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International Journal of Construction

Education and Research
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Interoperable Learning Leveraging

Building Information Modeling (BIM) in
Construction Education
a

Caroline Clevenger PhD , Scott Glick PhD, LEED AP & Carla Lopez
del Puerto PhD
a

Colorado State University, Fort Collins, Colorado

To cite this article: Caroline Clevenger PhD , Scott Glick PhD, LEED AP & Carla Lopez del Puerto
PhD (2012) Interoperable Learning Leveraging Building Information Modeling (BIM) in Construction
Education, International Journal of Construction Education and Research, 8:2, 101-118, DOI:
10.1080/15578771.2011.647249
To link to this article: http://dx.doi.org/10.1080/15578771.2011.647249

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International Journal of Construction Education and Research, 8:101118, 2012

Copyright # Associated Schools of Construction
ISSN: 1557-8771 print=1550-3984 online
DOI: 10.1080/15578771.2011.647249

Interoperable Learning Leveraging Building

Information Modeling (BIM) in
Construction Education
CAROLINE CLEVENGER, PhD, SCOTT GLICK, PhD,
LEED AP, AND CARLA LOPEZ DEL PUERTO, PhD

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Colorado State University, Fort Collins, Colorado

The authors, faculty members in the Department of Construction Management at
Colorado State University, collaborated with industry to develop three interactive,
pilot Building Information Modeling (BIM)-enabled educational modules designed
to support and enhance spatial understanding, interoperability, and communication
within construction education and training. The first module highlights masonry
construction sequencing, the second highlights the cross-disciplinary aspects of structural analysis, and the third provides bilingual safety-training by integrating voicenarration and site specific 3D visualization. The initial development, implementation,
and assessment of the three modules indicate that their use is beneficial to students
and professionals, and that more research is merited. The paper previews the modules and presents preliminary lessons learned from their development and pilot
implementations.
Keywords building information modeling (BIM), construction education,
problem-based learning, spatial cognition, visualization

Introduction
Construction management (CM) professional practice, construction education, and
workforce training are evolving due to changes in regulation, financing, product
choice, information delivery, and knowledge transfer. Professional practitioners
typically build projects that combine complexity with tight schedules and budgets
using workforces diverse in culture, language, training, and communication skills.
With regard to workforce preparation, CM education is subject to many of these
same pressures. It is not uncommon to find non-traditional or second major students
in the classroom or, on the jobsite, to find workers from various cultures speaking a
wide spectrum of native languages. Coupling this diversity with increasing need for
cross-discipline integration, varied levels of construction experience, and multigenerational audiences poses unique and complex challenges for CM educators trying
to prepare tomorrows CM workforce.
Construction education traditionally uses experiential learning to assist in the
delivery of course content that requires spatial cognition and visualization. However,
Address correspondence to Caroline Clevenger, PhD, Colorado State University,
Construction Management, 1584 Campus Delivery, Fort Collins, CO 80523, USA. E-mail:
caroline.clevenger@colostate.edu

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spatial abilities not fully developed may compound and have lasting negative
impacts on CM students, particularly on those without prior construction experience. If students cannot visualize building system components and their spatial relationships, they may remain at a disadvantage to their peers. Kolb (1984) motivated
experiential education by defining learning as the process where knowledge is
acquired through the transformation of experience. One of the many benefits associated with experiential education in CM coursework is the ability to learn how to
think conceptually about building system components, their geometric relationships
and how they interact to form a complete and viable structure.

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Purpose
In an effort to meet these challenges, CM educators at Colorado State University,
Department of Construction Management are promoting the use of 3D visualization
and Building Information Modeling (BIM) to help teach core construction concepts.
Our hope is that such technology might serve as an effective supplement or classroom proxy for experience while enhancing and developing critical thinking skills
in students. This paper presents initial findings and lessons learned from the development and implementation of educational modules leveraging 3D visualization
and BIM. The objective is to test the possibility of using the 3D interface of BIM
to create stronger learning platforms to help students and workers better visualize
and develop a more comprehensive understanding of construction processes. Three
modules were developed: the first two are designed for direct classroom application
to further specific course objectives. These modules focused on masonry construction sequencing, and the incorporation of cross-discipline structural engineering
and construction management analysis. The third module, a bilingual safety-training
module, is intended to aid construction companies that provide on-site worker
education.
This research documents the development of three educational modules as well
as the pilot implementation of the masonry construction sequencing module. Future
research will focus on the development and implementation of assessment techniques
to further gauge the impact of these educational modules across construction
education.

3D Models in Construction Education

Literature indicates the teaching of spatial relations has declined in engineering curriculum requirements (Sorby & Baartmans, 1996). No consensus exists in research
regarding the ability to teach visio-spatial ability or to enhance it through practice
(Lord, 1985). Deno (1995) suggests that part of the failure rate of first-year engineering students at Ohio State is associated with the students lack of spatial abilities.
Deno (1995) further suggests that spatial abilities are integral to the understanding
of the physical sciences and critiques the use of 3D models for teaching spatial relationships. Leopold et al. (2001) looked at the mental rotation test, the mental cutting
test, and the differential aptitude test in engineering programs. For this research, the
authors used a pre- and post-test with intervention format in their study, which indicated that students with poorly developed spatial skills underperformed in a number
of areas.

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Olkun (2003) stated that spatial relations are necessary for any field requiring
scientific thought and argues that math curriculums in geometry (grades 5 through
8) neglect to teach 3D views, prohibiting opportunities for improvement. Strong
and Smith (2002) identify establishing the effects of computer technology on spatial
visualization skills and the subsequent measurement of these skills as an up and coming field of research. In general, preliminary research shows that visualization may
enhance the students or workers ability to conceptualize and understand construction concepts. As future construction managers, students will need such skills to
effectively manage information and communicate with others.
Models are widely used in the construction industry today ranging from full
scale mock-ups to geometric 2D or 3D models to reliably test and communicate
design intent. While virtual 3D models lack the physicality of an onsite mock-up,
they significantly improve the level of communication and comprehension among
viewers over 2D models. Three dimensional models represent depth, height, and
width by using x, y, and z axes. Such models can be scaled and rotated to meet user
viewing preference or requirements and provide continuous views from any angle.
BIM is increasingly being used to communicate a variety of information and transformations to multiple stakeholders in a readily accessible visual format. BIM is a
term first coined by architect Jerry Laiserin to describe three dimensional (3D),
object-oriented, architecture, engineering, construction (AEC)-specific computeraided design (CAD) (Davis, 2003). BIM is efficient and visual. Database efficiency
allows BIM information to be stored centrally, updated quickly, and accessed by
multiple stakeholders. The visual aspect of BIM allows a 3D model to represent a
building based on the information in various databases.
Opportunities for BIM in Construction Education and Training
To keep up with industry and provide students needed skills, construction education
is increasingly utilizing 3D models for both visualization and information sharing
purposes. For example, traditional structures classes in construction management
use pencil diagrams to denote and distinguish the properties of a roller, versus a
pin (Figure 1a), versus a fixed connection. At many leading programs, educators also
have access to fabricated steel sculptures, to provide material demonstrations of
common steel connections (Figure 1b). This allows students not only to touch
and feel, but also to directly experience steel connections in 3D. A limitation is that
access to a steel sculpture is limited to laboratory use. In addition, the sculpture is

Figure 1. Illustrates complementary demonstrative teaching techniques. A) a traditional line

diagram, used to represent a pin connection; B) a materially constructed steel pin connection,
viewable in a static instructional sculpture; C) a three-dimensional computer model of a pin
connection, capable of analysis and continuous viewing by multiple disciplines (i.e., CM
and structural engineering).

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fixed and unalterable. Supplemental 3D computer models are increasingly being

used to explore, visualize and analyze the fundamentals of a pin connection in an
editable and analyzable 3D-BIM format (Figure 1c). Benefits of the 3D models
include: expanded and remote access, interactive viewing using fly-throughs, and
rotatable, data-rich models. Using 3D modeling software students can be easily
exposed to a range of analyses across engineering and construction disciplines.
Using BIM in construction education provides an opportunity to demonstrate
the cross-disciplinary nature of the building industry to students by creating a learning environment that can be used for multiple analyses. For example, structural engineers (SE) and construction managers play tandem roles in real-world design-build
projects. Today design-build is an iterative process where SEs and CMs interact
regularly to share information related to constructability, scheduling, and cost.
Professionals share common models for multiple purposes. Similar opportunities
exist to use 3D models in the academic setting for visualization and analysis by multiple students highlighting the available range of geometric as well as informational
perspectives.
Another important opportunity supported by the use of BIM in the classroom is
increased educational outreach. As classrooms and real-world construction sites
become more diverse, effective training of minority construction workers is a growing concern. The potential for visualization and simulation to aid in safety to facilitate bilingual and multi-cultural training is significant. BIM increasingly is being
used by AEC professionals to produce, analyze and manage design and construction
information. Many times, however, the models used to generate this information are
not being shared directly with on-site workers (Mourgues & Fischer, 2008), and, in
particular, the findings are not being communicated effectively to non-English
speaking laborers. This shortcoming represents a significant opportunity to use 3D
visualization and interactive, non-verbal simulation enhanced learning to facilitate
training. Leading general contractors are already using BIM visualization and analysis techniques to greatly enhance safety programs both during pre-planning and construction phases (Lopez del Puerto & Clevenger, 2010). Much opportunity exists for
academia and industry to partner to use professionally modeled BIMs in either professional or academic training modules where learning objectives can easily be
customized to a project or intended audience.

Module Development
3D models provide an enhanced opportunity to teach and communicate. A primary
challenge for educators using such techniques is the logistics of introducing, implementing and maintaining software platforms in the construction management classroom. Information Technology (IT) departments across universities struggle to serve
the variety of complex and evolving classroom needs with the limited resources
available. Even when sufficient technical support exists, for many faculty members
learning and remaining current with BIM software presents an unattractive and intimidating additional responsibility.
To meet this challenge, the authors elected to create the BIM educational modules using Adobe1 Captivate1 5 software (Adobe, 2010). This program is capable of
creating a rich electronic learning experience using software demonstrations, interactive simulations, branching scenarios, and quizzes outside the original, native software platform. Once created using the native BIM software, the published products

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are stand-alone, software independent, and executable using an Abode flash player
or an internet browser. Such an approach, once the training modules are created,
relieves professional educators of the burden of native software management and
training thus addressing one of the major obstacles facing educators wishing to
implement BIM in the classroom. In addition, these stand-alone, viewable modules
relieve the student of the need for direct access to potentially expensive software and
computer equipment, as well as provide the opportunity for remote, 24=7 learning
environments accessible through the WorldWideWeb. Once published, the educational material supports a range of formats including on-line or in-class delivery.
Adobe1 Captivate1 5 software can also track student responses when they interact
with the software, thereby making automated student assessments possible. Such
features are capable of tracking both correct and incorrect entries. Scores can be
recorded directly through a web-based learning environment or saved and emailed
to the instructor.
The development of these modules collaboratively between industry and academia enabled the leveraging of state-of-the-art modeling skills and real-world case
studies with the unique teaching expertise provided by educators. To test this opportunity the authors developed three pilot educational modules.
Construction Sequencing Educational Module
The first educational module focuses on teaching construction sequencing. The
authors used a professionally created 3D visualization of a brick veneer wall
mock-up for content. Mortenson Construction had created the Sketch-up model
to provide specific multi-story masonry construction sequencing instruction to their
sub-contractors on the job-site. As a company they are beginning to routinely
develop virtual mock-ups to complete construction detailing prior to building full
scale-mock-ups to test constructability and save time and money. They also use virtual mock-ups for safety demonstrations and analysis of scaffolding sequencing (see
Bilingual Safety Training Module Section).
The authors research team divided the professional Sketch-Up model into individual frames prior to exporting it to Google Layout. Layout is a software platform
that allows for the capture of screen shots for enlargement, rotation and flipping
within their frames. The researchers manipulated the model into the most ideal
views for the chosen sequence and desired detail. The construction sub-assemblies
slides were then edited and labeled (Figure 3a, b). The ability to rotate the individual
slides allowed particular details of the mock-up wall to be displayed. An example of
the importance of these features includes horizontal joint reinforcing used to
strengthen the mortar joints (Figure 3d). Without the ability of the modeling software to rotate the 3D image, such detail would be lost as it is in a typical 2D architectural elevation view. A self-grading test format was chosen for this project to
provide immediate test score feedback to the student (Figure 3c). When the correct
construction sequence is chosen by the students, the program displays the correct
construction sequence by activity; i.e., foundation first, stud wall, sheathing, moisture control, masonry veneer, etc. This reinforces the students choice in a visual manner while the student is able to view the 3D visual sequencing of the assembly.
Curriculum designers have the option of inserting both audio and visual instructions for the students as well as action activated videos and pop-ups. In this module,
the audio function was added as a voice-over to the written instructions on the first

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Figure 2. 3D model of parapet top cap of the masonry wall virtual mock-up (Mortenson
Construction).

Figure 3. Example content from the construction sequencing teaching module, including: a)
Four assembly elements presented with roll-over on Wall Assembly showing the thumbnail
depiction. b) Four assembly elements presented with two dragged and dropped; Continuous
Moisture=Air Barrier thumbnail shown c) Student results d) Complete video sequence played;
close-up of steel lintel re-enforcement detail shown.

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slide. The written instructions informed the students that they were viewing a list of
out of sequence construction steps shown as components. Students were then asked
to correctly sequence the assembly of the masonry veneer wall system. Visual cues
were provided when the students rolled over the title of individual assembly elements. Due to a restriction in Captivate1 5 (i.e., size of images) the number of
assembly stages portrayed on a single slide was limited to four. Figure 3a and b show
a two part question, each consisting of a sequence of four assembly stages to be
dragged and dropped by the students into the proper sequence on the right hand side
of the slide. In each question the students are allowed three chances to properly
sequence the wall construction. In either question the third sequencing failure automatically advances the student to the next section. After completing both sequences
the students are shown their score.
Structural Analysis Educational Module
A second module was developed provide the opportunity to teach students in the
departments of construction management and civil engineering about the integrated
nature of information used to design and construct buildings. The module uses interactive exercises to engage students and requires them to perform basic structural calculations and information gathering exercises related to their discipline. It also
allows them to view the calculations and techniques used by other disciplines. The
learning objective was to encourage fuller understanding of the diverse and interrelated construction processes by illustrating how information in structural models
is used in practice by multiple disciplines. A professionally developed BIM provided
by KL&A, Inc. was used as the basis for this educational module (Figure 4).
Through manipulation of the professionally developed BIM (Figure 4), the educational module presents a basic overview of BIM software related to structural elements, highlights standard modeling capabilities and information available for both
disciplines, and shows the interoperability capabilities between BIM software and
analysis programs (e.g., Revit Architecture and Revit Structures). Figure 5 is an
example of a students view in the demonstration portion of the educational module.
Here students are shown how to extract information from the BIM including
material properties or take-off quantities and told how this information is relevant
to both construction managers and structural engineers.

Figure 4. View of the 3D model that forms the basis for BIM-based teaching demonstration
and assessment for both SE and CM students (KL&A).

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Figure 5. Drop-down menu simulating Revit Structures as used by SE students to select the
correct beam size.

In addition to the common demonstration piece of the module, two independent

assessment (assignment) pieces were created and tailored to teach either SE or CM
students. In the example depicted in Figure 5, both sets of students are shown beam
sizing, in this case a W12  19, during the BIM demonstration video. However, only
the SE students interact with this menu during their custom assessment phase of the
module. CM students have a separate related menu and different assessment activity.
In the SE assessment, students click on individual beams, determine the actual length
of the beam, and calculate forces applied to beams based on specific loads and tributary area. The students then enter the calculated information into the beams
properties dialog box. Students also compute several values regarding particular connections of steel beams to steel girders. In the CM assessment, students create a schedule of the beams selected in a specific area of the model. They are asked questions
about the specific construction sequence necessary to construct the structure. They
use the BIM software to query and filter beam properties as necessary to perform
material, cost and constructability analysis. For example, beam sizes, weights, and
costs are queried, calculated and totaled. Students then answer several questions
regarding the schedule they created and the quantities and costs determined.
Figure 6 shows an example of the schedule they create within Revit Structure.
In professional practice, SEs primarily focus on specifying loads, designing
beams and connections, and the structural performance of the building as a whole.

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Figure 6. Example material schedule that CM students create as it relates to beam size
selection (Figure 5).

By contrast, CMs generally concentrate on material quantities, cost, constructability, construction sequence and schedule. The implementation of BIM technology in
this educational module effectively teaches students in both fields about the interrelation of information required throughout the building delivery process. Traditional curriculum for SE students does not address issues of constructability or
economy of size in either lecture or coursework. Traditional CM classes while more
applied with regard to surveying, estimating, scheduling and management are generally focused on basic concepts and material properties related to structures and
not the engineering details. Academically today, neither discipline fully addresses
the information exchange necessary between disciplines to construct real-world
projects.
By providing an interactive e-learning environment where students have access
to 3D visualization and associated property databases (i.e., size, material properties,
cost, etc.), the educational module provides an enhanced platform for teaching. In
this environment students have the capability to view the design and the structural
sub-component beams and connections in the virtual world to develop a greater
understanding of the properties of single elements as well as a more complete understanding of how the building systems fit together as a whole. In executing the educational modules, students gain practice in their disciplines respective skills, and
also develop an understanding of the role and responsibilities of other disciplines.
In our example, providing students the capability to visualize a pin connection
within the context of an entire building model improves their understanding of
how the connection works as well as how engineers and construction managers need
to work together. The goal is to have students develop an appreciation and buy-in
of the importance and relevance of the other disciplines and not to think of their role
in isolation. While no formal data has been gathered to date about the effectiveness
of this educational module, initial feedback from other faculty in the Department of
Structural Engineering has been sufficiently positive to have them agree to test it
upcoming Steel Structures courses.

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Figure 7. Example audio and visual description of basic education on OSHA laws and workers rights provided in the safety training module for Hispanic workers.

Bilingual Safety Training Module

The third module is intended to promote training and communication among diverse
team members. The module focuses on the relationship of construction sequencing
to essential engineering and administrative safety controls. It is both visually and
audibly annotated with narrative to enhance the learning environment. In addition,
it leverages interactive, 3D viewing environments to reduce the amount of verbal
description required to produce common understanding.
In this module, sequences of scenes from Google Sketch-up are used to illustrate
discrete construction stages using 3D animation. Associated with each of these stages
are required or recommended safety practices and procedures. Again Adobe1
Captivate1 5 software was used to capture this information. Written annotation

Figure 8. Animated sequence of 3D visualizations narrated in Spanish used to illustrate

construction sequencing and associated safety controls.

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Figure 9. Job-site 3D visualization using roll-over feature to activate Spanish words and
audible narrations to highlight construction layout and safety controls on the job-site.

as well as digitally recorded voice-over or text-to-voice automated narration was

added to enhance the software viewing. While the automated text-to-voice feature
increases ease of development through text editing and seamless translation into
multiple languages, the authors chose to rely on digitally recorded voice-over by a
native Spanish speaker to increase the comprehensibleness of the instruction. In creating the visual and accompanying audio content of the safety training module, the
authors followed the guidelines developed for educational materials targeted to Hispanic workers (Brunette, 2005). Adherence to and execution of these guidelines is
outlined in the Appendix, Table 1. Figures 7, 8, and 9 provide additional information
and examples that demonstrate the implementation of these guidelines through a
range of approaches.
The next phase of research on this module will consist of pilot testing these
various techniques with Spanish speaking construction workers. Construction companies with established relationships with the Department of Construction Management at Colorado State University will provide access to jobsites to conduct pilot
testing. In addition, the authors have been awarded funds from the United States
Agency for International Development (USAID) to develop and implement a green
construction training program for laborers in Tijuana, Mexico. The authors will
adapt and utilize the 3D visualization modules to enhance safety training in Mexico
and will use the opportunity to further test the modules effectiveness.

Feedback and Discussion

Construction sequencing, structural analysis, and bilingual safety training are diverse
topics aimed at varied populations within the construction industry. The educational
modules created by the authors are intended to help students or workers access

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project information, and understand its relevance to the building process. The modules also simulate the experience of navigating BIM software to find information. To
date the macro benefits of using 3D BIM educational modules include: better communication of complex ideas, increased faculty and students interaction across
departments and disciplines, and opportunities to reach broader audiences. Specifically, students manipulate construction details, learn the roles and responsibilities
of other disciplines, and get job-site specific information in multiple formats and
languages.
While more formal assessment of the impact of these modules on learning will be
part of future research, 88 students in the core level Materials and Methods construction management class at Colorado State University were given the construction
sequencing module as a homework assignment in April, 2011. Following completion
of the assignment 81 out of 88 students completed a survey (92% response rate).
Initial feedback is promising. Highlights include:
When asked, if they would like to see more of these types of exercise used in the
class 80% said yes while only 20% said no.
. When asked, after completing the homework assignment on masonry construction, which best describes your level of understanding, 62% of the students
responded either slightly better or much better than before, 33% of the
students responded, the same as before with only 5% of the student responded
either slightly worse or much worse than before.
. When asked, identify the level of impact you think the use of three dimensional
(3D) models could have on your understanding of complex course material in the
class, 52% responded either high or very high impact, 41% of the students
responded, some impact, while only 7% responded either limited or no
impact.
.

Students experienced some technical glitches while interacting with the pilot construction sequencing module that may have impacted their responses. For example,
if the student completed the homework assignment once and wanted to restart, the
assignment would not fully reset, but instead would only allow part of the assignment to re-play. Survey results included a question on difficulties experienced.
Sample feedbacks included, Was not easy to pause; Unclear directions on how to
drag the terms to the answer box; No indications if some of the parts were right when
the overall answer was incorrect.
Based on the authors experiences developing the educational modules, additional current limitations include: 1) lack of customization as assessment tools.
For example, randomization of assignment inputs could allow each student to complete unique assignments. This would encourage study groups and collaboration
while eliminating copying. 2) lack of ability to track the number of attempts it takes
the student to successfully input the fill-in-the-blank answer sequence. Specifically,
no record can be created of number of times greater than two that a student
attempted an answer prior to successful completion.
While many improvements can be made to the educational modules to increase
usability and assessment quality, overall student and teacher feedback suggests that
further development is worthwhile. In addition, initial feedback from industry has
been positive and suggests that these educational modules can be used by industry
to enhance learning and provide project specific core content irrespective of language
and cultural barriers.

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Conclusions and Future Research

The three BIM-based cross-curriculum educational modules developed and presented in this paper are only a few examples of the many opportunities that exist
to integrate BIM technology into construction related education and training.
Additional related research, for example, may be used to train students or workers
in BIM technologies related to the Mechanical, Electrical, Plumbing and Fire Suppression systems and Energy Modeling disciplines (Clevenger et al., 2010). Future
work will include expanding the capabilities of existing modules and the creation
of additional modules to further connect multiple construction related disciplines
and diverse audiences. This will provide students or workers a wider variety of interdisciplinary training opportunities that can better prepare them for the work force.
The goal is to leverage such educational modules to enhance students or workers
comprehension of the complexity of the professional management across the construction industry. Significant need for such research exists.
For example, while research exists highlighting the opportunities to use BIM as a
tool in designing for safety (Ku & Mills, 2010. Gambatese, 2004), little research exists
which assesses opportunities to use BIM to improve safety training material. Where
language barriers exist the superior visualization opportunities afforded by BIM are
relevant to developing safety training materials. As a 3D visualization tool, BIM can
enhance communication and understanding of safety related issues related to areas
including scaffolding, equipment use, tie-off, and a host of other job specific needs. This
paper outlined how audio and visual annotations can be used to advance safety training
material following the guidelines for educational materials targeting Hispanic workers.
Looking at construction education in general (Clevenger et al., 2010), such educational
modules have the potential to provide positive outcomes for a range of target groups:
professionals, students, and Hispanic workers. By successfully helping students reach
mastery levels of learning relating to specific jobsite and classroom situations, risk
management outcomes will improve by using more effective training methods.
Future research will further develop assessment tools and evaluate associated
challenges and opportunities. Considerations include: the number of attempts students or trainees will have for each assignment, which score will be recorded, limitations of the institutions online delivery system, and the relationship between the
number of attempts and student understanding at the mastery level measured on a
final examination. Once these considerations are fully synthesized, there is potential
to place these homework modules directly on the internet or universities
inner-campus virtual learning environment. This will provide students with 24=7
access to their homework and training material making their use more user friendly.
The measurement attributes of Captivate1 5 allows both teachers and students to
analyze assignment and overall class scores anytime. Such e-learning platforms
should allow CM instructors or workforce trainers to add a modeling component
to their existing syllabus or training material with only limited modifications.
Future research will provide opportunity for comprehensive outcome measurement including longitudinal studies of a group of students throughout their CM education to better understand the long term implications of the use of 3D models in
construction education. The involvement of industry partners also provides research
opportunities to focus on safety training improvements in the trades which may
result in increased productivity and material savings. The initial assessment of the
safety focused training module suggests 3D visualization can be an effective tool

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to train diverse populations if appropriate guidelines are identified and followed

relating to language and culture. Following guidelines developed for educational
materials targeting Hispanic workers, the method is likely to be highly effective
across language and culture. We believe that using 3D visualization to train construction workers meets the intent of the standards policy statement memorandum
issued by OSHA (OSHA, 2010). Furthermore, if detailed 3D models are already
being developed for a project, a customized safety training program does not require
a significant amount of additional work. Companies will likely increase their workers safety awareness and reduce the number of accidents in their jobsites by using
3D models to provide better safety and construction processes training. Similar to
the homework modules, future developments in safety modules will depend on
worker and industry feedback relating to the content of the BIM models, interactive
content, and assessment materials. By using BIM to show sequencing, 4D animations can be created to illustrate certain safety strategies; a method superior to current static visualizations. The ability of BIM enabled training to store information
on worker interaction with the model is important in assessing the overall effectiveness of the material presentation and worker knowledge.
The initial development, implementation, and assessment of the three modules
indicate that their use is beneficial to student and professional user groups. Continued assessment, development, refinement, and expansion into new knowledge areas
will take time and provide research opportunities for researchers and industry alike.
Continuing partnerships between educators and industry will yield the greatest outcome improvements for 3D BIM module development and implementation to help
students, workers, and CM professionals achieve mastery level of understanding,
and to move CM education and the construction industry forward.

Acknowledgments
The authors thank KL&A, Inc. for providing a building information model for use
in the prototype educational module integrating structural engineering and construction management. The authors thank Mortenson Construction for generous and
expert support of the research involving BIM and safety. Project examples and illustrations regarding BIM and safety were provided and discussed by Ricardo Khan.
Ricardo Khan is an Integrated Construction Manager and leads the development
of new processes for virtual design and construction for Mortenson Construction
in Minneapolis, Minnesota. Eric Richards and Dale Porter were Colorado State
University graduate students who were primarily responsible for the technical set-up
and development of the modules. Finally, the authors would like to acknowledge the
contributions of The Institute for Learning and Teaching at Colorado State
University for its help in implementing Adobe1 Captivate1 5 in the creation of
all of the educational modules.
Parts of this paper are based on the following previously published conference
proceedings:
Clevenger, C., Lopez del Puerto, C., (2011). Using 3D Visualization to Train
Hispanic Construction Workers, 47th ASC Annual International Conference
Proceedings, Associated Schools of Construction, Omaha, Nebraska, pp. 311316.
Glick, S., Clevenger, C., Porter, D., (2011). Integrating 3D Models in Construction Management Education: Masonry Interactive Homework, 47th ASC Annual

Building Information Modeling in Construction Education

115

International Conference Proceedings, Associated Schools of Construction, Omaha,

Nebraska, pp. 265261.
Richards, E., Clevenger, C., (2011). Interoperable Learning Leveraging Building
Information Modeling (BIM) in Construction Management and Structural
Engineering Education, 47th ASC Annual International Conference Proceedings,
Associated Schools of Construction, Omaha, Nebraska, pp. 9196.

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Health: Targeting Hispanic Workers in the Construction Industry. Journal of Family
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sh-17792-08/falls_spanish_r6.pdf
OSHA 2 (n.d.). [WWW document]. URLhttp://www.osha.gov/Publications/osha3165.pdf
Sorby, S., & Baartmans, B. (1996). A course for the development of 3D spatial visualization
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Appendix

Table 1. Implementation of Brunnettes guidelines to develop educational material

for Hispanic workers as applied to an interactive teaching modeling on construction
safety using BIM
Guideline

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Use a native-speaking Spanish

translator who has in-depth
knowledge of the topic.

Have Hispanic trainers who are

native speakers and provide
Spanish-language training.

Use generic, standard Spanish.

Include basic education on OSHA

laws and workers rights to safe
and healthy conditions of workers
in the training program.
Use of language that is familiar to
the workers.

Implementation in educational material

Carla Lopez del Puerto, PhD is an
Assistant Professor of Construction
Management at Colorado State
University where her main research area
is construction safety management. She
is an Occupational Safety and Health
Administration (OSHA) outreach
trainer and has trained over 500
students and professionals about
construction safety. She is a native
Spanish speaker and oversees both the
technical and linguistic accuracy of the
training narration.
The animation is narrated in Spanish and
by a native Spanish speaker with a
limited amount of text regarding OSHA
regulations, written in a manner that
Hispanic construction workers with a
low education level can understand.
OSHAs English-to-Spanish and
Spanish-to-English dictionaries were
used in script development to ensure
that the material developed in this
project uses generic Spanish terms
approved by OSHA.
As shown in Figure 1, the 3D
visualization model included
information about OSHA regulations
and workers rights.
Hispanic construction workers in the
United States often use construction
terms that are neither in Spanish nor in
English but in Spanglish. For
example, the word for forms that is used
in Mexico is cimbra. However, many
Hispanic construction workers in the
US use the Spanglish word forma.
When we encountered a word that is
(Continued )

Building Information Modeling in Construction Education

117

Table 1. Continued
Guideline

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Keep materials at a limited literacy

level.

Use plenty of clear and realistic

illustrations, graphics and
photographs.

Deliver educational and training

program in a learner-centered
environment.

Implementation in educational material

commonly referred to in Spanglish, we
provided both the Spanish and the
Spanglish translation where possible
and appropriate in both the written
annotations and the verbal narration.
We keep these annotations and
narrations appropriate for a limited
education level.
One of the main advantages of using 3D
visualization is the use of multiple
modalities to train workers with a
limited literacy. The training module
includes both written and spoken
directions. Workers who have limited
literacy can complete the training
without needing to read the directions.
Visual learners who are proficient in
literacy benefit by reading the directions
in addition to hearing them.
Since 85% of people learn by sight,
visualization is critical to enhance
learning in physical sciences like
engineering or construction (Sorby &
Baartmans, 1996). 3D visualization
capabilities of todays software
packages are outstanding and facility
accurate and detailed representation in
a process referred to as virtual design
and construction (VDC). Industry and
academia alike recognize that 3D
models provide a robust environment
for exploration and visualization. Here
the authors use the professionally
developed Google Sketch-up model
illustrating a construction sequence as
the fundamental content of the safety
training module (Figure 2).
The Adobe1 Captivate1 5 platform
supports interactive e-learning
environment capable of providing
demonstrations, interactive simulations,
branching scenarios, and quizzes
outside the original, native software
(Continued )

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C. Clevenger et al.

Table 1. Continued
Guideline

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Conduct pilot tests with a subset of

Hispanic workers.

Establish a continuous evaluation

process

Implementation in educational material

platform. While not all of these features
are currently incorporated in the safety
training module, the module is learner
centered. Future research will work to
further customize these learning
environments and include learning
assessment features in multiple
languages.
In future research, we plan to conduct a
pilot test with 30 Hispanic workers. We
will give participants a short-assessment
about their level of understanding about
the construction process and safety
awareness at the end of the module. We
will empower participants to have an
active participation in the project by
making suggestions and
recommendations on ways to make this
training program successful.
The training program will be reviewed by
industry experts to ensure that the
content is accurate. The training
program will also be reviewed by
volunteer Hispanic construction
workers to ensure that the material
meets their expectations and that the
language and cultural approach are
adequate. An assessment will be given
to participants at the end of the module
to measure their level of understanding
about the construction process and
safety awareness. A survey will also be
given to participants asking them for
feedback and suggestions to improve
the module. The results will be used to
fine-tune the final curriculum and
develop project specific training
programs for future projects.