Preface:

The module that informed this paper was designed to help graduate students think effectively through problem-solving processes, leading to the development of solutions that can enhance value delivery during construction management. The name of the module is Construction Management using BIM (Building information modelling). The approach to the learning journey in this module is different from the traditional method of teaching construction management. In the traditional method, module instructors share information about subject matter concepts and issues and hope learning will occur.

The traditional approach cannot be sustained and is inappropriate, especially in an artificial intelligence (AI) world. With the traditional approach, students may not see the need to be in the classroom. This is because, with advancements in digital and AI technologies, students may believe that, with the module topics provided by the instructors, they can easily access information on the subject matter as required without attending classes. Thus, there must be additional value the students have to gain in the context of the required knowledge, understanding, and skills when they attend classes that are made compulsory with mark implications.

In the module learning journey shared in this paper, the module instructor facilitated and led intellectual exchanges in the classroom with the students. Case study presentations and discussions in the classroom based on a couple of week-long assignments given by the module instructor and self-learning, hands-on 4D BIM assignment also occurred in the module learning journey. There were also thought-provoking and open-ended take-home examinations that could only be effectively answered if a student was present and mentally engaged in classroom sessions.

A case study research project was also given to students. The students were required to form a group and engage with a construction company to learn about the realities involved in ensuring safety during construction. This included safety considerations involved in the planning and implementation of the processes leading to the construction of buildings. To enhance the students’ critical and reflective thinking, abstract reasoning, logical deduction, creative imagination, problem-solving capability, and knowledge and understanding, they were required to document their case study research project findings in a non-fictional story format.

Although the students had never written a story before, they were able to write it with guidance from the module instructor and through self-learning. This paper presents a non-fictional story of a group of three students learning journey in the module, with emphasis on the section of the learning journey where they interacted with an industry professional sharing his and his company’s experience. The students shared their personal experiences on the development of their consciousness for safety to facilitate accountability and responsibility in their professional activities when they start working in the construction industry.

The goal of the assignment is to enhance students’ thinking processes with the additional benefit of learning more about safety and construction management. Samples of students’ reflections on how the designed learning journey for this module has enhanced their intellectual capabilities can be found in the appendix section of this paper. These capabilities are needed for value delivery in construction management. This paper is shared publicly for public reviewers (i.e., readers) to engage in learning needed to generate knowledge and understanding relevant for the enhancement of educational and industry practices.

Keywords: Artistic research; Construction management; Construction safety; Applied learning; Storytelling

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Cite as: “Teo RH, Ho S, Kong YZ, and Fadeyi MO (2024). Construction safety: Bridging the gap in understanding through construction management learning journey. Teaching and Learning Case Studies #06. ISSUU Digital Publishing.”