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BIM and the Charrette: Technology and the Design Process - Results from the Interdisciplinary Course 564 THE VALUE OF DESIGN BIM and the Charrette: Technology and the Design Process - Results from the Interdisciplinary Course LEE A. FITHIAN University of Oklahoma TAMERA L. MCCUEN University of Oklahoma INTRODUCTION While it is true that technology courses are typi- cally taught in lecture format, design knowledge is This paper describes the crafting, development and incorporated through application. The instructional implementation of an interdisciplinary course fo- designs of skill based courses are typically immer- cused on providing a charrette based design-build sive. Once again, the charrette provides a medium environment for the delivery of concept design so- to introduce and incorporate technological process lutions. Studio work allows for the exploration of into the design process. design throughout an academic session. The world of practice recognizes the charrette as the boiler To verify performance based on design intent, tech- room for design. The charrette holds fond memo- nological systems require quantitative evaluation. ries for the profession, deriving its nature from the The articulation of the exterior closure in order to École des Beaux Arts in Paris during the 19th cen- produce passive offsets for mechanical systems tury1. The furious cart ride down cobbled streets is fundamental to achieving environmental goals. knocked loose more than a few mind blocks and These decisions, however, must be balanced with gave rise to the vast array of design produced from aesthetic results. The term “technology” in archi- the school. Rather than alter this time honored col- tecture must be broadly applied in terms of this laboration, this class co-opted the scenario, intro- course. The technological solutions relating to ma- ducing stakeholders normally outside the design teriality and systems shares space with computer process and integrating technology to enable more technology based solutions in the design process, analytical insight into the design process. which coincidentally inform the decisions to apply those technologies. For purposes of this paper, we The cyclic nature of integrated design is time-com- will use the term “technology” to imply both the pressed during the charrette process, during which Building Information Model (BIM) solutions and the a variety of design decisions are made with the in- materiality and systems components of the design. put available from a wide array of disciplines. These decisions are typically couched and evaluated in Exterior closure constitutes approximately 10-20% terms of economic return. Quantitative analysis is of the project budget. The delicate dance between more randomly applied due to the nature of how aesthetics and quantitative evaluation weaves itself architects have traditionally performed design. The within the design process. While intuitive knowl- thought was that this course could provide an en- edge can be garnered over a lifetime, even fun- vironment where design decisions could be rapidly damental “rules of thumb” can become outmoded informed by quantitative analysis through integrat- with the advance of technology and understanding ing technology evaluation and interoperability. in a world of change. BIM AND THE CHARRETTE 565 The focus of the course was the understanding that how interoperability can facilitate the development a quantifi ably sustainable and economically fea- of more accurate estimates and schedules. sible concept design can be developed during the charrette. The charrette was simulated using an Participants formed self-selected two person teams eight day course that was designed to successively of one architect and one constructor. Team building develop team building skills; convey an operational exercises helped establish lines of communication understanding of the sustainable design strategies and assignment of areas of expertise. These team utilizing the U.S. Green Building Council’s LEED cri- building exercises were directly refl ective of prac- teria; software training on the development of con- tice in the initiation phase of the charrette. cept modeling techniques and quantitative analy- ses utilizing AutoDesk REVIT; and fi nally training The fi rst afternoon was devoted to an inten- on the interoperability of REVIT models with the sive workshop presenting the U.S. Green Build- DesignEst estimation interface and Primavera ing Council’s LEED criteria. Each team competed scheduling support software. This course won the to develop a LEED certifi able strategy for projects National AIA Technology in Architectural Practice in both an urban and rural setting. Feedback was award for Higher Education at the 2008 National given regarding feasibility and verifi ability of points Convention. assigned by each team. The goals were multi-di- mensional in that these exercises further reinforced Multiple tasks were assigned to reinforce and apply team coherency in addition to exploring and devel- these techniques in a simulated charrette environ- oping the skill sets necessary to produce a success- ment through the development of: 1) a concept de- ful sustainable design concept. sign for a small design-build offi ce and 2) the modi- fi cation of a prototypical retail development model It is important to note that while software skills to achieve a LEED Certifi ed rating. The course was were introduced, the outset of the class was not designed to enable students to better understand software oriented. Skill sets are informed through Building Information Modeling in a hands-on, col- the integration of knowledge and decision making laborative environment. The roles of the architect strategies. It was important for the students to un- and contractor, and their coordinating role in project derstand that knowledge strategies inform the se- design and construction, were explored throughout lection of toolsets. this process. Each session utilized case study re- views to help the students assimilate and apply the Session 2 information learned. Pre-testing and Post-testing were conducted to evaluate course effectiveness. The second session was primarily for the develop- The knowledge outcomes of the class enabled stu- ment of software profi ciency and to introduce stu- dents to critically contribute to the development dents to the multiple dimensions within the system. of environmentally responsible projects. Students The system students used in this class included 3D came to recognize the need for quantitative analy- graphics, 4D time, and 5D cost estimating, which sis of design decision, understood the technology were integrated and supported in a platform rep- and its integrated nature to the design process. resenting the disciplines of architecture and con- Eventually, the enabling and integrating technology struction. AutoDesk REVIT training was conducted of BIM became secondary to the design, estimating to establish operational effi ciency with the software and scheduling process. with regard to the development of concept mod- els. The availability of quantitative assessment of INSTRUCTIONAL DESIGN design decisions regarding materiality, daylighting, and energy analysis was enabled by the software Session 1 technology. This training was followed on by the in- teroperability and database design of the DesignEst The fi rst class utilized the National Institute of Build- Pro software and Primavera P6. The integrated ing Sciences’ National Building Information Model system added the multiple dimensions of the BIM Standard overview of Building Information Models.2 model for analysis in 3D, 4D, and 5D. The idea that Various interactive discussions were held regard- design decisions could be evaluated on an ad hoc ing how BIM works, what it can and cannot do and basis with quantifi able analyses was fundamental 566 THE VALUE OF DESIGN to the adoption of the software to the toolset of design. The analyses, which linked design decisions to cost and schedule was extremely enlightening to the students. The exposure of architectural design students to cost and schedule feedback and con- versely the constructors’ awareness of design deci- sion making proved to be a fundamental resultant for the class. Session 3 Table 1 – Design/Build Offi ce Program Figure 1. Conceptual Hand Sketch Solution concept design plays in the development process. It was imperative that the teams achieve a LEED This session initiated the core focus for the remain- Silver rating. Teams competed to get the most der of the class - the application of knowledge and LEED points for the least cost. the development of conceptual design skill sets. Tasks were introduced that built upon the team- Sessions 4 and 5 ing concept of the fi rst sessions. Task 1 asked the teams to develop, on paper, a concept design and Task 2 then asked the teams to develop a project estimate utilizing a simple program and site for a concept utilizing the same program but this time small Design Build offi ce to house the team. Aux- using Autodesk REVIT, DesignEst Pro and Primave- iliary training in online municipal GIS systems and ra. Again, it was imperative that the teams achieve planning information gathering were introduced a LEED Silver rating and the teams competed to to assist students in understanding the larger role get the most LEED points for the least cost. It is Table 2. Design/Build Offi ce Results BIM AND THE CHARRETTE 567 Figure 2. Conceptual BIM Based Solution interesting to note that we believe that the com- The results of the second task were striking. Stu- petitive nature of the teams enhanced the learn- dents
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