energy-efficient building, six main categories were selected:
- Client & Clients advisors
- Architectural design roles
- Structural design roles
- Building services design roles
- Construction work roles
- Maintenance work roles
The document provides 6–8 specified groups of learning outcomes for the each selected main category role. Each of the groups consists of 4–14 learning outcomes that clarify and supplement the required qualifications. The specific order is intended to support in course planning phases as most training courses are based on modular structure.
2 Users’Guide, E. C. T. S. "Luxembourg: Publications Office of the European Union." DOI 10 (2015): 87192. https://europass.cedefop.europa.eu/sites/default/files/ects-users-guide_en.pdf
3 CEDEFOP European Centre for the Development of Vocational Training. 2017. Defining, writing and applying learning outcomes. A European Guide Book. Luxembourg: Publications Office of the European Union, 2017. Web-source: < http://www.cedefop.europa.eu/files/4156_en.pdf > Referred 20th November 2017.
BIMEET at ICCCBE Abstract