Interdisciplinary studio for teaching 3D landscape visualization: Lessons from the LVML

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1 Interdisciplinary studio for teaching 3D landscape visualization: Lessons from the LVML ETH Zurich Dr. Ulrike Wissen Hayek, PLUS James Melsom, ILA Noemi Neuenschwander, PLUS Prof. Dr. Christophe Girot, ILA Prof. Dr. Adrienne Grêt-Regamey, PLUS

3 Challenges for teaching 3D visualization Give an understanding of the requirements for a useful 3D visualization Establish software skills Building competence for assessing 3D visualizations Establishing skills for applying 3D visualization tools Supporting interdisciplinary work Managing the limited time resources of courses

4 The LVML Studio Theory lecture Software training Students exercise 3D visualization for landscape and environmental planning overview Getting started with interactive GISbased 3D landscape modeling Setting up a basic 3D model of the case study area comprising terrain, orthophoto, extruded and textured houses and tree objects (billboards) 2 Instruments for manipulation or for planning support Ethical aspects Creating billboards; Getting started with object modelling Modelling a 3D house object according to a given plan (ground view, perspective with textures) 3 Virtual landscapes for participative planning Planning a workshop Adding more detail to the 3D landscape model (textures and objects; analysis of the model) Export/import of 3D house object; Change texture of orthophoto; Tools for analysis; creating new vectors; advanced layout and navigation features 4 Interactive modelling in landscape architecture Design loops Add more resolution to the model in the design area than the side area provides Contour modelling according to the example of the Forum / S-E Coastal Park, Barcelona (FOA); Preparation of 3D visualizations for the final workshop 5 Importance of foreground and background Modes of visualization Technical tips and tricks Editing textures; Creating cut components; Adding fog; Shadow analysis of a location; Creating scenes; Preparation of 3D visualizations for the final workshop 6 Critical feedback on the students implementation of 3D visualizations Critical feedback on the students 3D visualizations (level of detail and interactivity) Conduct of workshop in which prepared 3D visualizations are applied to support the evaluation of design alternatives of the students case study areas

6 Case study Greifensee

7 ETH Value Lab Chair for Information Architecture, Prof. G. Schmitt, ETH Zurich

8 Evaluation criteria for the students workshops Preparation of the workshop Defining goal of the workshop Structuring of the workshop Prepared 3D visualizations Preparation of required contents with 3D visualizations Use of software possibilities Application of 3D visualizations in the workshop Suitability of the 3D visualizations for the workshop tasks Workshop setting

9 Workshops: GIS-based 3D Visualization for Participative Planning

10 The studio s results Students workshops Chosen level of detail not adequate in all cases Interactivity was not used in all groups Relevant perspectives and contents to draw attention on the essential contents

11 The studio s results Students feedback on the studio Felt enabled to work with 3D visualization tools Interesting theory lectures Enhancement of training on the software required Workshops valuable for experiencing the quality of the 3D visualizations in planning situations

The studio s results Educators experiences Program s basic structure good More information on the required level of detail and interactivity is needed Students

12 The studio s results Educators experiences Program s basic structure good More information on the required level of detail and interactivity is needed Students efforts focused rather on representing current landscapes and planning alternatives Encouraging to perform more spatial analyses and link indicators to the 3D visualizations

13 Benefits of interdisciplinarity Integrating know-how from different disciplines encouraged students to test different modeling techniques Interdisciplinary composition of students was beneficial

14 Enhancement of teaching methods 1. Fostering the link of GIS-based spatial analysis and landscape architecture design 2. Giving deeper understanding of useful 3D models 3. Training allowing an individual speed in learning software functions 4. Students evaluation of results of other groups 5. Monitoring of the lab

15 Future evolution of the LVML studios LVML 1: Interdisciplinary tools of landscape planning and design New combinations of tools and workflows for an interdisciplinary approach for landscape planning and design Equal shares of architects and engineers (8+8) LVML 2: GIS-based 3D landscape visualization for participative planning Preparation and application of 3D visualizations in participative workshops Integration of indicators into 3D visualizations

16 TLS (Terrestrial Laser Scanner) CNC- Milling UAV (Unmanned Aerial Vehicle) LAB (17 Workstations)

Course Information Package

Course Information Package PLANNING FORM FOR AN EDUCATIONAL MODULE (to be completed by the teacher) Programme of Studies: Name of the module: Target group: Level of the unit: Entrance requirements: Number