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The compliance checking of Building Information Modeling (BIM) models is crucial throughout the lifecycle of construction. The increasing amount and complexity of information carried by BIM models have made compliance checking more challenging, and manual methods are prone to errors. Therefore, this study aims to propose an integrative conceptual framework for automated compliance checking of BIM models, allowing for the identification of errors within BIM models.

This study first analyzed the typical building standards in the field of architecture and fire protection, and then the ontology of these elements is developed. Based on this, a building standard corpus is built, and deep learning models are trained to automatically label the building standard texts. The Neo4j is utilized for knowledge graph construction and storage, and a data extraction method based on the Dynamo is designed to obtain checking data files. After that, a matching algorithm is devised to express the logical rules of knowledge graph triples, resulting in automated compliance checking for BIM models.

Case validation results showed that this theoretical framework can achieve the automatic construction of domain knowledge graphs and automatic checking of BIM model compliance. Compared with traditional methods, this method has a higher degree of automation and portability.

This study introduces knowledge graphs and natural language processing technology into the field of BIM model checking and completes the automated process of constructing domain knowledge graphs and checking BIM model data. The validation of its functionality and usability through two case studies on a self-developed BIM checking platform.

The next generation of Building Information Modelling (BIM) seeks to establish the concept of Building Knowledge Modelling (BKM). The current BIM applications in construction, including those for asset management, have been mainly used to ensure consistent information exchange among the stakeholders. However, BKM needs to utilise knowledge management (KM) techniques into building models to advance the use of these systems. The purpose of this paper is to develop an integrated system to capture, retrieve, and manage information/knowledge for one of the key operations of asset management: building maintenance (BM).

The proposed system consists of two modules; BIM module to capture relevant information and case-based reasoning (CBR) module to capture the operational knowledge of maintenance activities. The structure of the CBR module was based on analysis of a number of interviews and case studies conducted with professionals working in public BM departments. This paper discusses the development of the CBR module and its integration with the BIM module. The case retaining function of the developed system identifies the information/knowledge relevant to maintenance cases and pursues the related affected building elements by these cases.

The paper concludes that CBR as a tool for KM can improve the performance of BIM models.

As the research in BKM is still relatively immature, this research takes an advanced step by incorporating the intelligent functions of knowledge systems into BIM-based systems which helps the transformation from the conventional BIM to BKM.

The purpose of this paper is to present a strategic overview of the current literature on “Building information modelling (BIM) for Building Refurbishment and Maintenance” to unfold the factors behind the relative underdeveloped state of the field and to contribute to the development of a more cumulative knowledge base by presenting the current status and suggesting future directions for research.

A systematic review of the literature has been undertaken by classifying and mapping the literature, identifying the input-output relations, exhibiting the areas focused on by researchers as well as neglected ones and by indicating the trends in research through the years. Both qualitative and quantitative analysis is used in the study to better interpret the existing studies in a holistic perspective.

Although the need for BIM in facility management (FM) has been acknowledged by researchers and practitioners, the results highlight that studies related to BIM applications in maintenance and especially refurbishment are relatively recent. However, the trend in published articles shows that the interest is continuously growing. Existing research in this field can be clustered in the following subtopics: (1) building survey and as-built BIM, (2) modelling and managing energy, (3) design assessment, (4) access to and integration of maintenance information and knowledge, and (5) information exchange and interoperability.

The paper identifies the gaps in the research domain that hinders a widespread adoption of BIM in refurbishment and maintenance stages and introduces roadmaps to surmount the challenges identified in each specific subtopic of the field.

Traditionally, progress in detail engineering in construction projects is reported based on estimates and manual input from the disciplines in the engineering team. Reporting progress on activities in an engineering schedule manually, based on subjective evaluations, is time consuming and can reduce accuracy, especially in larger and multi-disciplinary projects. How can progress in detail engineering be reported using BIM and connected to activities in an engineering schedule? The purpose of this paper is to introduce a three-step process for reporting progress in detail engineering using building information modeling (BIM) to minimize manual reporting and increase quality and accuracy.

The findings of this paper are based on the studies of experiences from the execution of projects in the oil and gas industry. Data are collected from an engineering, procurement and construction (EPC) contractor and two engineering contractors using case study research.

In the first step, control objects in building information models are introduced. Statuses are added to control objects to fulfill defined quality levels related to milestones. In the second step, the control objects with statuses are used to report visual progress and aggregated in an overall progress report. In the third step, overall progress from building information models are connected to activities in an engineering schedule.

Existing research works related to monitoring and reporting progress using a BIM focus on construction and not on detail engineering. The research demonstrates that actual progress in detail engineering can be visualized and reported through the use of BIM and extracted to activities in an engineering schedule through a three-step process.

Building information modelling (BIM) is increasingly being adopted during construction projects. Design and construction practices are adjusting to the new system. BIM is intended to support the entire project life-cycle: the design and construction phases, and also facility management (FM). However, BIM-enabled FM remains in its infancy and has not yet reached its full potential. The purpose of this paper is to identify major aspects of BIM in order to derive a fully BIM-enabled FM process.

In total, 207 papers were classified into main and subordinate research areas for quantitative analysis. These findings were then used to conceptualise a BIM-enabled FM framework grounded by innovation diffusion theory for adoption, and for determining the path of future research.

Through an extensive literature review, the paper summarises many benefits and challenges. Major aspects of BIM are identified in order to describe a BIM-enabled FM implementation process grounded by innovation diffusion theory. The major research areas of the proposed framework include: planning and guidelines; value realisation; internal leadership and knowledge; procurement; FM; specific application areas; data capture techniques; data integration; knowledge management; and legal and policy impact. Each element is detailed and is supported by literature. Finally, gaps are highlighted for investigation in future research.

This paper systematically classifies and evaluates the existing research, thus contributing to the achievement of the ultimate vision of BIM-enabled FM. The proposed framework informs facility managers, and the BIM-enabled FM implementation process. Further, the holistic survey identifies gaps in the body of knowledge, revealing avenues for future research.

The current maintenance management method affects the efficiency of the complex, high-rise industrialised building system (IBS) building maintenance management projects in Malaysia. The usage of a conventional system (paper-based reports/unsystematic database) has various drawbacks, such as IBS component aesthetic and structural defects which occur repeatedly in the building and maintenance of conventional building, lack of integration between maintenance systems and lack of the intelligent capabilities of linking defect diagnosis operations in maintenance affecting various building elements with IBS component defect knowledge. Thus, the purpose of this paper is to focus on the development of a mechanism to improve IBS component defect knowledge transfer in IBS building maintenance projects through the integration of building information modelling (BIM).

Eight clients/maintenance contractors were selected based on the major problems of using a conventional system to investigate the maintenance management practices in each complex and high-rise IBS building.

The findings indicated that several computerised systems such as Building Automation System and Supervisory Control and Data Acquisition System are used by a client/maintenance contractor. Moreover, BIM technology awareness was found to be limited, with no implementation in IBS building maintenance till now. The results of this case study were used as a foundation for the development of a prototype system using Computerised Maintenance Management System, Expert System and BIM.

The development of this new system improves IBS component diagnosis knowledge integration with the BIM technology.

Metadiscourse is an important dialogue technique used in productive knowledge building to help a group evaluate and advance their knowledge progress. Previous studies have identified and defined various types of metadiscourse. However, there is scant knowledge about how different metadiscourse types emerge among different groups or what implicit correlations lie between progressive discourse and metadiscourse. Moreover, research on how different types of metadiscourse influence groups' knowledge advancement and artifacts is still inadequate. Therefore, this study aims to further examine the roles that different types of metadiscourse play in the collaborative knowledge building community on both a fine-grained (i.e. progressive discourse) and coarse-grained (i.e. group knowledge advancement and group artifacts) level.

Data for this study are drawn from the behaviour of undergraduate students participating in a 12-week course at a key university in China. On the fine-grained level, epistemic network analysis (ENA) is applied to illustrate how metadiscourse promotes the development of progressive discourse. On the coarse-grained level, two different chi-square tests are conducted to examine the roles of different types of metadiscourse in groups' knowledge advancement and artifacts.

The analysis allowed several conclusions to be drawn. First, the types of metadiscourse that students most often adopted were reflecting on ideas development (RD) and commenting on ideas (CI); they less frequently adopted setting group goals (SG) and making group plans (MP). Second, most types of metadiscourse correlated with developments in progressive discourse, particularly RD and CI. Third, the metadiscourse types RD, CI and coordinating group efforts (CE) played essential roles in knowledge advancement. Fourth, higher-quality artifacts could be created by using the metadiscourse type reviewing the state of knowledge building progress (RP).

A more profound comprehension of the role that metadiscourse plays in the collaborative knowledge building community not only contributes to the literature in the knowledge building field but also carries a significant meaning in regulating community, promoting learner agency and sustained knowledge, and consequently improving collaborative learning performance.

The purpose of this paper is to address the major findings of published research on the factors influencing students’ knowledge building in an online collaborative environment.

The Preferred Reporting Items for Systematic Reviews and Meta-Analyses was used to review and synthesize existing empirical studies on knowledge building in a collaborative learning context. In total, 24 studies were identified from major electronic bibliographic databases. The research was conducted between 2017 and 2019. Results of these studies were analyzed to determine potential factors that may influence the knowledge-building process among students.

Factors related to interaction and participation, task, student and support were found to be the major factors driving students’ knowledge building in the online collaborative learning environment. The association between these factors and certain collaborative tasks was mapped.

Findings from this review can help decision makers of higher education in both developing and developed countries to take the necessary steps in order to promote effective knowledge-building practices in online collaborative learning. It may also help educational policy makers to understand the particulars of collaborative knowledge-building practices, so to increase organizational overall effectiveness and performance.

This paper aims to examine factors which influence how tacit knowledge is built and applied by client-facing consultants.

Qualitative methods (interviews, thematic analysis) were used to gather and analyse data from 15 consultants in an agricultural extension context.

Twenty-six factors about how tacit knowledge is built and applied to action emerged, and are presented grouped into four areas: tacit knowledge needed to be successful; how tacit knowledge is presently built; challenges in turning knowledge into action; and ways that building tacit knowledge might be better supported by the organization.

How the building of tacit knowledge can be accelerated for new organizational members will be of interest to those not only in agricultural extension, but more generally to those managers in organizations who must design and implement training and mentoring programmes for those who support customers and users of their products and services.

The findings provide insight into the mechanisms of building tacit knowledge in client-facing consultants. The experience-based perceptions about effective knowledge-building processes and strategies may contribute to more effective intake and training programmes for consultants.

Founded in sociocultural theories of learning, the authors argue that engaging learners in collaborative knowledge building is critical. When responding to others’ ideas, research shows that learners in online settings more frequently focus on surface-level aspects of colleagues’ contributions – sharing, comparing and praising – rather than engaging in knowledge building. Collaborative, knowledge-building discourse includes generative interactional practices that feature disagreeing, negotiating meaning, testing and reflecting on co-constructed ideas, summarizing conversations and making metacognitive contributions to discussions. The purpose of this paper is to review studies that show evidence of key design features and pedagogical practices that support collaborative knowledge building by promoting generative interactional practices and particular patterns in interaction.

This conceptual paper presents pragmatic design and instructional guidelines for online course discussions. The purpose is to synthesize existing research and share a detailed framework for supporting generative discussion in asynchronous online work.

The authors review studies that show evidence of key design features and pedagogical practices that support collaborative knowledge building. Design features to promote generative discourse include using the asynchronous nature of online settings to have students work privately, share their work, discuss their work with the class and then revise; providing instructions/discussion criteria that scaffold knowledge building; and using appropriate digital tools that mediate interaction around content. The pedagogical practices that affect patterns of interaction include modeling generative discourse, promoting increased interactions by and between participants and using opportunistic grouping strategies.

The authors include examples from one of their existing online courses that include these design features and pedagogical practices and discuss results from their ongoing work regarding the generativity of learner interactions in this course.