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Leveraging on Additive Manufacturing for Training Future Construction Professionals: 3D printing in construction curricula
Daniela Ivkovic1, Faisal Arain2 and Carrie Vos3 Instructor, Engineering Design and Drafting Technology, School of Sustainable Building and Environmental Management, NAIT, Edmonton, Canada email: [email protected]. 1 Associate Dean, School of Sustainable Building and Environmental Management, NAIT, Edmonton, Canada email: [email protected]. 2 Chair, Engineering Design and Drafting Technology, School of Sustainable Building and Environmental Management, NAIT, Edmonton, Canada email: [email protected].
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ABSTRACT
The paper advocates utilization of 3D printing/additive manufacturing for training the next generation of construction professionals for the industry. Additive manufacturing (AM) is defined by American Society for Testing and Materials as ‘the process of joining materials to make objects from 3D model data, usually layer upon layer. The 3D modeling supports the learning process by enabling learner to analyze the construction projects on smaller scale before project construction. Furthermore, 3D model provides an excellent platform for learners to interact with their projects for analyzing and identifying potential issues during the early phase of project. 3D model­based learning is an appropriate paradigm for addressing construction project design, procurement, site planning and project management problems. The dynamic nature of AM provides an excellent platform for learner groups to interact and go through various aspects of the building project collaboratively. The 3D modeling supports the learning process by quick and easy visualization of the construction projects. Furthermore, 3D model provides platform for learners where they can interact with their peers and mentors for exploring the learning activities collectively. This interactive approach toward construction projects helps in sharing experiences and improving quality of understanding of the real life issues in construction project in 3D environment, eventually eliminating risks of making costly mistakes on site. This paper highlights the benefits and challenges of the application of 3D modeling for learning construction design, site planning, procurement, and project management. Findings of this study were validated through active feedback collected from a group of learners using 3D printing as part of construction curricula in an academic environment. Furthermore, this study also contributed to knowledge as the findings of this research can be used by future researchers to carry out studies on the similar application of 3D modeling for fostering strong learner involvement in the learning process. The study would be beneficial for building professionals involved in the construction industry and academia in general.
INTRODUCTION
Additive Manufacturing (AM) is defined by American Society for Testing and Materials as ‘the process of joining materials to make objects from 3D model data, usually layer upon layer’ (ASTM, 2012). Over the last 30 years, improvement in materials and process, coupled with clever design has resulted in successful commercial realisation (Lim, et al., 2012). AM has become an integral part of modern product development and the technology has been commercialised to the extent where machines are now affordable for home use. Industrial applications are apparent in aerospace and automotive manufacturing, a wide range of medical applications and for the production of prototyping models for aesthetic and functional testing (Mark, et.al., 2003). In construction virtually every wall, floor, panel, partition, structure and facade is unique in dimension, which means either standard sized materials are cut down to fit, or bespoke molds are created to form each component. In the latter case economies of scale drive the need to design multiple copies of identical elements on a project. There is a clear cost­based opportunity to save time and materials by reducing waste and the need for formwork/mold making. There is also significant potential to reduce the quantity of materials used through optimization of form and the implementation of additional ‘engineering function’ within components. The computational design environment promises the freedom to design around individuals and the environment. Furthermore, AM may remove the need for replication of components, giving designers freedom to make each part unique (Lim, et al., 2012).
Lim et al. (2012) presented three construction scale AM processes capable of manufacturing large components. The similarities and differences are highlighted and the importance/necessity of developing these methods for specific applications discussed. The research further focuses on one process (Concrete Printing) to identify the issues associated with manufacturing parts for construction applications using these large­scale techniques. AM in construction is beginning to move from an architect's modelling tool to delivering full­scale architectural components and elements of buildings such as walls and facades. Additive manufacture of full­scale construction components is still an emerging technology, but one that is becoming a reality. The three large­scale processes presented have different characteristics and have been developed for different applications. Concrete printing has potential in several areas. Process refinements will be required to tailor the specific requirements of a manufacturing technique to a specific application, but proof of concept has been demonstrated. As media interest grows in small­scale AM, research into large­scale systems is beginning to reveal the potential for applications in construction (Lim, et al., 2012). The 3D modeling supports the learning process by enabling learner to analyze the construction projects on smaller scale before project construction. Furthermore, 3D model provides an excellent platform for learners to interact with their projects for analyzing and identifying potential issues during the early phase of project. This paper highlights the benefits and challenges of the application of 3D modeling for learning construction design, site planning, procurement, and project management.
LEVERAGING ON 3D VISUALIZATION AND MANUFACTURING FOR TRAINING CONSTRUCTION PROFESSIONALS Information technology has become strongly established as a supporting tool for many professional tasks in recent years. Virtual Reality (VR) simulations provide powerful teaching tools that can help learners digest complex concepts and retain them long after the session is ended (Arain and Burkle, 2011). VR simulation is a natural concept for inclusion in construction engineering education. It eliminates the risks and costs associated with the real world whilst enabling people to gain many of the professional experiences. Virtual environments have been a focus of research interest for a number of years because of their potential applications in training, education, visualization, design and entertainment (Park and Wakefield, 2003). An important aspect of virtual environment systems is realistic simulation of a 3D environment. VR is an emerging technology to simulate the real world on the computer and is being applied to many fields of industries and academia. The uses of VR assist in learning beyond physical constraints. VR presents an interactive environment that enhances the learning ability especially on a complex project. During the recent past years, virtual worlds have become an important part of teaching and training, transforming the way people work and learn. Education has been influenced by the changes in the area of Information and Communication Technologies (Conklin, 2005). VR is an emerging technology to simulate the real world on the computer and is being applied to many fields. Virtual worlds have also started to transform the way students have access to content, entertainment, and knowledge, making content portable and therefore, transforming the physical limits of the classroom (Arain and Burkle, 2011).
Construction projects are complex because they involve many human and non­
human factors and variables. It is difficult to teach much of this in a traditional manner (Arain and Low, 2006). It is also expensive and potentially dangerous to allow a person to learn the management skills on construction site. 3D visualization and manufacturing is therefore a perfect fit for training in this area. VR simulations, if utilized in teaching and analyzing construction management processes, can save costs while maintaining or even improving the performance and quality of learning process (Arain and Burkle, 2011). VR simulation of construction and management processes is highly needed due to the escalating complexity of building projects. Innovative educators around the world are exploring how 3D visualization and manufacturing can serve as powerful pedagogical tools in teaching and learning. VR, 3D manufacturing use in higher education institutions is relatively new. Significance of 3D Visualization and Additive Manufacturing in Construction Project Management
3D visualization and additive manufacturing offers a natural medium for users, providing a three­dimensional view that can be manipulated in real time and used collaboratively to explore and analyze design options and simulations of the construction process (Bouchlaghem et al., 2005). It is only recently that 3D visualization and additive manufacturing have started to be used in construction projects and there has been little empirical investigation of VR technologies by companies in the construction sector (Woksepp and Olofsson, 2006). For example, the appropriate use of VR models in the different phases of a construction project is still not clear (Westerdahl et al., 2006). 3D visualization and additive manufacturing can be viewed as an innovative approach for delivering a well designed, learner­centered, interactive, and facilitated learning environment to anyone, anywhere, anytime by utilizing the attributes and resources of various digital technologies along with other forms of learning materials suited for an open, flexible, and distributed learning environment (Arain and Burkle, 2011). The students, as a group, learn more effectively by using virtual environment where they can get involved in life­cycle of a building project i.e., from conceptual design to completion stage dealing with major issues like resources, cost, quality and time. Project­based learning is an appropriate paradigm for addressing construction project management problems. Project­based service learning projects provide a hands­on opportunity for students to address real­world problems in a multidisciplinary, collaborative environment (Mason and Moutahir, 2006). The dynamic nature of the virtual environment and AM provides excellent platform for student groups to interact and go through various aspects of the building project collaboratively. The virtual environment and AM supports the learning process by quick and easy visualization the construction projects. Furthermore, in a virtual environment learners can interact with their peers and mentors for exploring the learning activities collectively. Virtual world is a truly global venue where participants from across the world can be invited to work collaboratively and to provide feedback on construction projects (Arain and Burkle, 2011). This interactive approach toward construction projects helps in sharing experiences and improving quality of understanding of the real life issues in construction project management in virtual environment, eventually eliminating risks of making costly mistakes on site. Virtual simulation environments with a web­based collaboration tool as a way of simulating construction­related processes would assist in effective management of construction projects (Park and Meier, 2007). This new environment requires that students exchange project­specific information with others to plan required resources, to receive and apply the right information into a non­constraint virtual construction environment. It is very challenging to develop knowledge based virtual simulation learning environment where graphical construction operations are constrained realistically according to construction process information (Park et al., 2003). Virtual simulation environment provides students an opportunity to see how different project stakeholders impact their performance and how information and resource­constraints play a critical role in the success of the project (Park and Meier, 2007). In the domain of construction project management, it is essential to provide students with an interactive learning environment where they are required to take an active role in the learning process and expected to expand and evaluate their own thinking (Arain and Low, 2007). The 3D visualization and AM is an excellent example of the features of constructivism available in the virtual environment for the learners. Overall, dynamic virtual reality may assist construction project management students in perceiving the complex projects, making project design more reasonable, and low cost, understanding the issues of site planning and management, equipment management, solving project related issues based on informed and quick analyses, communicating and coordinating effectively among local and global participants. Furthermore, construction project management students capitalizing on the features of constructivism in the virtual environment can also experiment with numerous construction materials, equipment and forms of spaces to achieve the best possible solution for construction projects.
Analyzing Construction Project using Additive Manufacturing Project­based learning is an appropriate paradigm for addressing construction project management problems (Arain and Burkle, 2011). The dynamic nature of AM provides excellent platform for learner groups to interact and go through various aspects of the building project collaboratively. The AM virtual environment supports the learning process by quick and easy visualization of construction projects. AM provides an excellent venue for construction project managers to visualize the project in 3D. Project drawings can be imported to AM environment. Project drawings provide the base for developing construction project, identifying materials and other resources required. The 3D visualization of building project would assist in identifying potential technical and management issues with the project at an early stage. AM would enhance project team’s understanding of the physical constraints and issues associated with the project.
Project teams are one of the most important resources for construction project management. Professionals have to interact among themselves to coordinate the project progress for effective management of construction projects (Arain and Burkle, 2011). AM provides an excellent interactive platform for learners where they can interact with their peers and mentors for exploring the learning activities collectively. This interactive approach toward construction projects helps in sharing experiences and improving quality of understanding of the real life issues in construction project management in 3D environment, eventually eliminating risks of making costly mistakes on site.
Project management team can identify the materials, equipment, and technical resource requirement for construction project using AM platform. Project team can develop an effective site management plan by utilizing the real site contours and other physical constraints associated with the project site in AM environment. The AM of a construction project would assist in planning and managing materials and equipment for building projects. It also provides an excellent opportunity for project team to experiment with various spatial arrangements and sequences of resource supply and installation to identify the best possible resource management for the project.
AM provides an excellent platform for achieving project optimization by analyzing various aspects of the projects. Having a project site in 3D model would help in site management activities. This feature enables students to explore and analyze logistical requirements of various equipment, human resources and materials management and storage on site. Design and construction students may analyze and explore design elements, construction site planning, constructability of design, and construction safety aspects based on AM models. AM platform can also be used to create real life construction scenarios to explore constraints in project management. This would assist in effective project management that include constructability reviews, design stability, storage of materials, equipment placement, movement of project machinery, and also site safety analysis. AM platform not only provides a quick understanding to the structural inner parts but also gives a mechanical state under external forces and stability and sustainability potentials. The 3D visualization assists in analyzing and understanding the complexities of a construction project.
FEEDBACK ON POTENTIAL UTILIZATION OF ADDITIVE MANUFACTURING FOR TRAINING CONSTRUCTION PROFESSIONALS
With the recent purchase of a 3D printer, Engineering Design and Drafting Technology students at Northern Alberta Institute of Technology (NAIT) have exposure to the AM process. The students work in groups to conceptualize and hand sketch preliminary designs. Once the design is approved by the instructor, the groups model the designs using CAD software. The students set up their CAD files for printing and then use the printer to create their finished product. The students then discuss their designs and prototypes with the rest of the class to identify what went well with their design and share lessons learned. Sample projects completed are listed below in Table 1.
Table 1. Student 3D Printed Projects
Project Student Feedback
Puzzle Good fit of parts but 3D printed Cube
fasteners (pins) were not strong enough for moving parts ­ used screws as replacement part (see Figure 1).
Maze
Maze overall printed well but major issue was 90 degree overhang which required printed support material underneath (see Figure 2). This prevents ball from fitting in maze.
Figure 1. Puzzle Cube
Lessons Learned
Need to be aware of the limitations of equipment (3D printer) and construction materials (PLA polymer).
Support material difficult to remove preventing the maze from functioning. Good lesson for the need (as well as erection and removal) of temporary supports in construction.
Figure 2. Maze
Faculty Feedback
As mentioned in the previous sections, AM is an excellent platform to explore construction projects for effective project management. In this regard, faculty feedback was sought on utilization of 3D printing in pedagogy.
The faculty feedback endorses that AM process fits with project management course by exposing students to a product life cycle. Also helps students with their capstone project (cumulative final project) by assisting student in gaining better understanding of product constructability. AM helps to visualize design since typically students don’t see all the stages of the project. It requires students to consider constructability when working on their designs.
This printer use an STL file to print. This particular printer could be considered a less expensive AM tool as the polylactic acid (PLA) thermoplastic material it uses is less expensive than acrylonitrile butadiene styrene (ABS) or many other 3D printing materials. In industry this type of printer could be used for initial stage of product design that could precede the use of more expensive fabrication methods. As a pedagogical tool, the AM platform provides opportunity to analyze parts and complete aspects of construction project. It supports a conducive environment for students to work as a group/team to understand the construction project dynamics. The AM platform would be helpful as a pedagogical tool for analyzing and understanding the complexities of a construction project.
CONCLUSION
AM assists construction students in perceiving the complex projects, making project design more reasonable, and low cost, understanding the issues of site planning and management, equipment management, solving project related issues based on informed and quick analyses, communicating and coordinating effectively among project participants. Furthermore, AM also provides an excellent platform for learners to perform experiment with numerous construction materials, equipment and forms of spaces to achieve the best possible solution for construction projects.
Additive manufacturing supports the learning process by enabling learner to analyze the construction projects on smaller scale before project construction. Furthermore, 3D model provides an excellent platform for learners to interact with their projects for analyzing and identifying potential issues during the early phase of project. 3D model­based learning is an appropriate paradigm for addressing construction project design, procurement, site planning and project management problems. The dynamic nature of AM provides an excellent platform for learner groups to interact and go through various aspects of the building project collaboratively. The 3D modeling supports the learning process by quick and easy visualization of the construction projects. Furthermore, 3D model provides platform for learners where they can interact with their peers and mentors for exploring the learning activities collectively. This interactive approach toward construction projects helps in sharing experiences and improving quality of understanding of the real life issues in construction project in 3D environment, eventually eliminating risks of making costly mistakes on site. This paper highlights the benefits and challenges of the application of 3D modeling for learning construction design, site planning, procurement, and project management. Findings of this study were validated through active feedback collected from a group of learners using 3D printing as part of construction curricula in an academic environment.
AM is an excellent tool for teaching and analyzing construction project management processes. Construction students can learn and experiment site planning and management in the virtual environment by arranging various resources i.e., equipment, manpower, materials etc. required at site for the construction project. This would assist the students in planning effectively and most cost efficiently. Utilization of AM in teaching construction project management courses can save costs while maintaining or even improving the performance and quality of learning process. Construction and management processes in AM virtual environment are highly needed due to the escalating complexity of building projects
The paper sets the foundation for future research into establishing a facility that would include 3D laser scanner used to create 3D digital models of structures; an immersive environment to visualize 3D models; sophisticated 3D printer that can produce parts with a high degree of accuracy; powerful infra­red cameras that can take video of thermal images and measure traffic flows to buildings. This proposed centre of excellence in 3D manufacturing represents a significant learning opportunity for students in a wide variety of construction and design programs, and it will provide construction industry with access to cutting edge equipment that will help them solve everyday challenges. Furthermore, this study also contributed to knowledge as the findings of this research can be used by future researchers to carry out studies on the similar application of 3D modeling for fostering strong learner involvement in the learning process. The study would be beneficial for building professionals involved in the construction industry and academia in general.
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