Graphic Design and Landscape Architecture Courses - A Review

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1 Interactive E-Learning Processes used in Graduate Education Teaching Computer Application in Landscape Architecture In the early nineties, Anhalt University of Applied Sciences founded new programs in landscape architecture, design, architecture and nature conservancy at the traditionally agricultural campus in Bernburg and on the new campus in the neighbourhood of the Bauhaus in Dessau. The university used the opportunity of the time to introduce the focus in applications of new technology in all these design disciplines. With the help of research funds from the State of Saxony Anhalt for strengthening multimedia in teaching, online courses for the English language Master of Landscape Architecture program have been developed during the years 2002 and The following article is an interim report on the developing online courses in the field of CAD and visualization in landscape architecture, for the MLA online introduction and MLA conversion courses as well as for the online assisted teaching in presence courses. 1 Interactive E-learning Processes In the case of the term "e-learning" there are numerous interpretations and definitions available about what it is and how it can be realized. These definitions are very much shaped by the learning culture of the organization in which the e-learning is provided. Differences in scientific fields as well as between private and public organizations are determining factors Some examples of scenarios which fall under the heading of "e-learning": Video transmission of lectures in universities. Knowledge management in enterprises. Professors who communicate with his/her students using . A "virtual" course for students at a university. Classrooms in which a laptop is made available for students.. The basic conditions that form of an e-learning approach are the didactical and methodical conception the contents the technology, the means of communication, as well as the users and provider. Information and communication can be fundamentally differentiated. Information make the content available. The learner can, for example, read texts, regard pictures and videos, and hear sound. Learning takes place here very individually. With communication, learning by the exchange with lecturers and/or other learners takes place. For example, assignments are sent to the lecturer for correction.

2 2 A very simple path to e-learning is to provide a homepage with information and tutorials or lectures for the students. Those homepages range from simple HTML pages to more satisfying dynamic-based Internet files such as PHP pages. The next images show pages that range from information to complete tutorials: The author has develloped this courses online since severall years. Nearly all of the content is being made available in english for the international students of the MLA-Program. So a wide range from lessons and lectures in the university to online hands-on-tutorials and support via and ICQ is provided and online courses in Web CT on CAD are offered. Fig. 1: Portal of linking to the mla online courses in computer applikation in Web CT and to online tutorial of Prof. Kretzler.

3 Interactive E-Learning Processes 3 Fig. 2: Tutorials page of Fig. 3: Tutorials for AccuRender software, 1999.

4 4 Fig. 4: Hands-on tutorials for the students created by the author, Fig. 5: Online lectures.

5 Interactive E-Learning Processes 5 2 Learning Media Learning media presently ranges from text media to interactive Flash movies or Director Shockwave presentations. These techniques are successful, but somehow restricted in their capabilities, for example, in explaining more complicated models or working processes. It is not possible to rotate the model. Disassembling in every perspective is not possible. Individual zoom is not possible. To get around these disadvantages, the author works with real-time 3D techniques. The advantages of the new possibilities are: The model can be explored from all sides. The model can be disassembled and reassembled. Interactive parts can be added. The model reacts to the input of the student. Database entries may be shown as an additional explanation at specific locations. Multiple cameras may be used to view the model from different perspectives. Models or situations can be explored without building them in reality and also without sending students or employees outside; this will reduce costs. The following examples show the advantages of the new techniques compared with traditional explanation techniques. Here, students are instructed how to build a dry wall. Fig. 6: Describing the working process using text. (Source:

6 6 Fig. 7: Describing the process with illustration. (Source: Better Homes and Gardens) Fig. 8: Explanation the working detail using photographs.

7 Interactive E-Learning Processes 7 3 Working Process with Real-time 3D Models The workflow is similar to building a model in a 3D package or CAD software. The model and all parts, including the hidden parts, have to be modeled in a 3D format. In the next ste, those objects are imported into the real-time package. The author has used Quest3D for three years. The real-time software handles the 3D-appearance of the object. This starts with the textures and goes so far as to include the animation of moving parts. Interactivity is added in the real-time package by programming. This is the same process as making the study objects with Flash or Director. The advantage is the 3D capability is built-in and very powerful. Therefore, the model can be rotated and zoomed in on as the user wishes. In this way, the student can closely see enough from all sides and he/she can get additional information by the provided database connectivity. Fig. 9: Describing the process with a real-time model that can be disassembled and reassembled. The student receives information about any part where the mouse covers the left screen area and also textual information on the lower-left of the screen. New possibilities are available for design students. They can create interactively, for example, rooms or spaces; place furniture, trees or other accessories. Then it is possible to walk through the situation and look at it, or move the parts around interactively with the mouse until the position is satisfying (see Fig. 11). Disadvantages of those techniques: There are, of course, also disadvantages coming with the new real-time 3D techniques. The software is a bit tricky to use, it is not mainstream like Flash, Director or Dreamweaver, and there are several production processes necessary to get a consistent result. It is therefore more expensive in the production process than other methods, but the advantages will outweigh these disadvantages. Presently the bandwidth for usage in web presentations is a limiting factor for using real-time 3D application over the web. It is, however, possible if the user has DSL or a cable connection.

8 8 Fig. 10: Explanation and possibility for exploring a natural looking swimming pool.

9 Interactive E-Learning Processes 9 Fig. 11: Modifying an open space in real-time; a modern technique to get a feeling for dimensions. 4 Conclusion The new real-time 3D techniques will offer the chance to make learning much more interesting and nearer to reality than in the past. It will not substitute the traditional learning process, but serves as an up-to-date addition. In combination with databases and real-time response to certain conditions, real-time 3D techniques can be used as training tutorials for all business where training has to be as real and inexpensive as possible. 5 References Coors/Zipf (Hrsg.) (2005): GPS und Echtzeitvisualisierung in der Landschaftsarchitektur, in: 3D-GEOINFORMATIONSSYSTEME, Mehr Öffentlichkeit dank 3D-Präsentation in: tec21, Nr. 42, Ervin, S.M. (2001): Digital landscape modeling and visualization: a research agenda. -Landscape and Urban Planning 54 (1-4). Ervin, S.M., & Hasbrouck, H. (1999): 30 years of computing in landscape architecture. -Landscape Architecture, November Ervin, S., and Steinitz, C. "Landscape Visibility Computation: Necessary but not Sufficient" Environment and Planning, vol. 30. Steinitz, C. "Visual Evaluation Models: Some Complicating Questions Regarding Memorable Scenes" Landscape and Urban Planning, 54, pp