High vs. low intensity courses. Student Technological Behavior

Ernest Redondo, Lluís Giménez, Francesc Valls (UPC) Isidro Navarro, David Fonseca, Sergi Villagrasa (La Salle)

Two educational proposals centered on Project-Based Learning (PBL) and the use of Information and Communication Technologies (ICT)

Both courses are focused on the spatial representation of 3D models in architectural training

Study focuses on comparing the students’ competence and motivation in two different educational scenarios: •A low-density experience where 3-4 software applications are used •And a high density “crash course” using about 15 different applications and techniques

INTRODUCTIONMotivation

Case of study

Exercises

Conclusions

Questions?

Introduction

MOTIVATIONCase of study

Exercises

Conclusions

Questions? • The use of ICTs in educational methods (related to Architecture, Urban Planning and Design, or Building Engineering), is defined in the new curricula.

• The student should be able to get competencies and skills related to active and collaborative learning and digital information management, all of them using roles and exercises based on projects (PBL)

• One of the main ongoing challenges in professional architectural designs are the use of digital photogrammetric acquisition using combined strategies

“The introduction of new learning methods 3.0 and new collaborative technologies, besides the new ways of information access via 3G phones or tablets, offer new opportunities to provide educational multimedia content”

Introduction

MOTIVATIONCase of study

Exercises

Conclusions

Questions?

• Current research in 3D architectural rendering (from CAD solutions and even the latest Building Information Modelling, BIM)

• The most relevant aspect in architectural teaching in this regard lies in the acquisition of the necessary spatial skills to assess the visual impact of a proposed building.

• Technology Behavior regarding Educational Innovation. The Emotional Response

Introduction

Motivation

CASE OF STUDYExercises

Conclusions

Questions?

• CASE 1– 3D modeling basics (REVIT – 3DMAX –

PHOTOSHOP/ILLUSTRATOR)– Generating an advanced 3D model (3DMAX – CL3VER for

interactive visualization checking)– Interactive virtual presentation (FBX to UNITY)

Introduction

Motivation

CASE OF STUDYExercises

Conclusions

Questions?

• CASE 2– The proposed project comprises three

groups of complex practices guided by experts in the use of the required equipment, such as laser scanners, UAVs (Unmanned Aerial Vehicles), 3D printers, AR glasses (e.g. Google Glass), or VR devices (e.g. Oculus Rift), …..

– …. SEE THE PAPER!!!!!!

Location awareness, topographic and site adjustment

BASE DOCUMENTATION SURVEYING+RECONSTRUCTION

New BKC and postgraduate buildings blueprints

CAD files of the new aand existing building to be renovated

Photo capture of nearby buildings Site photomodeling test

Photogrammetric reconstruction

Point cloud meshing and analysis

Point cloud visualization and management

Terrestrial Laser Scanner surveying of the project site

3D model of the site

3D integration of built environment and proposalNew and old building 3D model

EDUCATIONAL PROCESS 1

BASE DOCUMENTATION VISUALIZATION

Interactive panoramas of the proposed building in its

environment with mobile devices

Site panoramic photo

New and old building 3D model

VR interactive panoramas

Georeferenced AR visualization

Façade detailing 3D PDF

Construction process video

EDUCATIONAL PROCESS 2

Façade virtual model and detailing, sun control evaluation

Redesign for site adaptation

Self-supporting façade redesign

Design visual impact assessment

DIGITAL FABRICATION

3D printing digital prototyping

CNC milling digital prototyping

Assembly of printed components

EDUCATIONAL PROCESS 3

Façade system redesign

Construction process learning

Group proposal coordination

BASE DOCUMENTATION

Exploratory research into the capabilities of CNC milling and

additive printing

Façade system partial model

Introduction

Motivation

Case of study

EXERCISESConclusions

Questions?

User profile test or pre-course survey was conducted, where two main aspects were evaluated:

•Actual capacity to implement the proposed methodology: the students were asked about the technology they own and what they use it for. This data would allow assessing how well students would be able to follow the progress on various devices, providing vital information on the experience in digital uses of student.•Degree of motivation and perceived usefulness. The students were asked about the various technologies and their knowledge, perception, necessity and interest they might have, both in their studies and their professional activity

Introduction

Motivation

Case of study

Exercises

CONCLUSIONSQuestions?

• The results presented show that the two groups had similar technological profiles (statistical differences were not significant), which allow the viability of the proposal and the comparison of results.

• Assessing the different degrees of initial motivation between the two groups, the results must be studied in order to evaluate the relation of the motivation with the academic improvement and technological behavior.

Introduction

Motivation

Case of study

Exercises

CONCLUSIONSQuestions?

Introduction

Motivation

Case of study

Exercises

CONCLUSIONSQuestions?

1 Evaluate your motivation degree using informatic tools2 Evaluate the methodology of the course3 Evaluate the practic content of the course4 Are you interested to know new methods of graphic architectural representation?5 Are you agree to use mobile devices in the educational framework?6 Do you think that AR/VR can be useful for your studies in general?7 Do yo think that AR/VR can be useful for viewing your projects in 2D-3D?8 Do you think that AR/VR are a difficult technologies?9 Using mobile devices and their apps, do you think they can motivate you to follow the subject?

10 Do you think that using new technologies you can pass the subject more easy?11 The time for exercises proposed is correct12 It has been possible to solve the proposed exercises13 The applications have been stable14 The use of the programs has been easy15 Supporting documentation16 Utility level for architectural representation17 Utility general level of the subject for visual representation18 Perceived level of learning achieved19 General motivation using different visual technologies20 Teachers support21 Final and global evaluation of the proposed methods

Project funded by the VI National Plan for Scientific Research, Development and Technological Innovation, 2008-2011, Government of Spain. No EDU-2012-37247/EDUC.

In order to have more answers and data about us and our studies: (ernesto.redondo@upc.edu)

(fonsi@salle.url.edu)

High vs. low intensity courses. Student Technological Behavior