A virtual environment for the design and simulated construction of prefabricated buildings

The construction industry has acknowledged that its current working practices are in need of substantial improvements in quality and efficiency and has identified that computer modelling techniques and the use of prefabricated components can help reduce times, costs, and minimise defects and problems of on-site construction. This paper describes a virtual environment to support the design and construction processes of buildings from prefabricated components and the simulation of their construction sequence according to a project schedule. The design environment can import a library of 3-D models of prefabricated modules that can be used to interactively design a building. Using Microsoft Project, the construction schedule of the designed building can be altered, with this information feeding back to the construction simulation environment. Within this environment the order of construction can be visualised using virtual machines. Novel aspects of the system are that it provides a single 3-D environment where the user can construct their design with minimal user interaction through automatic constraint recognition and view the real-time simulation of the construction process within the environment. This takes this area of research a step forward from other systems that only allow the planner to view the construction at certain stages, and do not provide an animated view of the construction process

Interactive form creation: exploring the creation and manipulation of free form through the use of interactive multiple input interface

Most current CAD systems support only the two most common input devices: a mouse and a keyboard that impose a limit to the degree of interaction that a user can have with the system. However, it is not uncommon for users to work together on the same computer during a collaborative task. Beside that, people tend to use both hands to manipulate 3D objects; one hand is used to orient the object while the other hand is used to perform some operation on the object. The same things could be applied to computer modelling in the conceptual phase of the design process. A designer can rotate and position an object with one hand, and manipulate the shape [deform it] with the other hand. Accordingly, the 3D object can be easily and intuitively changed through interactive manipulation of both hands.The research investigates the manipulation and creation of free form geometries through the use of interactive interfaces with multiple input devices. First the creation of the 3D model will be discussed; several different types of models will be illustrated. Furthermore, different tools that allow the user to control the 3D model interactively will be presented. Three experiments were conducted using different interactive interfaces; two bi-manual techniques were compared with the conventional one-handed approach. Finally it will be demonstrated that the use of new and multiple input devices can offer many opportunities for form creation. The problem is that few, if any, systems make it easy for the user or the programmer to use new input devices

Integration of virtual reality within the built environment curriculum

Virtual Reality (VR) technology is still perceived by many as being inaccessible and cost prohibitive with VR applications considered expensive to develop as well as challenging to operate. This paper reflects on current developments in VR technologies and describes an approach adopted for its phased integration into the academic curriculum of built environment students. The process and end results of implementing the integration are discussed and the paper illustrates the challenges of introducing VR, including the acceptance of the technology by academic staff and students, interest from industry, and issues pertaining to model development. It sets out to show that fairly sophisticated VR models can now be created by non-VR specialists using commercially available software and advocates that the implementation of VR will increase alongside industryis adoption of these tools and the emergence of a new generation of students with VR skills. The study shows that current VR technologies, if integrated appropriately within built environment academic programmes, demonstrate clear promise to provide a foundation for more widespread collaborative working environments

Learning outcome dependency on contemporary ICT in the New Zealand middle school classroom

Often studies of children's technology use in the classroom is internally focused and small scale. This study attempts a globalised exploratory overview of an entire New Zealand middle school to understand the technology usages across a range of curriculum and learning outcomes. Observations of the use of technology in the classroom during eight different lessons were conducted followed by structured-open-ended interviews. From our classroom observations and through teacher interviews, we have been able to identify three levels of the dependency of learning outcome on contemporary-ICT

Teaching programming at a distance: the Internet software visualization laboratory

This paper describes recent developments in our approach to teaching computer programming in the context of a part-time Masters course taught at a distance. Within our course, students are sent a pack which contains integrated text, software and video course material, using a uniform graphical representation to tell a consistent story of how the programming language works. The students communicate with their tutors over the phone and through surface mail. Through our empirical studies and experience teaching the course we have identified four current problems: (i) students' difficulty mapping between the graphical representations used in the course and the programs to which they relate, (ii) the lack of a conversational context for tutor help provided over the telephone, (iii) helping students who due to their other commitments tend to study at 'unsociable' hours, and (iv) providing software for the constantly changing and expanding range of platforms and operating systems used by students. We hope to alleviate these problems through our Internet Software Visualization Laboratory (ISVL), which supports individual exploration, and both synchronous and asynchronous communication. As a single user, students are aided by the extra mappings provided between the graphical representations used in the course and their computer programs, overcoming the problems of the original notation. ISVL can also be used as a synchronous communication medium whereby one of the users (generally the tutor) can provide an annotated demonstration of a program and its execution, a far richer alternative to technical discussions over the telephone. Finally, ISVL can be used to support asynchronous communication, helping students who work at unsociable hours by allowing the tutor to prepare short educational movies for them to view when convenient. The ISVL environment runs on a conventional web browser and is therefore platform independent, has modest hardware and bandwidth requirements, and is easy to distribute and maintain. Our planned experiments with ISVL will allow us to investigate ways in which new technology can be most appropriately applied in the service of distance education

Migrating existing multimedia courseware to Moodle

Open source course management systems offer increased flexibility for instructors and instructional designers. Communities can influence the development of these systems and on an individual basis, the possibility to modify the system software exists. Migrating existing courseware to these systems can therefore be beneficial, sometimes even required. We report here about our experience in migrating an existing courseware system consisting of multimedia content and interactive, integrated infrastructure functionality to an open source course management system called Moodle. We will assess the difficulties that we have encountered during this process and, discuss the importance of standards in this context, and we aim to provide other instructors or instructional designers with guidelines and assessment support for other migration projects

Next generation software environments : principles, problems, and research directions

The past decade has seen a burgeoning of research and development in software environments. Conferences have been devoted to the topic of practical environments, journal papers produced, and commercial systems sold. Given all the activity, one might expect a great deal of consensus on issues, approaches, and techniques. This is not the case, however. Indeed, the term "environment" is still used in a variety of conflicting ways. Nevertheless substantial progress has been made and we are at least nearing consensus on many critical issues.The purpose of this paper is to characterize environments, describe several important principles that have emerged in the last decade or so, note current open problems, and describe some approaches to these problems, with particular emphasis on the activities of one large-scale research program, the Arcadia project. Consideration is also given to two related topics: empirical evaluation and technology transition. That is, how can environments and their constituents be evaluated, and how can new developments be moved effectively into the production sector