natgillin/translations-raw huggingface dataset:
A further aim was to establish an interdisciplinary BIM collaboration platform, and hence to embed this emerging technology into the curricula, advancing the planning practice through adequate education of future planners. 
Drugi cilj bilo je uspostavljanje interdisciplinarne BIM platforme za suradnju, a potom ugrađivanje te tehnologije u nastavne planove i programe, te unapređenje prakse uvođenjem prikladne izobrazbe budućih projektanata.
The focus of our research, as presented in this paper, is on the evaluation of people- and process-related issues of BIM usage in building design. 
Ovaj rad prikazuje rezultate istraživanja o utjecaju ljudskih i procesnih faktora na primjenu BIM-a u projektiranju u arhitekturi i građevinarstvu.
The remainder of this paper is structured as follows: the stateof-the-art literature on BIM in teaching is briefly reviewed in Section 2. 
Na temelju uvida u istraživanje usvajanja BIM-a mogu se identificirati ključni faktori za poboljšanje primjene BIM-a u središnjoj europskoj regiji.
Section 3 presents the research design of the explorative study and the interdisciplinary design studio for BIM teaching. 
2. Eksperimentalno istraživanje u području izobrazbe o BIM-u
Section 4 describes the focus group interviews and the qualitative and quantitative content analysis, which were the methods used to gather feedback on the interdisciplinary BIM course, and to evaluate this data. 
S obzirom na to da BIM predstavlja relativno novu tehnologiju u građevinskom sektoru, te zbog prepreka poput dugog trajanja projekata, zaštite podataka i korporativnih politika, uvriježena je praksa da se izobrazba o BIM-u provodi putem studentskih eksperimenata.
Section 5 presents feedback from the participants, and Section 6 concludes the paper by summarizing its findings and discussing future research based on the lessons learned from both the design studio and focus 
Poerscheke i suradnici [16] organizirali su multidisciplinarno projektno istraživanje u kojemu timovi studenata (arhitekture, urbanizma, konstrukcije, strojarstva
Furthermore, suggestions for practical adoption of BIM are given. 
i elektrotehnike) rade na gotovom idejnom projektu škole.
Poerscheke et al [16] conducted a multi-disciplinary design class (architecture, landscaping, structural engineering, construction, mechanical and electrical engineering), in which students work with a given pre-design of an elementary school. 
Zaključeno je da su BIM i simulacijski alati korisni za poboljšanje analiza i sinteza, ali ne povećavaju kreativnost niti stvaranje novih ideja, na što pozitivno pak utječe interdisciplinarna suradnja.
This study also utilizes given preliminary projects. 
Istraživanje se također koristi danim preliminarnim projektima.
Students of various disciplines perform cost estimation, thermal simulation, and acoustic analysis, using a common model via an IFC model server. 
Studenti pojedinih struka izrađuju procjene troškova, simulacije toplinske energije i analize buke primjenom poznatog modela na serveru.
This study was carried out in 2004/2005, at the time when technical possibilities of the main modelling tool ArchiCad and the supported IFC version were still rather limited. 
Navedeno istraživanje je provedeno 2004/2005. godine, u vrijeme kad su tehničke mogućnosti glavnog alata za modeliranje Archicada i podržavajućeg IFC sučelja bile ograničene.
Since then, many of the addressed problems, such as versioning, have been solved. 
Otada su mnogi problemi, kao nekompatibilnosti verzija samih alata, riješene.
Dossick et al [19] focus on the analysis of communication and creation of new knowledge in spatially distributed student teams that collaborate in virtual environment on compiling 4D, scheduling and organizational analysis. 
[19] svoja su istraživanja usmjerili na analizu komunikacije i stvaranje novog znanja u prostorno distribuiranim studentskim timovima, a koji surađuju u virtualnom okruženju i izrađuju 4D projekte, vremensko planiranje i organizacijske analize projekata.
In their study, modelling in real time supported messy talk, and therefore increased creativity. 
Prema njihovom istraživanju, modeliranje u realnom vremenu pojačava i podržava nesređene razgovore i rasprave te tako povećava kreativnost.
Tsai et al [21] measured the time-effort needed to model a structure based on 2D drawings, and the efficiency of data transfer from a BIM model to scheduling software. 
[21] mjerili su potrebno vrijeme i napor za modeliranje projekata baziranih na 2D crtežima te učinkovitost prijenosa podataka iz BIM modela u programske pakete (računalne programe) za vremensko planiranje projekata.
For this study, students modelled real projects in order to gain an insight into resource planning while using BIM tools. 
Za potrebe tog istraživanja studenti su modelirali stvarne projekte kako bi dobili uvid u planiranje resursa uz primjenu BIM-a.
This review of the state-of-the-art in BIM teaching reveals that the early design stages remain an underexplored topic. 
Analiza relevantne znanstvene literature pokazuje da u izobrazbi o BIM-u nisu dovoljno zastupljene rane faze projekta odnosno projektiranja.
Either prefabricated building models (prototypes) or later phases of projects - when the architectural design is already completed, were investigated in the above presented studies. 
U prethodno spomenutim istraživanjima primjenjivani su predgotovljeni građevinski modeli, ili su se razmatrale kasne faze projekta - kad je arhitektonsko projektiranje (idejni projekt) bilo gotovo završeno.
earliest stages of a project, when the initial design evolves and the first joint model is created in a collaborative way. 
Vrlo je malo istraživanja provedeno na ranijim fazama projekata, uključujući inicijalnu fazu projektiranja temeljenu na interdisciplinarnoj suradnji.
3. Research and Course Design 
3. Istraživanje i izrada obrazovnog sadržaja
In order to promote and simultaneously evaluate the use of BIM tools in the AEC practice, we organized an interdisciplinary design studio called "Interdisciplinary Design Concepts using Building Information Modelling". 
Da bi se predstavila i ujedno ocijenila iskoristivost BIM alata u arhitektonskoj, inženjerskoj i građevinskoj industriji, organizirano je interdisciplinarno projektno istraživanje pod nazivom Interdisciplinarni koncept projektiranja uz primjenu BIM-a.
The studio had two focuses: integrated design in a multi-disciplinary setting, and the use of BIM tools with a special emphasis on interfaces and new functions. 
Istraživanje je imalo dvije svrhe: integrirano projektiranje u multidisciplinarnom okruženju i iskoristivost BIM alata s posebnim naglaskom na prenos podataka i nove funkcije.
The study was a part of the research project "BIM_ sustain" funded by the Austrian Research Promotion Agency and by the participating BIM-software vendors and developers. 
To je istraživanje dio istraživačkog projekta Održivi BIM koji je financirala austrijska Agencija za promoviranje istraživanja suradnji sa BIM softverskim tvrtkama i industrijom.
The study consisted of two interdisciplinary BIM courses conducted in the winter terms of 2012/13 and 2013/14. 
Sastojalo se od dva interdisciplinarna BIM kolegija u zimskim semestrima 2012/13. i 2013/14.
After the first year, the student feedback and the experience of the teaching staff were evaluated, and the design of the course was adjusted according to the lessons learned. 
Godinu dana nakon uvođenja kolegija, ocijenjene su povratne informacije studenata i iskustva predavača, nakon čega su kolegiji prilagođeni i poboljšani naučenim lekcijama u odnosu na prvotne verzije.
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).