An analysis of data sharing platforms in multidisciplinary education

The use of Common Data Environment (CDE) collaboration platforms, although a requirement of the government BIM (Building Information Modelling) mandate within the UK, is an area that has been under-reported in research publications, especially in relation to the education sector for the management of undergraduate multidisciplinary student BIM projects. Up to this point, academics have focused on the use of BIM authoring and analysis tools and collaborative and multidisciplinary working methods, but not necessarily on how information is managed and the platforms that can be used in this regard. This paper presents the findings of a three-year longitudinal study undertaken at Ulster University experimenting with three different platforms for the delivery of an undergraduate multidisciplinary collaborative student BIM project. A case study methodology is employed to provide a description of experiences over the three-year period, with an ethnographic approach to data collection in the form of direct observations in the field. Thematic analysis is used to identify key trends followed by a cross-case synthesis. The results of the study identify advantages for all of the differing platforms utilised depending on the functionality and learning outcomes required, whilst highlighting challenges in terms of familiarity and assessment integration. The paper concludes by presenting potential CDE methods of integration at undergraduate Levels 4, 5 and 6 (Years 1, 2 and 3).The use of Common Data Environment (CDE) collaboration platforms, although a requirement of the government BIM (Building Information Modelling) mandate within the UK, is an area that has been under-reported in research publications, especially in relation to the education sector for the management of undergraduate multidisciplinary student BIM projects. Up to this point, academics have focused on the use of BIM authoring and analysis tools and collaborative and multidisciplinary working methods, but not necessarily on how information is managed and the platforms that can be used in this regard. This paper presents the findings of a three-year longitudinal study undertaken at Ulster University experimenting with three different platforms for the delivery of an undergraduate multidisciplinary collaborative student BIM project. A case study methodology is employed to provide a description of experiences over the three-year period, with an ethnographic approach to data collection in the form of direct observations in the field. Thematic analysis is used to identify key trends followed by a cross-case synthesis. The results of the study identify advantages for all of the differing platforms utilised depending on the functionality and learning outcomes required, whilst highlighting challenges in terms of familiarity and assessment integration. The paper concludes by presenting potential CDE methods of integration at undergraduate Levels 4, 5 and 6 (Years 1, 2 and 3).