Information Package / Course Catalogue
| Psychology | |||||
| Bachelor | Length of the Programme: 4 | Number of Credits: 240 | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF: Level 6 |
ECTS Course Information Package
| School/Faculty/Institute | Faculty of Arts, Design and Architecture | ||||
| Course Code | ARC 476 | ||||
| Course Title in English | BIM in Architectural Design | ||||
| Course Title in Turkish | Mimari Tasarımda YBS (BİM) | ||||
| Language of Instruction | EN | ||||
| Type of Course | Flipped Classroom | ||||
| Level of Course | Advanced | ||||
| Semester | Spring | ||||
| Contact Hours per Week |
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| Estimated Student Workload | 126 hours per semester | ||||
| Number of Credits | 5 ECTS | ||||
| Grading Mode | Standard Letter Grade | ||||
| Pre-requisites |
ARC 202 - Architectural Design IV | INT 202 - Interior Design II |
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| Co-requisites | None | ||||
| Expected Prior Knowledge | 4 semesters of design studio | ||||
| Registration Restrictions | Only Undergraduate Students | ||||
| Overall Educational Objective | To learn to comprehend the background and current impact of BIM in practice and discover BIM fundemantals such as clash detection and work-sharing. | ||||
| Course Description | The course adopts a process based approach to BIM education, teaching common multi-software, multi-disciplinary workflows at a basic level. Revit Architecture will be the BIM medium of choice. However training Revit modelers is not the aim of the course. Instead, the focus will be on making students comfortable and productive in BIM related projects, and have an increased understanding of the roles taken by all the partners involved, whether they are modeling application documents in Revit, reviewing projects on Navisworks or designing a unique element in Rhinoceros. A strong emphasis on interoperability will be preserved throughout the course, an exercise which will both introduce students to information sharing among BIM partners and how they can integrate other design tools such as Rhinoceros with Revit. Students will work in teams to experiment worksharing and different angles of being in a BIM team. They will develop conceptual prototypes based on their ideas, and try to transform such abstract information in the digital-material environment of Revit. Developing basic Revit skills is a major aspect of the course. Students are expected to be comfortably navigating the software after completion. The aim of the course is to build a strong framework and pave the path for guided self-learning. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) comprehend BIM in its theoretical, historical and economical entirety; 2) use Revit at an introductory level; 3) integrate Revit with Rhinoceros and Autocad; 4) work in teams in BIM through common workflows. |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 |
|---|---|---|---|---|
| 1) Thorough knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. | ||||
| 2) Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. | ||||
| 3) Competence to use critical and creative thinking, skeptical inquiry and a scientific approach to solving problems related to behavior and mental processes. | ||||
| 4) Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts. | ||||
| 5) Ability to weigh evidence, to tolerate ambiguity, and to reflect other values that underpin psychology as a discipline. | ||||
| 6) Internalization and dissemination of professional ethical standards. | ||||
| 7) Demonstration of competence in information technologies, and the ability to use computer and other technologies for purposes related to the pursuit of knowledge in psychology and the broader social sciences. | ||||
| 8) Skills to communicate the knowledge of psychological science effectively, in a variety of formats, in both Turkish and in English (in English, at least CEFR B2 level). | ||||
| 9) Recognition, understanding, and respect for the complexity of sociocultural and international diversity. | ||||
| 10) Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. | ||||
| 11) Ability to formulate critical hypotheses based on psychological theory and literature, and design studies to test those hypotheses. | ||||
| 12) Ability to acquire knowledge independently, and to plan one’s own learning. | ||||
| 13) Demonstration of advanced competence in the clarity and composition of written work and presentations. |
Relation to Program Outcomes and Competences
| N None | S Supportive | H Highly Related |
| Program Outcomes and Competences | Level | Assessed by | |
| 1) | Thorough knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. | N | |
| 2) | Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. | N | |
| 3) | Competence to use critical and creative thinking, skeptical inquiry and a scientific approach to solving problems related to behavior and mental processes. | H | Exam,HW,Participation |
| 4) | Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts. | N | |
| 5) | Ability to weigh evidence, to tolerate ambiguity, and to reflect other values that underpin psychology as a discipline. | N | |
| 6) | Internalization and dissemination of professional ethical standards. | N | |
| 7) | Demonstration of competence in information technologies, and the ability to use computer and other technologies for purposes related to the pursuit of knowledge in psychology and the broader social sciences. | N | |
| 8) | Skills to communicate the knowledge of psychological science effectively, in a variety of formats, in both Turkish and in English (in English, at least CEFR B2 level). | N | |
| 9) | Recognition, understanding, and respect for the complexity of sociocultural and international diversity. | S | Participation |
| 10) | Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. | S | HW,Participation |
| 11) | Ability to formulate critical hypotheses based on psychological theory and literature, and design studies to test those hypotheses. | N | |
| 12) | Ability to acquire knowledge independently, and to plan one’s own learning. | S | Exam,HW |
| 13) | Demonstration of advanced competence in the clarity and composition of written work and presentations. | H | Exam,HW |
| Prepared by and Date | ABDULKADİR EREN ÖZTÜRK , May 2022 |
| Course Coordinator | AKTS1 |
| Semester | Spring |
| Name of Instructor | Asst. Prof. Dr. EMİRHAN COŞKUN |
Course Contents
| Week | Subject |
| 1) | Roadmap of the course + discussion: what is BIM |
| 2) | Phases of a BIM project and how it differs from other common processes |
| 3) | Revit Control Board and Revit fundemantals |
| 4) | Mass modeling, plans, sections, elevations |
| 5) | Interoperability discussion: What are BIM software, when are software BIM. |
| 6) | Rhinoceros to Revit workflow excercise |
| 7) | Revit library and families |
| 8) | Revit walls and floor slabs |
| 9) | Revit windows and doors |
| 10) | Floorplans |
| 11) | Documentation: Annotation and sheets |
| 12) | Worksharing fundemantals among architects and other disciplines, Navisworks control board |
| 13) | Autocad-Rhinoceros-Revit workflow exercise |
| 14) | Team work exercise |
| 15) | Final Assessment Period |
| 16) | Final Assessment Period |
| Required/Recommended Readings | Recommended Reading: BIM and Integrated Design: Strategies for Architectural Practice, Randy Deutsch 2011. BIM Design: Realising the Creative Potential of Building Information Modelling, AD, Richard Garber. The Impact of Building Information Modelling, Ray Crotty. BIM Handbook: A Guide to Building Information Modeling for Owners, Designers, Engineers, Contractors, and Facility Managers, R. Sacks, C. Eastman, G. Lee, P.M. Teicholz 2008. | |||||||||||||||
| Teaching Methods | BIM in Architectural Design has a process based approach to teaching. Lectures and discussions will take place to build a framework for BIM in general, and basic exercises will be used to demonstrate discussed issues. This theorical work is necessary for every beginner in the field of BIM to eliminate common misconceptions and getting familiar with unique aspects, processes and challenges of BIM projects. Difference in representation of information in abstract design tools and BIM will be experienced. Model preparing, importing and exporting among these programs will be learned. | |||||||||||||||
| Homework and Projects | 2 assignments | |||||||||||||||
| Laboratory Work | Yes | |||||||||||||||
| Computer Use | Yes | |||||||||||||||
| Other Activities | - | |||||||||||||||
| Assessment Methods |
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| Course Administration |
aberenozturk@gmail.com +90 533 490 2685 GSM: +90 533 490 2685 Email: aberenozturk@gmail.com 80% attendance is compulsory for a successful outcome. Academic Dishonesty and Plagiarism: YÖK Disciplinary Regulation. |
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ECTS Student Workload Estimation
| Activity | No/Weeks | Hours | Calculation | ||||
| No/Weeks per Semester | Preparing for the Activity | Spent in the Activity Itself | Completing the Activity Requirements | ||||
| Course Hours | 14 | 1 | 3 | 1 | 70 | ||
| Homework Assignments | 14 | 4 | 56 | ||||
| Total Workload | 126 | ||||||
| Total Workload/25 | 5.0 | ||||||
| ECTS | 5 | ||||||