Eduardo J. Renard-Julián

The integration of IoT sensors into OpenBIM-based monitoring environments requires not only data acquisition but also the consistent organisation of sensor identity, semantic information, monitored variables, spatial context, and information exchange. This study proposes a four-stage OpenBIM-IoT workflow comprising project creation, sensor registration, georeferencing and spatial assignment, and integration within a digital monitoring environment. The workflow was implemented through the BIMsensor platform, which combines AllBIMclass-based sensor classification, a common monitored-variable catalogue, association with IFC entities through their GlobalId values, GNSS-based mobile positioning, alert and event management, and external information exchange through IFC and GeoJSON. The approach was evaluated using two complementary scenarios: a 24 h residential-building campaign with four fixed IoT nodes and a mobile GNSS-enabled monitoring campaign. In the building case, 6301 of 6624 nominally expected environmental observations were stored, corresponding to 95.12% data completeness. Supplementary tests yielded a mean server-side request processing time of 33.71 ± 17.21 ms for 552 environmental requests and a mean IFC loading and processing time of 8.61 ± 0.60 s for the 12.77 MB building model. External reuse was additionally verified by importing the exported IFC4X3_ADD2 sensor-network model into BIMvision, an independent IFC viewer, validating the file with the buildingSMART IFC Validation Service, and importing the GeoJSON output into QGIS, an open-source geographic information system (GIS). The results support the feasibility of coordinating sensor-management and spatial-contextualisation operations within a common workflow under the evaluated conditions, while manufacturer and communication-protocol independence and large-scale scalability remain outside the scope of the present validation.

This paper presents a BIM-oriented methodological framework for integrating air quality monitoring systems based on IoT sensors into building and infrastructure projects. A set of low-cost environmental sensors capable of measuring PM1, PM2.5, PM10, temperature, and humidity was deployed in a real residential setting to illustrate the proposed approach. To enable semantic integration within BIM workflows, a structured classification system, AllBIMclass, was developed. It provides dedicated hierarchical codes for environmental sensors, defined by monitored parameters, installation location (indoor, outdoor, or mixed), power supply, and data handling mode. The pilot experience demonstrated how sensors can be registered, classified, and linked to BIM models, supporting data visualisation and basic management tasks. AllBIMclass is available in Revit 2026 (version 26.6.4.409, build 20250227_1515, 64-bit) (TXT) and Archicad 28 (version 28.0.0, build 3001, x86–64-bit) (XML) formats and is fully compatible with IFC schemas. Although the framework has not yet been applied to large-scale projects, its components are technically operational and ready for implementation. This research contributes to bridging the gap between environmental monitoring and digital construction workflows, paving the way for integration into digital twins, smart buildings, and sustainable infrastructure systems.

This paper presents research work in which an innovative didactic proposal was designed for the study of 3D metric geometry in the second year of A-level courses (secondary education) in the specialty of the sciences. The designed didactic proposal has the format of a workshop of geometry practices and is framed in the Didactic Situations Theory and in the Anthropological Theory of the Didactic. Although the mentioned theories, which the French school has developed since the seventies, are widely known and studied by secondary school mathematics teachers during their training in pedagogy, especially in Spanish- and French-speaking countries, their innovative approach has not been fully implemented in the field of algebraic geometry. Mathematics textbooks follow the traditional approach in which the teacher simply provides the contents and instructs the student, who captures these concepts and reproduces them as they have been supplied. In the presented didactic proposal, the approach proposed by Brousseau is followed, in which three fundamental elements take part: student, teacher, and the didactic environment. The teacher is the one who facilitates the environment in which the student builds his knowledge. In the proposal the didactic contract is stablished, the didactic situations are designed, and the means and didactic variables for the study of 3D metric geometry are chosen. The methodology followed in this study consisted of identifying educational problems; describing the theoretical framework; developing the didactic proposal; and analysis, reflection, and criticism of this training product. The contextualization of the geometry workshop in the field of the construction of structures and the use of deductive reasoning techniques that are applied in synthetic geometry and also in the building information modeling (BIM) methodology may be a way of showing the use of analytical geometry in the industries of engineering and architecture; they also serve as an opportunity for students to better understand this mathematical work.