To critically review the use of screencasts for teaching land surveying

Screencasting tools allow for a screen capture of the actions on a computer screen with accompanying audio. This research initially reviews through the literature how screencasting has been used pedagogically and, through this primary research, the application of an existing screencast called Screencast-O-Matic and feedback from students from both Construction Management and Geospatial Surveying Undergraduate Programmes of TU Dublin, where and how it could be deployed for the surveying classes and fieldwork during the pandemic situation. This research occurred when all Irish third-level institutions lectures and tutorials moved online, and access to survey equipment for fieldwork was severely reduced. The paper concludes with a reflection on how some of the practices put in place due to the current pandemic situation would benefit when face to face classes resume. During surveying projects, several steps were identified during which students encountered a bottleneck in their learning. As screencasts provide unsupervised access to teaching materials, a series of screencasts was created as online support and incorporated into our VLE (Virtual Learning Environment); this included video tutorials on how to set up and use surveying equipment, as well as screencasts showing how to process and perform calculations of recorded survey data. Results from students being subsequently surveyed through an online questionnaire showed that the vast majority found the videos helpful or very helpful in explaining how much they knew or did not know about the material and liked the format as a complement to the weekly recorded lectures. The survey also revealed a variety of learning habits and styles within the class. Those findings are consistent with previous research, which highlight that screencasting facilitates learning for the diversity of learners. Veedbacks, or video feedback, provided students feedback on various assignments, such as fieldwork projects and online examinations. A series of semi-structured interviews revealed that students found the veedbacks a valuable complement to the feedback process by better understanding how they could improve their subsequent assignments. Grades for both undergraduate classes were compared with those from previous pre-Covid classes, with a significantly higher mark for students who used screencasts as an online tool. Moreover, several students surveyed suggested that screencast videos, particularly those involving calculations, should be incorporated as online support when face-to-face classes resume. Based on these findings and their own experience in creating screencasts, lecturers in this study believe that screencasting provides a means to build support material relatively quickly for feedback, tutorials and teaching material and is a helpful complement to both online and face to face classes. Keywords: online teaching, screencast, feedback, geospatial surveying, collaborativ

Armagh Observatory: Historic Building Information Modelling for Virtual Learning in Building Conservation

In this paper the recording and design for a Virtual Reality Immersive Model of Armagh Observatory is presented, which will replicate the historic buildings and landscape with distant meridian markers and position of its principal historic instruments within a model of the night sky showing the position of bright stars. The virtual reality model can be used for educational purposes allowing the instruments within the historic building model to be manipulated within 3D space to demonstrate how the position measurements of stars were made in the 18th century. A description is given of current student and researchers activities concerning on-site recording and surveying and the virtual modelling of the buildings and landscape. This is followed by a design for a Virtual Reality Immersive Model of Armagh Observatory use game engine and virtual learning platforms and concepts

Virtual Heritage Learning Environments

. The change and restrictions in how we react with cultural heritage because of the COVID-19 pandemic has created an urgency in advancing remote and digital access to objects and sites. This paper outlines the process for developing Virtual Learning Environments (VLEs) using digital recording and modelling of architectural heritage and archaeology. Virtual Reality (VR) software, game engine platforms and WEB platforms are outlined which can be applied to represent heritage sites in addition to emerging screen based technological learning systems. The application Historic Building Information Modelling (HBIM) and Game Engine Platforms for creating Virtual Learning Environments (VLEs) is also examined. The design-theory based on Virtual Learning Objects for cultural heritage is explored. Two case studies are explored for their potential to create Virtual Heritage Learning Environments. Finally, a design framework is proposed for developing Virtual Heritage Learning Environments

A REVIEW OF 3D GIS FOR USE IN CREATING VIRTUAL HISTORIC DUBLIN

This paper illustrates how BIM integration with GIS is approached as part of the workflow in creating Virtual Historic Dublin. A design for a WEB based interactive 3D model of historic buildings and centres in Dublin City (Virtual Historic Dublin City) paralleling smart city initiates is now under construction and led by the National Monuments at the Office of Public Works in Ireland. The aim is to facilitate the conservation and maintenance of historic infrastructure and fabric and the dissemination of knowledge for education and cultural tourism using an extensive Historic Building Information Model. Remote sensing data is now processed with greater ease to create 3D intelligent models in Historic BIM. While the use of remote sensing, HBIM and game engine platforms are the main applications used at present, 3D GIS has potential to form part of the workflow for developing the Virtual Historic City. 2D GIS is now being replaced by 3D spatial data allowing more complex analysis to be carried out, 3D GIS can define and depict buildings, urban rural centres in relation to their geometry topological, semantic and visualisation properties. The addition of semantic attributes allows complex analysis and 3D spatial queries for modelling city and urban elements. This analysis includes fabric and structural elements of buildings, relief, vegetation, transportation, water bodies, city furniture and land use

Developing Historic Building Information Modelling Guidelines and Procedures for Architectural Heritage in Ireland

Cultural heritage researchers have recently begun applying Building Information Modelling (BIM) to historic buildings. The model is comprised of intelligent objects with semantic attributes which represent the elements of a building structure and are organised within a 3D virtual environment. Case studies in Ireland are used to test and develop the suitable systems for (a) data capture/digital surveying/processing (b) developing library of architectural components and (c) mapping these architectural components onto the laser scan or digital survey to relate the intelligent virtual representation of a historic structure (HBIM). While BIM platforms have the potential to create a virtual and intelligent representation of a building, its full exploitation and use is restricted to narrow set of expert users with access to costly hardware, software and skills. The testing of open BIM approaches in particular IFCs and the use of game engine platforms is a fundamental component for developing much wider dissemination. The semantically enriched model can be transferred into a WEB based game engine platform

Shape grammar libraries of European classical architectural elements for historic BIM

This paper proposes a design for libraries of European Classical architectural elements based on shape grammars. This design is based on a workflow which develops library objects from 3D CAD primitives using architectural rules to construct parametric representations of architectural elements. In the case of Classical architecture, the design and detail for the parametric objects are based on manuscripts rangingfromVitruviustoPalladiotothearchitecturalpatternbooksoftheeighteenthcentury. The generation of 3D objects for virtual reconstruction necessitates the application of computer algorithms and rules introduced by the user to generate objects, buildings and spaces from a grammar and vocabulary of shapes. Both the use of graphicly constructed and coded parametric libraries in formal and open-source platforms will be considered here

Combining a Virtual Learning Tool and Onsite Study Visits of Four Conservation Sites in Europe

The design and evaluation of virtual learning environments for construction and surveying students is presented in this paper; by combining virtual learning environment and on-site student surveys to model and replicate practice in the architectural heritage sector. The Virtual Learning Environment is enhanced with real live survey projects whereby students collect the data to build virtual historic buildings from onsite surveys using advanced survey equipment. The survey data is modelled in HBIM; Historic Building Information Modelling (HBIM) is currently being developed as a virtual learning tool for construction and surveying students in the Dublin Institute of Technology. HBIM, is a novel solution whereby interactive parametric objects representing architectural elements are constructed from historic data, these elements, including detail behind the scan surface are accurately mapped onto a laser or image based survey. The architectural elements are scripted using a Geometric Descriptive Language GDL. In the case of this project a Virtual Learning Environment is being developed which combines advanced recording and surveying with Building Information Modelling (BIM) to simulate and analyse existing buildings