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The implementation of Building Information Modelling (BIM) in the Architecture, Engineering, Construction and Operations (AECO) industry requires multidisciplinary teams equipped with new technical and managerial skills. Professionals that are inexperienced or unfamiliar with the BIM design process face difficulties in transposing complex concepts into BIM modelling and coordination practices, despite governments, industry bodies, and academia's efforts. With this issue in mind, this article's objective is to present the teaching-learning strategies and tools adopted in a practical case of modelling an existing building on a BIM platform. In terms of method, a phenomenological approach has been taken to report on an exploratory didactic experience. The Cognitive Load Theory (CLT) was used to assess learning based on the authors’ perceptions. The research has been structured into the following five stages: Literature Review; Analysis of Brazilian and International BIM Standards and Guides; Didactic exercise; Experience Assessment; and Conclusions. The results reveal aspects of BIM processes that can be widely investigated in an academic environment, such as the BIM design and coordination process model, which can be explored as a tool in the BIM teaching-learning process. Also, difficulties related to teaching BIM management processes were identified, thus calling for different didactic approaches. The contributions made by the research come from reporting and analysing the process of learning complex BIM content from the perspective of inexperienced professionals. The work also contributes to the field through the BIM learning assessment proposal and the BIM process model resulted from the authors’ practical experience.

Modelling and coordination of building design: an experience of BIM learning/upskilling