Construction, Management and Visualization of 3D Models of Large Archeological and Architectural Sites for E-Heritage GIS Systems

In this paper we present an integrated system developed in order to record, construct, pre-process, manage, visualize and visually navigate 3D models reality based of large archeological and architectural sites for eHeritage GIS systems. The framework integrates structured geometrical and documentary information resulting from multiple sources with the aim to enhance the knowledge of those sites within the frame of its historical evolution and its institutional management in a 3D GIS/DB. The developed applications were designed for different types of users, with a largely scalable interface, able to support different output devices and to work at different levels of iconicity. The system allows a full comprehension of the buildings in their own context, permitting to discover unknown relationships, to evaluate their architectural occupancy and to quickly access a complex system of information. The framework has been tested in two different systems - designed and developed to satisfy both internal (cataloguing, documentation, preservation, management of archaeological heritage) and external (communication through the web portal) purposes: the first, in Pompeii, developed in order to have a web-based system that uses Open Source software and complies with national and international standards; the second one, a prototype designed to make available on the Google Earth platform the complete Palladian corpus documentation implemented by the CISAAP

The Grid Sketcher: An AutoCad-based tool for conceptual design processes

Sketching with pencil and paper is reminiscent of the varied, rich, and loosely defined formal processes associated with conceptual design. Architects actively engage such creative paradigms in their exploration and development of conceptual design solutions. The Grid Sketcher, as a conceptual sketching tool, presents one possible computer implementation for enhancing and supporting these processes. It effectively demonstrates the facility with which current technology and the computing environment can enhance and simulate sketching intents and expectations; Typically with respect to design, the position taken is that the two are virtually void of any fundamental commonality. A designer\u27s thoughts are intuitive, at times irrational, and rarely follow consistently identifiable patterns. Conversely, computing requires predictability in just these endeavors. The computing environment, as commonly defined, can not reasonably expect to mimic the typically human domain of creative design. In this context, this thesis accentuates the computer\u27s role as a form generator as opposed to a form evaluator. The computer, under the influence of certain contextual parameters can, however, provide the designer with a rich and elegant set of forms that respond through algorithmics to the designer\u27s creative intents. (Abstract shortened by UMI.)

BeSocratic: An Intelligent Tutoring System for the Recognition, Evaluation, and Analysis of Free-form Student Input

This dissertation describes a novel intelligent tutoring system, BeSocratic, which aims to help fill the gap between simple multiple-choice systems and free-response systems. BeSocratic focuses on targeting questions that are free-form in nature yet defined to the point which allows for automatic evaluation and analysis. The system includes a set of modules which provide instructors with tools to assess student performance. Beyond text boxes and multiple-choice questions, BeSocratic contains several modules that recognize, evaluate, provide feedback, and analyze student-drawn structures, including Euclidean graphs, chemistry molecules, computer science graphs, and simple drawings. Our system uses a visual, rule-based authoring system which enables the creation of activities for use within science, technology, engineering, and mathematics classrooms. BeSocratic records each action that students make within the system. Using a set of post-analysis tools, teachers have the ability to examine both individual and group performances. We accomplish this using hidden Markov model-based clustering techniques and visualizations. These visualizations can help teachers quickly identify common strategies and errors for large groups of students. Furthermore, analysis results can be used directly to improve activities through advanced detection of student errors and refined feedback. BeSocratic activities have been created and tested at several universities. We report specific results from several activities, and discuss how BeSocratic\u27s analysis tools are being used with data from other systems. We specifically detail two chemistry activities and one computer science activity: (1) an activity focused on improving mechanism use, (2) an activity which assesses student understanding of Gibbs energy, and (3) an activity which teaches students the fundamentals of splay trees. In addition to analyzing data collected from students within BeSocratic, we share our visualizations and results from analyzing data gathered with another educational system, PhET

Image-Enabled Discourse: Investigating the Creation of Visual Information as Communicative Practice

Anyone who has clarified a thought or prompted a response during a conversation by drawing a picture has exploited the potential of image making as an interactive tool for conveying information. Images are increasingly ubiquitous in daily communication, in large part due to advances in visually enabled information and communication technologies (ICT), such as information visualization applications, image retrieval systems and visually enabled collaborative work tools. Human abilities to use images to communicate are however far more sophisticated and nuanced than these technologies currently support. In order to learn more about the practice of image making as a specialized form of information and communication behavior, this study examined face-to-face conversations involving the creation of ad hoc visualizations (i.e., napkin drawings ). A model of image-enabled discourse is introduced, which positions image making as a specialized form of communicative practice. Multimodal analysis of video-recorded conversations focused on identifying image-enabled communicative activities in terms of interactional sociolinguistic concepts of conversational involvement and coordination, specifically framing, footing and stance. The study shows that when drawing occurs in the context of an ongoing dialogue, the activity of visual representation performs key communicative tasks. Visualization is a form of social interaction that contributes to the maintenance of conversational involvement in ways that are not often evident in the image artifact. For example, drawing enables us to coordinate with each other, to introduce alternative perspectives into a conversation and even to temporarily suspend the primary thread of a discussion in order to explore a tangential thought. The study compares attributes of the image artifact with those of the activity of image making, described as a series of contrasting affordances. Visual information in complex systems is generally represented and managed based on the affordances of the artifact, neglecting to account for all that is communicated through the situated action of creating. These finding have heuristic and best-practice implications for a range of areas related to the design and evaluation of virtual collaboration environments, visual information extraction and retrieval systems, and data visualization tools

Psychological challenges for the analysis of style.

This article remains the copyright of Cambridge University Press. The definitive version of this article can be found at: http://dx.doi.org/10.1017/S089006040606015XAnalyses of styles in design have paid little attention to how people see style, and how designers use perceptions of style to guide designing. While formal and computational methods for analysing styles and generating designs provide impressively parsimonious accounts of what some styles are, they do not address many of the factors that influence how humans understand styles. The subtlety of human style judgements raises challenges for computational approaches to style. This paper differentiates between a range of distinct meanings of 'style', and explores how designers and ordinary people learn and apply perceptual similarity classes and style concepts in different situations to interpret and create designed artefacts. A range of psychological evidence indicates that style perception is dependent on knowledge, and involves the interaction of perceptual recognition of style features and explanatory inference processes that create a coherent understanding of an object as an exemplar of a style. This paper concludes by outlining how formal style analyses can be used in combination with psychological research to develop a fuller understanding of style perception and creative design