training on Building InfoRmation models integrated with Geographical InformaTion

<< Background >>To reduce costs, environmental impact and carbon footprints, the construction and geospatial (mapping) industries are demanding new approaches for urban planning, asset design and information management. One approach in this development is bringing together BIM (Building Information model) and GIS (Geographic Information System) technologies. By connecting these technologies, the construction processes and management of assets such as buildings, roads, and other essential public facilities will be improved. However, such an integration requires high expertise from professionals of both domains. According to surveys within the stakeholders in Sweden, Italy, Spain and Croatia, there is a lack of skilled personnel and vocational education and training (VET) courses addressing the competencies required to achieve BIM/GIS integration. Existing VET programs across Europe for civil engineers, architects, land surveyors, geographers and other professionals working in the built environment and urban management, usually include courses in BIM or GIS, but not their intersection. As a consequence, professionals of these domains rarely know how to solve problems where a unified approach to BIM and GIS data management is needed.<< Objectives >>There is a clear need on the labour market for BIM/GIS integration competences. BIRGIT project’s main objective was to bridge the gap between supply and demand of BIM-GIS integration skills by developing new sets of learning material and to introduce such courses within the partnership. Projects using both BIM and GIS data require knowledge about data, operations and processes in both disciplines. To fulfil this need, new learning materials aiming at developing the necessary skills to integrate BIM and GIS have been developed. These materials are providing knowledge on methods and mechanisms (mostly software tools and data modelling) and practical application cases. One major impact was the improvement of quality of the VET programs within the partnership and the possibility of using the learning materials by other training providers as well. As an example, the courses provided by the DIS4SME project are to a large extent based on the BIRGIT project results.<< Implementation >>The project work was grouped into activities based on budget items, namely Project Results (PR), Multiplier Events (ME), Project Management (PM) and Transnational Project Meetings (TPM). The PR activities were grouped into four main activities. PR1 investigated the market requirements (in each participating country) and the desired learning objectives were specified. PR2 focussed on the adaptation of existing GIS/BIM training materials and its translation to different languages and national needs. PR3 was the core activity of the project, where new learning materials were developed and translated to national languages. PR4 was focussing on the testing and the updating of the learning materials.In total 6 ME’s were organised, one in each participating country. The interest of these events was exceeding our expectations and generated a very wide interest within the professional community.The aim of the PM and TPM activities was to assure that the project operations were on track and that the project would reach its goals. The dissemination and sustainability activities were also important tasks of the PM activities. Additional PM tasks were related to quality assurance and risk management.<< Results >>Three sets of learning material have been created and they have, together with pre-existing materials being translated to the languages of the partnership. In total, the learning material corresponds to around 10 ECVET/ECTS. The material contains lectures (slide sets with lecture notes), videos, assignments (with data sets and normative solutions), and reading suggestions. The learning materials are provided under Creative Commons open licenses. In order to optimize the spread and usage of these results, several dissemination actions have been carried out, specifically addressing training providers, employers as well as trainees. A website and social media platforms have been used for dissemination purposes. In addition, six multiplier events have been organised, where various stakeholders have been informed about and discussed the new learning materials being produced.