3D technologies for teaching and learning

3D technologies for teaching and learning

How using 3D technologies can benefit education and research

Image by UCL. Used with permission

An Introduction to 3D Digitisation

09/03/15 Jisc Digital Festival, 9-10 March 2015, ICC Birmingham 3

Who is this 3D for?


schools colleges universities

museums archives archaeology

engineering humanities

design arts computer sciences

Image by Andre Hilton. CC BY-SA 3.0


Why use digital 3D?

» We can widen our audience by‘dematerialising’our real-world collection

» We can preserve fragile collections by making 3D copies

» We can harvest data from real world objects to increase our understanding

» Researchers can gain new knowledge by 3D modeling & simulation

» We can share 3D data of real world objects

» 3D printing can make surrogate objects available to all

» 3D printing creates infinite opportunities for prototyping

» Learners engage with immersive worlds and‘gamification’

Why?



Dematerialising material

» A digital 3D model is essentially a set of instructions

» The digital 3D model is a virtual object

» 3D digital models can also be ‘printed out’ as real, tangible objects

» Part of the 'open' movement

» Falling costs and simplified workflows means using 3D content is now a realistic option Image by Andre Hilton. CC BY-SA 3.0

» Museum collections are protected from excessive handling

» Data can be used for analysis and sharing

» Surrogate objects can be generated

» Web delivery of collections generates greater footfall

Preserving collections


Image by UCL. Used with permission

» 3D data provides greater insights and understanding

» Data can be made available to all

» Value added research

» Data can be used across disciplines

Harvesting data


Image by CyArk. CC BY-SA 3.0

» 3D data provides insights into real world objects that are otherwise not attainable

» Increased knowledge can be used for conservation and preservation

» Dissemination of knowledge fulfils research remit

Gaining knowledge


Image by Justin Barton. CC BY-SA 3.0

» 3D data can be archived and accessed at any time

» 3D data can be delivered via many means including web

» 3D data can be shared openly between institutions around the world

» Research can be collaborative

» 3D data can be accessed globally for 3D printing

Sharing 3D data


Image by Eggalois. CC BY-SA 3.0

» 3D printing is a proactive, immersive learning activity

» Learners achieve immediate, tangible results

» Imagination is not limited by material

» Applicable learning to a wide variety of subjects and disciplines

3D printing for all


Photo by nyxchaotica. CC BY-SA 3.0

» Democratisation of manufacture

» Infinite flexibility without cost

» Intricate shaping without waste

» Imagination without limits

3D prototyping


Photo by Shapeways. CC BY-SA 3.0

» 3D augments gamification

» Learning can be gamified

» 3D creates immersive interaction

» 3D interaction develops cognitive skills

» 3D gamification increases engagement

» 3D gamification takes learning out of the classroom

3D VR AR


Photo by Hagustin. CC BY-SA 3.0

» Dimension judged by eye or measured by hand

» Can be accurate and simple

» Or detailed and less accurate

» Any 3D modelling software can be used

» No point cloud > polygon transformations involved

Approximation


Image by David Van Brink. CC BY-SA 3.0

» Laser focused on object

» Time of bound-back to scanner used to judge distance of a single point

» Built-in camera may also collect colour information for each point

» Point cloud is built then transformed into polygon

» Reflective objects are problematic

Laser scanning


Image by CyArk. CC BY-SA 3.0

» Regular pattern of light projected onto object

» Object digitally photographed

» Computer calculates degree and nature of pattern distortion

» Computer calculates 3D shape of object

» Point cloud is built then transformed into polygon for viewing, sharing and using

» 2D images can be taken to create colour ‘texture maps’

Structured light


Image by David Van Brink. CC BY-SA 3.0

» Using maths to ‘pull’ 3D geometry from 2D images

» Any camera can be used but ‘neutral’ lenses work best

» Done manually in WWI but now computerised

» Point cloud is built then transformed into polygon for viewing, sharing and using

» 2D images can be used to create colour ‘texture map’

Photogrammetry


Image by Michael Ashley. CC BY-SA 3.0


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Except where otherwise noted, this work is licensed under CC-BY-NC-ND

Matt FaberImaging advisor

[email protected]

Education

3D technologies for teaching and learning