The need to identify the role that computers can play in built environment education, and the technology of computing, its application to built environment subjects, and use as a teaching resource have long been recognized. The latter element raises some important issues, such as how, when, and what type of computing to introduce into built environment academic programmes. Recent discussions of teaching and learning approaches in built environment education have emphasised the role of visualisations and graphical representations to enhance students’ learning experiences. The VR facility was designed to be used by groups of up to thirty participants and to allow staff and students to view designs in stereoscopic format, from multiple viewpoints, and navigate through space in real-time. The aim from the outset was to foster VR applications across all disciplines within the School and to encourage collaboration with local practices and other researchers.
What is 3D Modeling?
3D modelling is a technique that’s used to create a 3D representation of any surface or object. An artist uses special software such as Cinema 4D, 3DS Max, Maya, Blender, etc. to manipulate points within virtual space (called vertices). This helps them form a mesh, which is a group of vertices that create an object. These 3D objects can be created automatically or through manually deforming the mesh, or by manipulating the vertices. 3D models are used for a myriad of mediums including movies, illustration, video games, architecture, commercial advertising, and engineering.
The 3D modelling process creates a digital object that’s capable of becoming fully animated, making it an important process for special effects and character animation. The mesh is a collection of multiple points in space. Each of these points adds up to create the final 3d model in your design. The points are then mapped to on a 3D grid and are combined as polygonal shapes, usually quads or triangles. Each vertex or point has its own unique position on the grid, and once these points are combined into shapes, the object surface is created.
Next, the 3D models are exported to other software programs to be used for movies or games. But there are some 3D software systems that can create 2D images through a process called 3D rendering. This technique is great for creating realistic scenes with complex lighting algorithms. Since 3D modelling has become so popular, the increasing demand for spatially adept planners has increased. This adds to the importance of creating new ways to train and teach built-environment professionals.
Augmented reality technology gives students a new way to conceptualize and make urban landscapes. It helps them interpret landscape representations and enhances their map reading skills. As a result, this helps the students know the digital and physical aspects of urban places.
The rise of sensor networks, the “Internet of Things,” and spatial technology helps change the urban planning pedagogy, design, and curriculum. It gives students new ways to become spatial planners and will become properly equipped for the age of co-creation. Plus, this helps their spatial literacy and helps with co-designing an environment. This can help them become more relevant to modern design practices, become better planners, and increase their employability and competency once they enter the workplace.
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