Virtual Reality – Von der 3D-Erfassung bis zum immersiven Erlebnis

Die technologischen Fortschritte in dem Bereich der virtuellen Realität (VR) werden zukünftig erhebliche Auswirkungen auf unser Alltagsleben haben. Denn durch VR ist es heute schon möglich, eine computererzeugte Welt als virtuelle Wirklichkeit praktisch zu erforschen. So kann man z.B. in die Vergangenheit oder in ein virtuelles Museum eintauchen, ohne die gegenwärtige Position im realen Leben zu verlassen. Für so eine ultimative VR-Erfahrung sieht der Anwender nur die virtuelle Welt, in dem er ein Head-Mounted-Display (HMD) aufsetzt, um sich so von der physikalischen Welt abzutrennen. Baudenkmäler sind ideal geeignet für eine mehrdimensionale geometrische Dokumentation und für realistische interaktive Visualisierungen in immersiven VR-Anwendungen. Unterstützend bietet die Spieleindustrie mit den entsprechenden Game Engines Werkzeuge für interaktive Visualisierungen von Objekten an, um so die Nutzer zu motivieren, Objekte und deren Umgebung virtuell zu besichtigen. In diesem Beitrag wird die Generierung von verschiedenen virtuellen 3D-Modellen wie z.B. die Selimiye-Moschee von Edirne (Türkei) oder das Holzmodell des Salomonischen Tempels und andere bis hin zur Datenintegration in die Game Engines Unreal oder Unity aufgezeigt. Der Arbeitsablauf von der Datenerfassung bis zur immersiven VR-Visualisierung mit dem VR-System HTC Vive wird einschließlich der notwendigen Programmierung für die Navigation in VR beschrieben. Außerdem wird der mögliche Einsatz (einschließlich der simultanen Teilnahme multipler Anwender) von solchen VR-Visualisierungen für z.B. Baudenkmäler in diesem Beitrag diskutiert.Recent advances in contemporary Virtual Reality (VR) technologies are going to have a significant impact on everyday life. Through VR it is possible to virtually explore a computer-generated environment as a different reality, and to immerse oneself into the past or in a virtual museum without leaving the current real-life situation. For such an ultimate VR experience, the user should only see the virtual world. Currently, the user must wear a VR headset which fits around the head and over the eyes to visually separate himself from the physical world. Via the headset images are fed to the eyes through two small lenses. Cultural heritage (CH) monuments are ideally suited both for thorough multi-dimensional geometric documentation and for realistic interactive visualisation in immersive VR applications. Furthermore, VR is increasingly in use for virtual museums to enhance a museum visitor’s experience by providing access to additional materials for review and knowledge deepening either before or after the real visit. Using today’s available 3D technologies a virtual museum is no longer just a presentation of collections on the Internet or a virtual tour of an exhibition using panoramic photography. Additionally, the game industry offers tools for interactive visualisation of objects to motivate users to virtually visit objects and places. In this paper the generation of virtual 3D models for different cultural heritage monuments (e.g. the Selimiye mosque in Edirne, Turkey and the wooden model of Solomon´s Temple and others) and its processing for data integration into the two game engines Unity and Unreal are presented. The workflow from data acquisition to VR visualisation using the VR system HTC Vive, including the necessary programming for navigation and interactions, is described. Furthermore, the use (including simultaneous use of multiple end-users) of such a VR visualisation for CH monuments is discussed in this presentation

The Gralheira lode in the territorium metallorum Tresminas/Jales. A "treasure trove" of ancient mining technology

The little-known Roman gold mining site "Gralheira" is located near the well-explored mine of Tresminas. The 2.5 km long, almost dead straight archaeological monument from the first and second centuries AD is currently under threat from possible mining activities on the one hand and from modern waste disposal in the pits on the other. Since 2019, the Roman mining traces have been investigated by means of intensive field inspections, terrestrial 3d laser scanning and aerial photography. The following article will present first impressions and findings on this structure, as well as questions and preliminary interpretations

Terrestrisches Laserscanning auf der Osterinsel – Dokumentation der Moai und der archäologischen Grabungen

Alle wieder aufgerichteten monumentalen Ritualplattformen der Osterinsel (Ahu) und ihre Statuen (Moai) wurden in den Jahren 2007 bis 2009 im Rahmen der Expedition von den Mitarbeitern der HafenCity Universität Hamburg durch terrestrisches Laserscanning systematisch erfasst und dokumentiert. Langfristiges Ziel des Projektes ist die Dokumentation aller Kolossalfiguren, die in zunehmendem Maße durch Verwitterung oder durch tierische und menschliche Einwirkung beschädigt werden und somit gefährdet sind. Alle relevanten Daten werden dafür in einem Geoinformationssystem (GIS) zusammengefasst. Zusätzlich werden mögliche Veränderungen ausgewählter Figuren durch Verwitterung analysiert, wobei in ersten Untersuchungen keine signifikanten Änderungen für den kurzen Zeitabstand von drei Jahren ermittelt werden konnten. Die Aufnahmen der Statuen und der archäologischen Grabungs- und Fundplätze durch terrestrisches Laserscanning sowie die 3D-Modellierung der hoch aufl ösenden Punktwolken durch Dreiecksvermaschung zur Dokumentation der Objekte werden in diesem Beitrag beschrieben. Der Artikel wird zeitnah als PDF verfügbar sein

3D acquisition, modelling and visualization of North German castles by digital architectural photogrammetry

In order to create virtual realities, three-dimensional scenes must be generated digitally. Frequently such scenes are freely invented in computer games and have little or nothing to do with reality. The Department of Geomatics of the Hamburg University of Applied Sciences (HAW Hamburg) records historical buildings and castles for detailed virtual reality applications, which can be used in visualizations, simulation and planning for tourism, navigation, facility management, architecture, cultural heritage and city planning. A condition of such modelling and visualization is a complete 3D acquisition of the objects, e.g. with geodetic measuring techniques, terrestrial laser scanners or with digital architectural photogrammetry. Three north German castles in Celle (Lower Saxony), Ahrensburg and Glücksburg (both in Schleswig-Holstein) were recorded photogrammetrically using a digital SLR Camera (Fujifilm FinePix S1 Pro) and later modelled and visualized. The data processing steps from data recording, determination of photo orientation, camera calibration and CAD modelling to visualization are described in the paper. The results of the photogrammetric 3D data acquisition and CAD object reconstruction are summarized and the visualization of the virtual castles is presented. Some economic aspects of the project work are finally discussed.PeerReviewe

Virtual Reality – Von der 3D-Erfassung bis zum immersiven Erlebnis

Die technologischen Fortschritte in dem Bereich der virtuellen Realität (VR) werden zukünftig erhebliche Auswirkungen auf unser Alltagsleben haben. Denn durch VR ist es heute schon möglich, eine computererzeugte Welt als virtuelle Wirklichkeit praktisch zu erforschen. So kann man z.B. in die Vergangenheit oder in ein virtuelles Museum eintauchen, ohne die gegenwärtige Position im realen Leben zu verlassen. Für so eine ultimative VR-Erfahrung sieht der Anwender nur die virtuelle Welt, in dem er ein Head-Mounted-Display (HMD) aufsetzt, um sich so von der physikalischen Welt abzutrennen. Baudenkmäler sind ideal geeignet für eine mehrdimensionale geometrische Dokumentation und für realistische interaktive Visualisierungen in immersiven VR-Anwendungen. Unterstützend bietet die Spieleindustrie mit den entsprechenden Game Engines Werkzeuge für interaktive Visualisierungen von Objekten an, um so die Nutzer zu motivieren, Objekte und deren Umgebung virtuell zu besichtigen. In diesem Beitrag wird die Generierung von verschiedenen virtuellen 3D-Modellen wie z.B. die Selimiye-Moschee von Edirne (Türkei) oder das Holzmodell des Salomonischen Tempels und andere bis hin zur Datenintegration in die Game Engines Unreal oder Unity aufgezeigt. Der Arbeitsablauf von der Datenerfassung bis zur immersiven VR-Visualisierung mit dem VR-System HTC Vive wird einschließlich der notwendigen Programmierung für die Navigation in VR beschrieben. Außerdem wird der mögliche Einsatz (einschließlich der simultanen Teilnahme multipler Anwender) von solchen VR-Visualisierungen für z.B. Baudenkmäler in diesem Beitrag diskutiert.Recent advances in contemporary Virtual Reality (VR) technologies are going to have a significant impact on everyday life. Through VR it is possible to virtually explore a computer-generated environment as a different reality, and to immerse oneself into the past or in a virtual museum without leaving the current real-life situation. For such an ultimate VR experience, the user should only see the virtual world. Currently, the user must wear a VR headset which fits around the head and over the eyes to visually separate himself from the physical world. Via the headset images are fed to the eyes through two small lenses. Cultural heritage (CH) monuments are ideally suited both for thorough multi-dimensional geometric documentation and for realistic interactive visualisation in immersive VR applications. Furthermore, VR is increasingly in use for virtual museums to enhance a museum visitor’s experience by providing access to additional materials for review and knowledge deepening either before or after the real visit. Using today’s available 3D technologies a virtual museum is no longer just a presentation of collections on the Internet or a virtual tour of an exhibition using panoramic photography. Additionally, the game industry offers tools for interactive visualisation of objects to motivate users to virtually visit objects and places. In this paper the generation of virtual 3D models for different cultural heritage monuments (e.g. the Selimiye mosque in Edirne, Turkey and the wooden model of Solomon´s Temple and others) and its processing for data integration into the two game engines Unity and Unreal are presented. The workflow from data acquisition to VR visualisation using the VR system HTC Vive, including the necessary programming for navigation and interactions, is described. Furthermore, the use (including simultaneous use of multiple end-users) of such a VR visualisation for CH monuments is discussed in this presentation

Providing varying degrees of guidance for Work-Integrated Learning

We present a work-integrated learning (WIL) concept which aims at empowering employees to learn while performing their work tasks. Within three usage scenarios we introduce the APOSDLE environment which embodies the WIL concept and helps knowledge workers move fluidly along the whole spectrum of WIL activities. By doing so, they are experiencing varying degrees of learning guidance: from building awareness, over exposing knowledge structures and contextualizing cooperation, to triggering reflection and systematic competence development. Four key APOSDLE components are responsible for providing this variety of learning guidance. The challenge in their design lies in offering learning guidance without being domain-specific and without relying on manually created learning content. Our three month summative workplace evaluation within three application organizations suggests that learners prefer awarenss building functionalities and descriptive learning guidance and reveals that they benefited from it

Using personal professional networks for learning in social work: Need for insight into the real-world context

Professionals in social work practice depend on a high level of skills, intellectual ability and a wide knowledge base to find innovative solutions for the complex problems they encounter. They learn by expe- rience and through social interaction using dialogue and discussion with relevant others to create new knowledge. To support their learning, they search for the most suitable and most relevant dialogue partner available in their extensive personal professional network. This is a difficult, high- skilled task, for which little technological support is available. This paper presents a literature review on the learning needs of these professionals and considers the use of technology as a means of supporting this type of learning. It argues for the need for more insight into the strategies used by professionals in building, maintaining and activating connections in their personal professional network for learning purposes

Measuring learning progress for serving immediate feedback needs: Learning process quantification framework (lpqf)

Our earlier research attempts to close the gap between learning behavior analytics based dashboard feedback and learning theories by grounding the idea of dashboard feedback onto learning science concepts such as feedback, learning goals, (socio-/meta-) cognitive mechanisms underlying learning processes. This work extends the earlier research by proposing mechanisms for making those concepts and relationships measurable. The outcome is a complementary framework that allows identifying feedback needs and timing for their provision in a generic context that can be applied to a certain subject in a given LMS. The research serves as general guidelines for educators in designing educational dashboards, as well as a starting research platform in the direction of systematically matching learning sciences concepts with data and analytics concepts

Maintaining continuity of inquiry learning experiences across contexts: Teacher's management strategies and the role of technology

An inquiry-led investigation with technology was designed and implemented, aiming to enhance our understanding of how inquiry learning takes place within a personal, socio-cultural and institutional context. Children used personal technologies across contexts, to plan and collect evidence, analyse and share their work. These technologies are boundary objects, connecting students’ experiences across the classroom, out-of-class activities, a fieldtrip and the home, and enabling students to carry out inquiry activities autonomously. The science teacher aimed to maintain a sense of continuity across contexts by utilising specific management strategies: interchanging between highlighting and constraining technology use, ensuring that all students know what they need to do in and out of class, communicating interdependencies among groups and by translating group data to an overview of the whole class data. These strategies are identified as prerequisites for any successful inquiry learning experience to take place