Paper C

23. BIM Learning Triangle




This conceptual model represents BIM learning as a triangular interaction between BIM learners, BIM learning providers and the BIM learning spectrum.

BIM learners

BIM learners are all individuals pursuing knowledge, skill or expertise in BIM technologies or workflows. BIM learners include practitioners and future practitioners; within any Design, Construction and Operation discipline; and at any position or role.

BIM learning providers

BIM learning providers are commercial and not-for-profit entities providing formal or informal BIM education, training or professional development. BIM learning providers include individual trainers, registered training organizations, universities, vocational institutions, industry association and communities of practice.

BIM learning spectrum

The BIM learning spectrum includes all BIM topics that can be learned by BIM learners or taught by BIM learning providers. The learning spectrum represents both structured and unstructured information, including well-defined, classified and aggregated BIM competency items.


22. Collaborative Education Framework

Collaborative BIM Education Strategy - Part A v1.1

The collaborative education framework (CEF) has been developed as a joint effort between academia and industry in Australia. CEF was first published as part of the AIA/CA BIM in Practice, BIM Education position papers (AIA/CA, 2012) and is built around the principles, models, taxonomies, and classifications of the BIM Framework. CEF includes six main complementary components:

Component A. Identifying BIM Competencies

BIM competencies will be identified through peer-reviewed research, industry surveys, and the specialized knowledge and experience of industry associations.

Component B. Classifying BIM Competencies

BIM competencies will be clearly and consistently defined through a BIM dictionary clarifying BIM terms and acronyms across all topics; a syntax governing how BIM competencies are structured; a top-level taxonomy organizing BIM competency items into tiers, sets and topics; and a number of classifications (e.g. role groups, disciplines, difficulty levels, delivery modes, etc.) to filter BIM competencies to match learner requirements.

Component C. Collating Competencies and Developing BIM Learning Modules

A dedicated online BIM learning hub (refer to will be developed to collate competencies, and organize the development and delivery of BIM learning modules.

Component D. An Industry Framework for Professional Development

cooperation framework between industry associations will be formulated to encourage BIM-focused, collaborative Continuing Professional Development (CPD) across disciplines, specialities and industry trades.

Component E. An Academic Framework for BIM Education

An academic framework for tertiary and vocational BIM education will be adopted/adapted to encourage academic institutions to contribute-to and benefit-from the BIM learning hub.

Component F. The BIM Institute

A BIM institute will be initiated to facilitate the development and delivery of BIM learning across industry sectors; develop and maintain classification systems for organizing BIM learning; develop and maintain the BIM learning hub; develop a coordination framework between professional associations for the purpose of multidisciplinary BIM training and continuing professional development; initiate BIM collaboration labs for sharing knowledge and testing/demonstrating new workflows; conduct BIM-usage surveys; publish relevant papers and reports; and act as a central social space for all BIM learners and BIM learning providers.