Still blogging about the BIM-Hub project from at the website http://bim-hub.lboro.ac.uk/ As we’re half way through the PI and I have started looking at follow-up projects and one of the grants going round at Loughborough at the moment is Enterprise funding. So we were looking at commercial exploitability of what we were doing. Throughout the project we’ve been looking at a range of things, one of these is how to set up collaborative projects between multiple universities, and what needs to be in place for the students to conduct them effectively. On top of that are the skills that the students need to collaborate. Breaking those down though we can see that some of these aren’t specific to online collaboration, they are generic skills for any type of collaboration, meeting deadlines, planning activities, that sort of stuff. However all of them need to be in place, and not all of them can be assumed to be amongst the skillsets of the students. Well in fact you shouldn’t assume any of them. For me though, the most fascinating are the skills that need to be acquired to make the online synchronous interactions work effectively. It ties into my work on presence a great deal, and has been called by one of my colleagues situational awareness. You can see in the recordings of early meetings, there is little in the way of an online situational awareness, and this really gets in the way of an effective collaboration.
Looking at commercial exploitability the PI on the project was talking about a new version of BIM that is being introduced. BIM is Building Information Modelling, which is a kind of transactional online space in which architects’ plans, building models etc are all shared, together with timelines, deadlines and so on (OK that’s a given if we’re talking about a transactional online space, but this is specifically for the Built Environment sector). Level 3 is introducing realtime collaborative manipulation of 3D models to facilitate online co-creation of digital artefacts. The technology will be in place, but experience indicates that the skillset in order to make this work effectively won’t be thought about until people start screwing up. It was the same with videoconferencing. The trainers and techies would come in, set up the link, explain which button to press, and leave people to it, assuming “well they know how to teach”. Thing was, the skills needed to teach in a videoconferencing environment are far different than a classroom. You have to emote more, you have to pay a lot more attention to backchannels, you have to take your own level of participation way down (because the cognitive load of watching a lecturer on the screen is way higher than following them in a lecture room) and you also need to give them stuff to do in classroom, to bring back to the videoconference, so they get a break from it. And you also need to find little tricks to create a stronger link between the two ends (matching physical artefacts, that sort of stuff). There’s other techniques too.
So teachers would come in, use the videoconferencing kit as they’d been shown, but with no training in the specific skills on *how to function in that environment. The session would be a disaster and they’d go back to travelling a day or two to do a two-hour lesson.
So, the dangers are that BE businesses are going to use Level 3 BIM, not realise there are a load of soft skills they need to apply to make the collaboration effective and deem the whole thing a failure. What we’ve realised we’ve done in the project is to dry run the whole Level 3 BIM thing with students in a working simulation, with similar software, and identify what the issues are in order to provide guidance for anyone using Level 3 BIM. There may be some more once it gets used in the commercial sector, but we have a strong evidence base for what needs to be done.
So … even if the bid for further funding isn’t successful – putting the bid together has been useful because it clarifies the value of what we’re doing on the current project. I’m a big fan of utilisation evaluation, you just find out the stuff you can use. On the project we’ve now got a really good idea of what we need to find out, and for whom. And … that it will have a real practical use.