natgillin/translations-raw huggingface dataset:
The first goal was to evaluate the multi-disciplinary collaboration when employing BIM tools in order to test if and how these BIM tools support integrated building design processes.
Jedan od ciljeva bio je ocijeniti multidisciplinarnu suradnju kod primjene BIM alata kako bi se odredilo utječe li i na koji način primjena BIM-a na procese integriranog projektiranja.
This paper will primarily focus on the evaluation of BIM as a support to the integrated building design, and on student feedback and instructors' lessons learned with regard to BIM teaching.
Drugi je cilj bio odrediti odgovaraju li BIM alati na zahtjeve projektiranja različitih struka i sudionika planskog procesa, kao i na prijenos i razmjenu podataka između različitih struka.
The design studio was organized in collaboration with the Faculty of Civil Engineering and the Faculty of Architecture and Urban Planning from the Vienna University of Technology.
Ovaj rad je usmjeren na ocjenjivanje BIM-a kao podrške integriranom projektiranju te na prikaz povratnih informacija studenata i predavača tijekom izobrazbe o BIM-u.
The studio took place in the autumn of 2012, and again in the autumn of 2013, and each time the studio work lasted one semester.
Projektno istraživanje organizirano je suradnjom Građevinskog fakulteta i Fakulteta za arhitekturu i urbanizam na Tehničkom sveučilištu u Beču.
The class was monitored and finally evaluated by the Institute of Management Sciences, Faculty for Mechanical Engineering; via pre- and post-questionnaires and focus group discussions, as well as through evaluation of protocols.
Rad studenata na izobrazbi pratio je i na kraju ocijenio Institut za upravljanje sa Strojarskog fakulteta na osnovi anketa provedenih prije i poslije trajanja semestra te na temelju rasprave ciljne skupine ispitanika i ocjenom provedenih protokola.
For this class, a total of twelve tools for architectural modelling, structural modelling, thermal simulation, daylight simulation and compilation of energy performance certificates, were used in various software constellations (namely ArchiCad, Revit, Allplan, REFM, Scia, Sofistik, Plancal, Tekla, Archiphysik, TAS, EnergyPlus, Dialux).
Primijenjeno je 12 različitih alata za arhitektonsko i konstrukcijsko modeliranje, termalnu simulaciju, simulaciju prirodnog osvjetljenja, energetsku učinkovitost i izradu energetskih certifikata (ArchiCad, Revit, Allplan, REFM, Scia, Sofistik, Plancal, Tekla, Archiphysik, TAS, EnergyPlus, Dialux), uz pomoć industrijskih partnera na projektu koji su pružili podršku izobrazbi o softveru i modeliranju.
The use of the software was facilitated through the software education and support as provided by the software developers (project-partners).
U prvoj godini nastave, koja je poslužila kao pilot-projekt, u projektno je istraživanje uključeno 11 studentskih timova s ukupno 39 studenata.
In the first year, which served as a pilot experiment, the design studio involved 11 student teams, with 39 students
Zadatak je bio projektirati niskoenergetsku poslovnu zgradu, za koju su studenti imali na raspolaganju funkcionalni program, situaciju s orijentacijom i izvornim postavkama lokacije, strukturu slojeva, sheme boja i predloške za BIM sučelje.
The students were assigned to the use of the software they were most familiar with, according to their selfevaluation in the pre-experiment questionnaire.
Studenti su primijenili programski paket koji im je najpoznatiji, prema anketno provedenoj samoprocjeni na početku semestra.
The teams were then put together based on software constellations: each team used a different combination of BIM-software for the architectural modelling, structural modelling and analysis, thermal and daylight simulation, and the analysis and modelling of the ventilation system.
Potom je nastavni tim sastavio interdisciplinarne studentske timove svaki s drukčijom kombinacijom BIM programskog paketa za arhitektonsko modeliranje, modeliranje konstrukcije, analizu toplinske energije i prirodne osvijetljenosti te analizu sustava ventilacije.
The software-matrix was compiled by the supervising team, in order to gain insight into the software interoperability and compatibility.
Kombinaciju programskih paketa je kao matricu odredio nastavni tim, kako bi se dobio uvid u interoperabilnost i kompatibilnost što većeg broja programskih paketa/softvera.
The task of the teams was to develop a preliminary integrated design, consisting of the architectural and functional design, load bearing structure, HVAC (ventilation) and energy design, together with the proof of the concept used (simulation and optimization).
Zadatak svakog studentskog tima bio je razviti integrirani model na razini idejnog projekta, koji se sastojao od arhitektonskog i funkcionalnog rješenja, nosive konstrukcije, ventilacijskog sustava (HVAC) i energetskog modela uz dokaz koncepta u cijelosti (putem simulacije).
Therefore, the teams had to hand in an architecture model including the structural design, thermal and ventilation models (as representative of MEP), as well as the thermal simulation and energy certificate.
Dakle, timovi su morali razviti i predati model idejnog projekta koji je uključivao arhitektonsko rješenje, projekt konstrukcije, model provodljivosti topline, ventilacijski sustav, energetsku simulaciju i energetski certifikat.
According to their curricula, the students were assigned different number of ECTS credits (architects 2.0 ECTS, engineers 6.0 ECTS, and buildings science 10.0 ECTS).
Prema nastavnom planu, studentima je dodijeljen različit broj ECTS bodova, ovisno o struci (arhitektima 2 ECTS boda, građevinskim inženjerima 6 ECTS bodova, a građevinskim fizičarima 10 ECTS).
The credits proved not to be adequate for the workload.
Pokazalo se da ECTS bodovi ne odgovaraju radnom opterećenju.
In the fall of 2013, i.e. during the main experiment, 12 teams with a total of 43 students (13 architects, 8 civil engineers and
Godine 2013. u istraživanju je sudjelovalo 12 timova s ukupno 43 studenta (13 arhitekata, 8 građevinskih inženjera i 22 građevinska fizičara) u interdisciplinarnoj BIM projektnoj izobrazbi.
At the next session, a one-week collaborative pre-design workshop was offered.
Nakon toga, organizirana je jednotjedna projektna radionica, prije početka rada na samom digitalnom modeliranju projekta.
The credits for the class were increased to 5.0 ECTS for the architecture students, thus leading to a more balanced distribution of workload and scores.
Raspodjela ECTS bodova se promijenila na način da su studenti arhitekture dobili dodatih 5 ECTS bodova radi uravnoteženije raspodjele radnog opterećenja i ECTS bodova.
Table 1 summarizes the course tasks and differences between the awarded course credits in the winter terms of 2012/13 and
Tablica 1. prikazuje sažetak nastavnog plana i programa te razlike između kolegija u zimskim semestrima 2012/13. i 2013/14. godine.
4. Method
4. Metode
The observations and results presented in this paper are based on the feedback of the participants collected during focus group discussions after the interdisciplinary BIM courses.
Zapažanja i rezultati prikazani u ovom radu temelje se na povratnim informacijama sudionika eksperimentalnog programa primjene BIM-a, prikupljenima nakon provedenog obrazovnog programa.
First iteration winter term 2012/13
Godina implementacije zimski semestar 2012/13.
Second iteration winter term 2013/14
Godina implementacije zimski semestar 2013/14.
Civil Engineers
Građevinski inženjeri
Architects (elective)
Arhitekti
Building science
Građevinski fizičari
Task
Projektni zadatak
Design of a low-energy office GFA = 7.500 m²
Projekt niskoenergetske poslovne zgrade BDP = 7.500 m²
Design of a cultural center GFA = 3.000 m²
Projekt kulturnog centra BDP = 3.000 m²
Contact time
Interval konzultacija
Weekly meeting of the course instructors with each team
Jednom tjedno s profesorima
Presentations
Prezentacije
two intermediate presentations, one final presentation
Dvije manje prezentacije tijekom kolegija i jedna konačna na kraju nastave
Evaluation
Ocjena
Team building
Timski rad
Team building workshop, free choice of team
Timski rad, slobodan izbor tima
Software selection
Izbor računalnog programa
Course design in 2012 and 2013
Nastavni plan i program za 2012. i 2013. godinu
Focus group discussions are aimed at collecting qualitative data from discussions of a relatively homogeneous group on a specific topic [22].
populacije ispitanika, zbog dinamičnosti i rasprave u skupini koja ima određeni cilj i, u ovom slučaju, iskustvo.
Due to group dynamics and group discussions, the data gathered by focus groups are typically more detailed and extensive than the data resulting from mere interviews.
Skupine su oblikovane prema strukama kako bi se prikupile informacije za svaku pojedinu struku.
Table 2 summarizes the participants in the six focus group discussions after the first course and the second course on the interdisciplinary building planning.
Tablica 2. prikazuje sudionike u šest ciljanih skupina nakon obje iteracije (godine implementacije kolegija).
Focus group participants by year and discipline
Polaznici kolegija prema ciljnim skupinama (struci)
The discussions took about one hour and started with a general introductory question by the moderator ("How did you experience the interdisciplinary BIM course").
Rasprave u ciljnim skupinama trajale su približno sat vremena, a prvo pitanje postavio je moderator (Kako ste doživjeli izobrazbu o primjeni BIM-a?).
Topic guideline questions covering collaboration with other roles during the planning process and experience with BIM software, which were not addressed by participants during the discussion, were asked only in case the discussion stopped.
Pitanja su obuhvaćala glavnu temu kolegija i suradnju studenata različitih struka tijekom procesa planiranja te iskustva s BIM programskim paketom/softverom.
The discussions were audio recorded, transcribed and then analysed by summarizing the content analysis [23, 24].
Pitanja su se postavljala u trenucima kad bi dolazilo do prekida u raspravi.
Additionally, in order to obtain more objective quantitative data about the content of the focus group discussions, they were analysed through the quantitative content analysis [25] by two independent coders.
Dodatno je provedena kvantitativna analiza dvaju neovisnih šifranata/ kodera [25] kako bi se dobili objektivniji podaci iz rasprava pojedinih skupina.
This was done to enrich the collection of topics accomplished, and the content analysis summary, by adding more detailed information about the importance of these topics measured in the relative frequency of these content categories in the overall discussions.
To je napravljeno kako bi se obogatile teme dobivene provedenim raspravama, potom napravilo rangiranje tema po važnosti, uzimajući u obzir relativnu učestalost pitanja u raspravama.
5. Focus group discussions
5. Rasprave ciljanih skupina
The categorization and coding process of the transcribed discussions derived the following content categories: people related issues, the course, aspects of the software used, general discussion about BIM and the task, collaboration within the team and reflection.
Kategorizacija i proces kodiranja snimljenih razgovora rezultirali su definiranjem sljedećih tema: pitanja povezana s ljudskim faktorom, pitanja koja se tiču samog kolegija, aspekt primjenjivanog programskog paketa, općenito o BIM-u i projektnim zadacima, suradnja u timu i njeno značenje.
Through this lens, the frequency of the statements related to the content category was analysed as illustrated in Figure 1.
S obzirom na navedeno, analizirana je učestalost iskaza tijekom rasprave, povezanih s pripadajućom temom (slika 1.).
Role
Struka
1. iteration winter term 2012/13
Zimski semestar
2. iteration winter term 2013/14
(broj sudionika/timova)
Architects
Zimski semestar
Civil Engineers
(broj sudionika/timova)
Building
Arhitektura
Science
Građevinarstvo
Teams
Građevinska fizika
Figure 1.
Timovi
The main discussion topics deal with
Glavne teme odnose se na:
- process - i.e. the team decision-making and integrated
- procese, primjerice, donošenje odluka u timu i praksa
planning practices
integriranog planiranja
- people - i.e. the communication and conflict between team
- ljude - komunikacija i nesuglasice između članova tima
members from various disciplines
različitih struka
- software - i.e. the functionality and usefulness of modelling
- računalne programe - funkcionalnost i korisnost modeliranja
and simulation tools.
i simulacija.
Besides these three central BIM-related issues, the discussions also focused on some administrative topics that are related to the context of BIM-teaching in interdisciplinary university courses, such as the general value of interdisciplinary BIM courses, the equality of courses across disciplines (which influences the motivation of the students), the design quality trade-offs due to additional work and, finally, discussions on the course schedules and overall workload.
Osim navedene tri glavne teme (pitanja) o BIM-u, raspravljalo se i o nekim administrativnim temama vezanima za kontekst izobrazbe o BIM-u u interdisciplinarnim sveučilišnim kolegijima, kao npr. pitanje vrijednosti interdisciplinarnog BIM kolegija, jednakost sadržaja kolegija kroz uključene struke, utjecaj na motivaciju studenata, odnos kvalitete projektiranja i dodatno uloženog rada, rasprava o vremenskoj provedbi izobrazbe i općenito potrebnom radu na izobrazbi.
While for most of these topics the discussions were not significantly different after both iterations of the interdisciplinary BIM, we did identify major differences for some topics that can be attributed to the changes in the course design between the two iterations.
Makar se teme i rasprave uglavnom nisu razlikovale nakon prve i druge iteracije (godine implementacije kolegija), postoje određene razlike u povratnim informacijama koje će poslužiti za daljnje poboljšanje nastavnog plana nakon druge iteracije (godine izvođenja kolegija).
Process
Procesi
Team decision making and integrated planning
Donošenje odluka u timu i integrirano projektiranje
Although conflicts did arise, they were also seen as a positive stimulus.
Zajednički sastanci i odlučivanje povećalo je predanost projektu u timu.
Civil engineers and building scientists positively experienced the integrated approach as a possibility to influence the project at an early stage and therefore avoid having to solve performance and structural problems after the design is finalised.
Građevinski inženjeri i građevinski fizičari pozitivno su ocijenili integrirani pristup te uvidjeli važnost utjecaja na projekt u najranijoj fazi, te time izbjegavanje problema u fazi ili nakon izvođenja.
The designworkshop, as implemented in the second run of the experiment, was also appreciated, especially by the building science and civil engineering students, because it gave them the opportunity to contribute to the design and to understand the design concept better.
Radionicu uvedenu u drugoj iteraciji (drugoj godini implementacije kolegija) također su podržali, uviđajući priliku da daju svoj doprinos projektu te boljem razumijevanju koncepta projekta.
This also improved communication within the team.
To je također poboljšalo komunikaciju u timu.
Architects, however, reported in the second experiment that the cooperation was difficult at the beginning of the course.
Arhitekti u drugoj godini izobrazbe (2. iteraciji) zamijetili su da im je suradnja u početku projekta bila zahtjevna.
In some cases, the architects felt the revision requests to be an unwanted and disturbing interruption in their work, especially when they implemented changes to the model.
Posebno su naglasili da su ulazne informacije za projekt ograničavale njihove mogućnosti odlučivanja o projektiranju od strane ostalih struka.
In some groups, the adaptations were made by building science and civil engineering students, which led to fewer conflicts as this did not mean an increased workload for group work.
U nekim slučajevima arhitekti su smatrali da su neki prijedlozi i kritike ometali njihov rad, pogotovo kada su tražili promjenu modela.
The participation, contribution and communication were improved if some common ground was found between the students (like for example building-science students with a background in architecture).
Sudjelovanje, doprinos radu i komunikacija pokazali su se učinkovitijima u timovima čiji članovi imaju svestrana predznanja (primjerice studenti građevinske fizike sa dobrim predznanjem iz arhitekture).
Thus it can be concluded that interdisciplinary courses can assist in establishing a better understanding of the tasks of other disciplines, which is beneficial for teamwork in interdisciplinary projects.
Može se zaključiti da interdisciplinarna izobrazba može pridonijeti boljemu razumijevanju srodnih tehničkih područja, a time poboljšati i timski rad u interdisciplinarnim projektima.
Coordination, communication and conflict
Koordinacija, komunikacija i nesuglasice
However, groups without problems also managed their other work without meetings, and so direct communication does not seem to be a must for problem-solving.
Sudionici u skupinama koje su trebale razmijeniti informacije također su se suočili s nekoliko teškoća.
In general, sources of conflict were seen quite differently.
Općenito izvore sukoba nisu svi jednako percipirali.
While some groups performed well and saw problems only with the software, others stated that conflicts mainly arose not from personal conflicts but from instances when people did not fulfil their tasks in the joint project.
Neki sudionici su dobro obavljali zadatak i uočili jedino probleme s programskim paketima, dok su drugi zaključili da nesuglasice nastaju ne samo zbog osobnih neslaganja već zato što neki ljudi ne ispunjavaju svoje zadatke u zajedničkom projektu tima.
The students self-organized their favoured communication channels and made increased use of social media.
Studenti su sami organizirali komunikacijske kanale na projektu te spontano povećali primjenu društvenih mreža.
Asynchronous communication (e.g. Facebook groups and Dropbox for the exchange of documents) was used by many teams, especially because students attended other courses, simultaneously worked on other projects, and had part-time jobs, which made physical interaction difficult.
Asinkronu komunikaciju (primjerice Facebook i Dropbox za razmjenu dokumenata) primjenjivalo je mnogo timova, posebno sudionici koji su paralelno pohađali i druge kolegije, radili na još nekim projektima i/ili honorarnim poslovima, što je otežavalo mogućnost njihovih susreta.
The Skype, mobile phones and e-mails were also used.
Primjenjivao se Skype, mobilni telefoni i elektronička pošta.
Communication was also hindered by language problems as the course was taught in English and German.
Postojala je jezična barijera, jer se nastava održavala na engleskom i njemačkom jeziku.
was changed to English in the second run, and thus the communication within the course was improved.
Arhitekti su preuzeli organizaciju, koordinaciju rokova, predaje materijala itd., vjerojatno zato što je rad započeo arhitektonskim projektiranjem, pa su oni preuzeli ulogu voditelja projekta.
Project members agreed that there is a need for a project leader.
To su također prepoznali i ostali sudionici u projektu.
Architects took over the coordination, deadlines, hand-ins, etc. This may be due to the fact that the process was initiated by the architectural modelling, which moved architects to the projectleading role.
Prema mišljenju nekih arhitekata, komunikacija se ostvarivala samo u jednom smjeru, tj. kad bi oni nešto iznijeli, nisu u timu dobili nikakvu povratnu informaciju.
This was also recognized by other team members.
Drugi sudionici pak su rekli da su povratnu informaciju imali samo od građevinskih inženjera (npr. na dimenzije).
Software
Računalni program
Software knowledge and skills are important, as otherwise a lot of effort would go into learning the software and many problems would arise because of the lack of this specific knowledge.
Informatičko znanje i vještine rada u danom računalnom programu od odlučujuće su važnosti, inače se znatan (vremenski) napor ulaže u učenje novih računalnih programa (softvera), sto uzrokuje probleme u projektu.
Even if not familiar with the import/export functionalities, a familiarity with the software is necessary because otherwise this lack of familiarity with software poses an additional burden.
Čak i ako se ne poznaju mogućnosti primanja i slanja podataka (BIM funkcije), osnovno poznavanje računalnog programa nužno je, jer u suprotnome stvara dodatni problem.
This was also observed during group formation in the second course when, in the entry questionnaire, the software experience was evaluated by the participants as more important for group selection than team composition.
Tijekom formiranja timova u drugoj godini provedbe izobrazbe, sudionici su ispunjavali ulaznu anketu čija je glavna svrha bila procjena vještina rada na računalu.
There were quite different experiences with the interoperability of the software depending on the software constellations used in the team.
Pokazalo se da stavovi o interoperabilnosti računalnog programa ovise o vještinama rada na računalu članova tima.
The twoday software trainings were appreciated but also considered insufficient for proper use of software on a complex project.
Organizirani dvodnevni tečaj o konkretnom računalnom programu dobro je prihvaćen, no ujedno i procijenjen kao nedovoljan za učinkovitu primjenu računalnog programa na složenom projektu.
Learning how to use software is a process that takes several years, and cannot be covered by one or two-day software instructions.
Učenje o radu u računalnom programu proces je koji traje nekoliko godina, što nije moguće zamijeniti jednodnevnim ili dvodnevnim tečajem.
Some, but certainly not all, software problems can therefore be attributed to the lack of software knowledge or unfamiliarity with the import export functions of the software.
Neki, no svakako ne svi, problemi vezani za računalni program mogu se objasniti nedovoljnim poznavanjem računalnog programa ili nepoznavanjem funkcija primanja i slanja informacija.
However, it is generally considered that the BIM-software lacks interoperability.
Općenito se pokazalo da računski programi BIM-a nemaju dostatnu interoperabilnost.
Data exchange led to multiple errors.
Razmjena podataka je često dovodila do niza pogrešaka s nejasnim uzrokom.
In case of errors it was not clear what actually caused them.
Korisnici su se tada trebali vratiti korak ili nekoliko koraka unatrag i ponoviti slanje podataka.
Users had to go one or more steps back and to redo the data export activity.
Jedan student je predložio ignoriranje poruka o pogreškama kako bi se proces slanja i primanja proveo do kraja.
One participant suggested to move error messages and consistency checks from import to export so that they can be solved at the source.
Također je predloženo da se u nastavi primjenjuju samo provjerene kombinacije računalnih programa, kako bi se smanjilo vrijeme otkrivanja nepoznatih putova u procesima izmjene podataka.
It was also suggested that only tested software combinations should be used for teaching purposes in order to decrease the additional workload for the students.
U većini slučajeva s navedenim problemima, timovi su se odlučili na novo modeliranje u računalnom programu specifične discipline, što nije u skladu s konceptom BIM-a.
Participants argued in detail that the interoperability is not as good as one might expect and as it should be for practical use.
Također se pokazalo da softverska industrija ne potiče kompatibilnost računalnih programa, već strategiju razvoja usmjerenu na uspješniju prodaju vlastitih proizvoda.
Simulation software
Računalni program za simulaciju
The users appreciated general software functionalities of simulation tool kits.
Sudionici su prepoznali koristi povezivanja BIM modela s računalnim alatima za simulaciju.
Lacking software knowledge, however, led to lower confidence in the validity of the results.
Nedostatak poznavanja računalnog programa (softvera) može utjecati na povjerenje u valjanost rezultata.
Administrative issues
Administrativna pitanja
The value of interdisciplinary BIM courses
Vrednovanje interdisciplinarne izobrazbe o BIM-u