Daisy Abbott

Linking evidence with heritage visualization using a large scale collaborative interface

The virtual reconstruction of heritage sites and artefacts is a complicated task that requires researchers to gather and assess many different types of historical evidence which can vary widely in accuracy, authority, completeness, interpretation and opinion. It is now acknowledged that elements of speculation, interpretation and subjectivity form part of 3D reconstruction using primary research sources. Ensuring transparency in the reconstruction process and therefore the ability to evaluate the purpose, accuracy and methodology of the visualization is of great importance. Indeed, given the prevalence of 3D reconstruction in recent heritage research, methods of managing and displaying reconstructions alongside their associated metadata and sources has become an emerging area of research. In this paper, we describe the development of techniques that allow research sources to be added as multimedia annotations to a 3D reconstruction of the British Empire Exhibition of 1938. By connecting a series of wireless touchpad PCs with an embedded webserver we provide users with a unique collaborative interface for semantic description and placement of objects within a 3D scene. Our interface allows groups of users to simultaneously create annotations, whilst also allowing them to move freely within a large display visualization environment. The development of a unique, life-size, stereo visualization of this lost architecture with spatialised semantic annotations enhances not only the engagement with and understanding of this significant event in history, but the accountability of the research process itself.

StoryStorm: a collaborative exchange of methods for storytelling

The very act of communication is fundamentally an act of storytelling and so the stories we fashion about ourselves to make sense of our life experiences are intrinsically linked to our identity, nation, and sense of self [1], shaping our understanding of the world. Narrative and storytelling are as critical in todays society as at any other time in history. We see aspects of storytelling frequently appear in research, from development and design processes to new ideas, products and services. In these fields storytelling takes many guises, and, we argue, is often employed unconsciously. This workshop will take stock of existing storytelling processes and forms, and explore emerging digital means of capturing and sharing stories, as a methodological tool for addressing overarching empirical and collaborative interests of the DIS community. The workshop aims to bring together fields of design, HCI, ethnography and industry practitioners to understand and map the range of storytelling tools adopted during research processes, prototyping, and production; exploring how these processes are situated in a design lexicon. This will in turn initiate development of visual aids that distill and encode these practices for use in academia and beyond.

How to Fail Your Research Degree

This work in progress game was created to deliver knowledge and understanding of research processes and techniques, within the context of a postgraduate training programme at Glasgow School of Art. Development was in relation to the concepts of encouraging creativity and risk-taking within a safe game environment and of learning by (potentially) failing. Game characteristics and intended learning outcomes were defined, leading to game mechanics and text that emphasise player agency, working within a time limit, and humour. Initial small-scale evaluation shows that the game is highly successful at delivering the intended learning outcomes and is a memorable and enjoyable complement to the existing course curriculum.

Development of Cross-Curricular Key Skills Using a 3D Immersive Learning Environment in Schools

Pedagogical opportunities offered by 3D immersive environments are not restricted to subject-based knowledge but also include non-disciplinary and cross-curricular key skills. This pilot study introduced a large 3D scene of a non-extant architectural exhibition into teaching and learning activities at three UK schools. From observation and qualitative data capture, a comparative case study identified a number of pedagogical opportunities and challenges. Despite diverse teacher and student approaches, a number of common factors were identified including constructionist teaching methods and the suitability of 3D environments for developing cross-curricular key skills and capabilities. In relation to the literature, this paper analyses how subject-aligned use of the 3D model met with differing levels of success, identifies four key skills that emerged from student use of the model across all three schools, and considers how challenges might be translated into further learning opportunities.

THE POTENTIAL OF VIRTUAL 3D MODELS IN PRIMARY AND SECONDARY SCHOOL SETTINGS: THE CASE OF THE 1938 BRITISH EMPIRE EXHIBITION MODEL

This paper explores how a pre-existing virtual 3D model of the British Empire Exhibition of 1938 was used to deliver innovative teaching and learning materials into schools. With digital and mobile technologies now forming an integral feature of schools, a range of tools can be used to support students and teachers in their every day lessons. However, despite the wealth of research on digital technology use within schools, few studies have so far looked at the teaching and learning potential of 3D models and in particular the re-use of the large number of existing digital heritage datasets originally generated for a range of purposes. Through a comparative case study of three primary and secondary schools in the UK, this paper investigates how the 3D model was used by teachers and students to support teaching and learning activities across different subject areas. In particular, it evaluates the potential and impact of using such a tool in formal educational settings and highlights a number of salient issues and challenges that emerged. These include, amongst others, the wider pressures of teacher time and curriculum regimes, the role of the motivation and interest of individual teachers as well as the drivers for student engagement. In light of the above, the paper considers the range of actors and factors that underpin the outcomes and sustainability of such a project and concludes with some suggestions for the future use 3D models and supporting software.

Content Models for Enhancement and Sustainability: Creating a Generic Framework for Digital Resources in the Arts and Humanities

In this paper we describe a framework to increase the accessibility and reuse of objects stored in digital repositories. In many cases digital repositories are created with little consideration to the wider information environment, or the extension of the repository to items beyond the initial collection. The CMES framework emphasizes providing a structure for creating appropriate content models, selecting appropriate metadata schemas, and the need for a modular approach to the creation of a user interface.