Architectural Technology and the BIM Acronym 3: Getting to Grips with BIM

Among Small and Medium Sized Enterprises (SMEs) in particular, the UK Government’s ambitions regarding BIM uptake and diffusion across the construction sector may be tempered by a realpolitik shaped in part by interactions between the industry, Higher Education (HE) and professional practice. That premise also has a global perspective. Building on the previous 2 papers, Architectural technology and the BIM Acronym 1 and 2, this third iteration is a synthesis of research and investigations carried out over a number of years directly related to the practical implementation of BIM and its impact upon BE SMEs. First challenges, risks and potential benefits for SMEs and micros in facing up to the necessity to engage with digital tools in a competitive and volatile marketplace are discussed including tailoring BIM to suit business models, and filtering out achievable BIM outcomes from generic and bespoke aspects of practice. Second the focus is on setting up and managing teams engaging with BIM scenarios, including the role of clients; addresses a range of paradigms including lonely BIM and collaborative working. The significance of taking a whole life view with BIM is investigated including embedding soft landings principles into project planning and realisation. Thirdly procedures for setting up and managing common data environments are identified and the value of achieving smooth information flow is addressed. The overall objective of this paper is to provide SMEs with a practical strategy to develop a toolkit to BIM implementation.

The Influence of Space Layout, Technology and Teaching Approach on Student Learning: An Architectural Technology Perspective

Some would argue that there is a need for the traditional lecture format to be rethought in favour of a more active approach. However, this must form part of a bipartite strategy, considered in conjunction with the layout of any new space to facilitate alternative learning and teaching methods. With this in mind, this paper begins to examine the impact of the learning environment on the student learning experience, specifically focusing on students studying on the Architectural Technology and Management programme at Ulster University. The aim of this study is two-fold: to increase understanding of the impact of learning space layout, by taking a student centered approach; and to gain an appreciation of how technology can impact upon the learning space. The study forms part of a wider project being undertaken at Ulster University known as the Learning Landscape Transition Project, exploring the relationship between learning, teaching and space layout. Data collection was both qualitative and quantitative, with use of a case study supported by a questionnaire based on attitudinal scaling. A focus group was also used to further analyse the key trends resulting from the questionnaire. The initial results suggest that the learning environment, and the technology within it, can not only play an important part in the overall learning experience of the student, but also assist with preparation for the working environment to be experienced in professional life.

La divulgación de la Ciencia española en la Web 2.0: el caso del Consejo Superior de Investigaciones Científicas en Andalucía y Cataluña

El sistema ciencia, tecnología y sociedad no está consolidado en España por el desequilibrio que existe entre el desarrollo de la investigación y su divulgación. Además, la cultura científica de la sociedad está por debajo de la media europea y en la última década han descendido las vocaciones científicas entre los más jóvenes. En este contexto, se ha analizado si las instituciones de investigación utilizan las herramientas de la Web 2.0, principal canal de comunicación de los jóvenes entre 15 y 24 años, para mostrar a la sociedad los resultados de sus trabajos. Para ello, se han seleccionado como objeto de estudio los centros de investigación del Consejo Superior de Investigaciones Científicas en Andalucía y Cataluña. Entre los principales resultados obtenidos, a través del diseño de una checklist ad hoc, destaca el escaso uso que hacen de este canal de comunicación, ya que solo un 4,5% de los centros analizados utilizan todas las herramientas estudiadas. La efectividad de la comunicación ha sido otro de los valores observados, en este caso, en función de la conectividad (seguidores en sus perfiles sociales) e intensidad (número de publicaciones). Ambos ítems presentan también valores muy bajos. Por otro lado se observa un escaso nivel de popularidad de sus sitios web (número de enlaces que reciben) y una casi inexistente relación entre los mismos a través de hipervínculos que los conecten. Este último aspecto, se ha determinado con las herramientas webmétricas Webometric Analyst y ScoSciBot.

Evaluation of hybrid and distance education learning environments in Spain

This article describes the adaptation and validation of the Distance Education Learning Environments Survey (DELES) for use in investigating the qualities found in distance and hybrid education psycho-social learning environments in Spain. As Europe moves toward post-secondary student mobility, equanimity in access to higher education, and more standardised degree programs across the European Higher Education Area (EHEA) the need for a high quality method for continually assessing the excellence of distance and hybrid learning environments has arisen. This study outlines how the English language DELES was adapted into the new Spanish-Distance Education Learning Environments Survey (S-DELES) for use with a Bachelor of Psychology and Criminology degree program offering both distance and hybrid education classes. We present the relationships between psycho-social learning environment perceptions and those of student affect. We also present the asynchronous aspects of the environment, scale means, and a comparison between the perceptions of distance education students and their hybrid education counterparts that inform the university about the baseline health of the information and communication technologies (ICT) environment within which the study was conducted.

Mesostructured zeolites: bridging the gap between zeolites and MCM-41

Surfactant-templating is one of the most versatile and useful techniques to implement mesoporous systems into solid materials. Various strategies based on various interactions between surfactants and solid precursors have been explored to produce new structures. Zeolites are invaluable as size- and shape-selective solid acid catalysts. Nevertheless, their micropores impose limitations on the mass transport of bulky feed and/or product molecules. Many studies have attempted to address this by utilizing surfactant-assisting technology to alleviate the diffusion constraints. However, most efforts have failed due to micro/mesopore phase separation. Recently, a new technique combining the uses of cationic surfactants and mild basic solutions was introduced to synthesise mesostructured zeolites. These materials sustain the unique characteristics of zeolites (i.e., strong acidity, crystallinity, microporosity, and hydrothermal stability), including tunable mesopore sizes and degrees of mesoporosity. The mesostructured zeolites are now commercially available through Rive Technology, and show superior performance in VGO cracking. This feature article provides an overview of recent explorations in the introduction of mesoporosity into zeolites using surfactant-templating techniques. Various porous materials, preparation methods, physical and catalytic properties of mesostructured zeolites will be discussed.

Technology Language and Frankenstein Strategy

Teaching architecture is experiencing a moment of opportunity. New methods, like constructivist pedagogy, based on complexity and integration are yet to be explored. In this context of opportunity teaching architecture has a duty to integrate complexity in their curriculum. Teaching methods should also assume inherent indeterminacy and contingency of all complex process. If we accept this condition as part of any teaching method, the notion of truth or falsehood it becomes irrelevant. In this regard it could focus on teaching to contingency of language. Traditionally, technology is defined as the language of science. If we assume contingency as one of the characteristics of language, we could say that technology is also contingent. Therefore we could focus technology teaching to redefine its own vocabulary. So, redefining technological vocabulary could be an area of opportunity for education in architecture. The student could redefine their own tools, technology, to later innovate with them. First redefine the vocabulary, the technology, and then construct the new language, the technique. In the case of Building Technology subjects, it should also incorporate a more holistic approach for enhancing interdisciplinary transfer. Technical transfer, either from nature or other technologies to the field of architecture, is considered as a field of great educational possibilities. Evenmore, student get much broader technical approach that transgresses the boundaries of architectural discipline.

The minimum number of measurements for colour, sparkle, and graininess characterisation in gonio-apparent panels

Materials with new visual appearances have emerged over the last few years. In the automotive industry in particular there is a growing interest in materials with new effect finishes, such as metallic, pearlescent, sparkle, and graininess effects. Typically, for solid colours the mean of three measurements with repetitions is sufficient to obtain a representative measurement for colour characterisation. However, gonio-apparent panels have non-homogeneous colours, and there are no studies that recommend the minimum number of repetitions for colour, sparkle, and graininess characterisation of this type of panel. We assume that colour panels incorporating special-effect pigments in their colour recipes will require a higher minimum number of measurements than solid colour panels. Therefore, the purpose of this study is to verify this assumption by using a multiangle BYK-mac spectrophotometer, given that it is currently the only commercial device that can measure colour, sparkle, and graininess values simultaneously. In addition, a possible methodology is given for establishing the minimum number of measurements when characterising gonio-apparent materials using a specific instrument, able to be implemented in future instruments when determining multiple appearance attributes (colour, gloss, sparkle, etc.) for many coloration technologies. Thus, we studied the minimum number of measurements needed to characterise the colour, sparkle, and graininess of three types of sample with solid, metallic, and pearlescent coatings respectively. Twenty measurements were made at twenty random positions (different target areas) of 90 samples. The minimum number of measurements for all these variables was determined on the basis of the point at which the cumulative mean value became constant. Thus, applying new statistical tools, it is clearly shown that metallic and pearlescent panels require more colour measurements than solid panels, in particular when geometries are being measured in a specular direction. As regards texture (sparkle and graininess), more measurements are needed for graininess than for sparkle, and more for metallic panels than for pearlescent panels.