Comprehensive BIM Integration for Architectural Education Using Computational Design Visual Programming Environments

It is well established that Building Information Modeling (BIM) has had a significant impact on the way Architects and their firms view and approach design projects, and, to a larger extent, how this evolution is influencing and advancing workflow in the Architecture, Engineering and Construction (AEC) industry as a whole. What is not as clear is how the academy is responding to these changes, and the challenges associated with integrating the complexities of a fast-emerging technology into the architectural curriculum. Recent developments in visual programming environments that function as integrated components of the BIM software point to new ways to interact with the emerging and evolving BIM paradigm now common to most educators. Presenting this material comprehensively across the program curriculum is difficult since the expertise to develop course-specific computational content may not yet exist. This idea of exploring computational visual programming across the curriculum can be envisioned as a tool for reimagining aspects of the process of design education and learning methodologies. Core evolving features of using this technology are the ability to include new collaborators, create real-time collaboration across web interfaces, provide design participants interactive design tools, compress design development cycles, and create more efficient designs that enhance beauty and functionality. This examination explores a methodology of applying computational frameworks into coursework throughout the curriculum. It is proposed that building learning components in a modular form will allow both educators and students improved accessibility to the concepts. Underpinning this modular approach is the availability of using node based parametric modeling tools to extend BIM software, notably Dynamo for Revit, and the nodes being developed for it by the design community. Course materials are envisioned around a preconstructed BIM model (or one developed for the course) and will use guide documents and step-by-step video instructional support to simplify inclusion into the course. Conceived to be one class period in length with the exercise completed outside of class, a few examples will be explored and developed for this initial survey. Instructors would use the material directly or as boilerplate for customizing it to varying instructional situations. Specifically this learning framework uses visual programming experiences applied to parametric elements (glazing, wall type, room shape etc.) to achieve insight into specific course concepts. For example, in a course section on life safety codes, egress distances can be explored using parametric tools that calculate distance COMPREHENSIVE BIM INTEGRATION dynamically as rooms and exit doors are moved during design development of a mockup model. Students will work from a model and then add code and components allowing for conformance reporting. In another example for energy analysis, a parametric louver system might be adjusted in real time in simulations to optimize orientation. Analysis will also include a deeper exploration of the BIM component, and exploiting it using advanced expression of embedded data using visual code and computational concepts. In addition to looking inward at BIM components, possibly more impactful will be looking outward to model sharing across the browser using WebGL (web graphic software) and code for web and other new functionality now part of standard browser features. Both learning experiences prepare us for the future of integrating AI and machine learning into design tasks. These individual experience “modules” embedded throughout the curriculum have the ability to connect information to design, allow interactivity and facilitate collaboration with potentially new outcomes. This might create new ways of sustaining creativity and interest in this evolving aspect of design education that might otherwise appear as a “dry” subject. The Relevance of Visual Programming Throughout the Curriculum Just as the BIM paradigm has become fundamental in architectural education and shifted thinking on many aspects of design education, it is likely that computational design and visual programming will have similar profession-wide effects. It is not surprising that many AEC conferences feature presentations by leading firms illustrating the use of visual programming and computational design as a strategic component of the design process. These presentations, by the nature of their sophistication and complexity, are also uniquely interesting. Typically, they describe the coordination between a team of experienced users as a significant element of successful implementation. It is natural with this level of inherent complexity that computational design and visual programming are treated as specialized technologies and presented in stand-alone advanced courses. To address the idea that this is a complex “high level” concept reserved for advanced courses, the initial program development focuses on learning experience modules that have the potential for being most impactful and accessibility. A design or analysis task that would be difficult to accomplish any other way or with great difficulty has the potential demonstrate usefulness and encourage engagement especially if it can be demonstrated to be implemented with relatively ease. The best known computational design visual programming environment (CDVPE) for architectural use is Grasshopper, first released in 2007 as a tool for McNeel Associate’s Rhino modeling software. Rhino was quickly adopted by students and architects interested in developing complex but very accurate NURBS defined geometries and Grasshopper allowed for detailed component development on these surfaces. This positioned both the software and the resulting architectural forms at the advanced level in terms of perception. Knowing the history of the development of these tools helps us understand how it is positioned and perceived today. It is useful to start with an examination about the breadth of the utility of Grasshopper specifically because of the COMPREHENSIVE BIM INTEGRATION expansive plugins and application this software is used for. A list of plugins to accomplish tasks (some are just in early stages of development while others are mature products) include: ● Daylight and Energy Simulation (Ladybug Tools) ● Structural Analysis (Karamba 3D) ● Acoustic Analysis (Pachyderm) ● Behavioral Space Planning (Space Syntax) ● Evolutionary Problem Solving (Galapagos) ● Form Finding (Kangaroo) Since the tools that augment the visual programming software extend its utility to many aspects of architectural design and learning, it is an opportunity to look for ways integrate them throughout established courses. Already, computational design techniques are being applied in industry to achieve objectives that are also taught in architectural course, but without the advantages of these techniques. And while CDVPE’s are not currently fundamental to the process it may be informative, creating an important foundation for the evolution of these techniques and better preparing students for the technological changes happening in practice. Still, having applicable technologies (task specific nodes in the case of CDVPE) is only one element of making it a useful and meaningful educationally. For lessons to work in a proposed modular fashion, they must be both manageable in scope (fit in the time allotted) and be able to expand on the concept in a way that advances thinking. Building these modules successfully will require effort, coordination and desire by all stakeholders. Fortunately we have many examples of computational tools that are creating academic interest because of their usefulness. For example, for environmental design courses (i.e., Environmental Controls 1&2) “Some of the world’s leading architectural practices have developed teams with a special focus on sustainability have implemented the use of building simulation, parametric design techniques and customized computational tools. ”1 (Emanuele Naboni 2013). In courses that focus on building codes and compliance (i.e., Municipal Codes and Regulations) research is being done on automated techniques using visual programming to check BIM models for code compliance.2 (Preidela and Borrmanna 2015) Space planning components of studio work could anticipate exploring the mapping of space utilization in the BIM model by using data sets of occupant behavior integrated into a visual representation with Dynamo.3 (McGinley and Fong 2015) Delivering Visual Programming Learning Objectives Throughout the Curriculum With Insertions Into Existing Courses We are already familiar with the fragmented (but improving) application of BIM being applied throughout design education curriculum in the last decade. The BIM model can provide the framework on which to build visual computational concepts. The idea of bridging curricula is not new. “For AEC education to set the pace for industry, the siloing of curricula must be broken down through integration of the disciplines, similarly to what is seen in the industry. ”4 (Becerik-Gerber, et al. 2011) Making curriculum space for the inclusion of new ideas and technologies presents unique challenges. Adding courses seems a cumbersome and fragmented way to introduce ideas that are basic and comprehensive. Our work with developing modular learning components for COMPREHENSIVE BIM INTEGRATION both BIM and Visual programming course work at SUNY Alfred State indicates a potential methodology. CDVPE Concept Accessibility Before considering the introduction of computational design concepts to a pre-existing curriculum at the undergraduate level, it is important to gain insight on how early in the sequence students can grasp the concepts well enough to create meaningful learning experiences. To help us answer this question, in the spring of 2017 faculty introduced a computational des