1 Universidad de Granada, Departamento de Expresión Gráfica Arquitectónica y en la Ingeniería, E.T.S de Ingeniería de Edificación (SPAIN)
2 Universidad Politécnica de Madrid, Departamento de Ingeniería Civil: Construcción, E.T.S de Ingenieros de Caminos, Canales y Puertos (SPAIN)
3 Universidad de Granada, Departamento de Información y Comunicación (SPAIN)
4 Universidad de Granada, Departamento de Ciencias de la Computación e Inteligencia Artificial (SPAIN)
About this paper:
Appears in: INTED2018 Proceedings
Publication year: 2018
Pages: 1-11
ISBN: 978-84-697-9480-7
ISSN: 2340-1079
doi: 10.21125/inted.2018.1001
Conference name: 12th International Technology, Education and Development Conference
Dates: 5-7 March, 2018
Location: Valencia, Spain
After the great crisis of 2007 in Spain, a new model of construction sector is beginning to take shape due to the demand for innovative advanced computer applications, which provides results with great accuracy and reliability, in tasks of architectural design and engineering. This new model puts into question the current educational system, and its mission focuses on incorporating BIM learning at the appropriate level to each specific subject of degree that enables the correct professional development.

In recent years, the use of Computer Aided Design (CAD) and the early incorporation of the Building Information Modeling (BIM) Methodology into university curricula have attempted to improve the general and specific competences of future professionals, adapting them to European directives and regulations on construction. And although obviously the results are good, its extension to the rest of the subjects is still very scarce.

In this context, traditional technical drawing procedures, although still useful, should be relegated to the background. Therefore, the integration of traditional and computerized procedures in the same knowledge base can help to clarify the dilemma. The design of customized self-learning solutions, in Content Management Systems (CMS), speeds up the process, but requires the incorporation of additional self-assessment tools. In this dynamic, even the traditional freehand notes are being relegated by digital notes and mind maps.

In this paper a recent experience in the Building Engineering School of the University of Granada is presented that merges "Descriptive Geometry" and "Graphic Expression II: Computer Procedures", with the aim of attending the needs of the current knowledge BIM and also to improve the results of both subjects. It takes advantage of the duality of "model space" and "layouts", found in applications such as AutoCAD, necessary to separate three-dimensional objects and their flat projections. In the "model space" we proceed to 3D modeling of virtual models, introducing the student to the fundamentals of Representation Systems through CAD. In the "layouts" the traditional procedures of Descriptive Geometry are applied, but now in a reliable and precise way. Through the use of VBA macros and the creation of custom Lisp functions, the tasks of design and creation of digital educational resources have been automated. The use of Moodle as a CMS also allows us to automate the creation of mind maps and self-assessment resources.

The results obtained indicate that it’s been positive the fusion of Descriptive Geometry with CAD and also, it would be positive to extend of the CAD and BIM Methodology in other subjects. The use of Revit Journal Files, the subsequent generation of Macro Files and the creation of digital educational resources has been automated. Taking into account the great amount and diversity of resources generated by this solution requires the existence of digital repositories prepared to facilitate their storage, location and subsequent dissemination.
Automation, CAD, Descriptive Geometry, e-learning, Building Engineering.