2. 3D technologies for teaching and learning
How using 3D technologies can benefit education
and research

3. Image by UCL. Used with permission
An Introduction to 3D Digitisation
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4. Who is this 3D for?
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schools colleges universities
museums archives archaeology
engineeringhumanities
design arts computer sciences

5. Image by Andre Hilton. CC BY-SA 3.0
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Why use digital 3D?

6. » We can widen our audience by‘dematerialising’our real-world collection
» We can preserve fragile collections by making 3D copies
» We can harvest data from real world objects to increase our
understanding
» Researchers can gain new knowledge by 3D modeling & simulation
» We can share 3D data of real world objects
» 3D printing can make surrogate objects available to all
» 3D printing creates infinite opportunities for prototyping
» Learners engage with immersive worlds and‘gamification’
Why?
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7. 03/10/15 Jisc Digital Festival, 9-10 March 2015, ICC Birmingham 7
Dematerialising material
» A digital 3D model is essentially a
set of instructions
» The digital 3D model is a virtual
object
» 3D digital models can also be
‘printed out’ as real, tangible
objects
» Part of the 'open' movement
» Falling costs and simplified
workflows means using 3D
content is now a realistic option
Image by Andre Hilton. CC BY-SA 3.0

8. » Museum collections are
protected from excessive
handling
» Data can be used for analysis
and sharing
» Surrogate objects can be
generated
» Web delivery of collections
generates greater footfall
Preserving collections
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Image by UCL. Used with permission

9. » 3D data provides greater insights
and understanding
» Data can be made available to all
» Value added research
» Data can be used across
disciplines
Harvesting data
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Image by CyArk. CC BY-SA 3.0

10. » 3D data provides insights into
real world objects that are
otherwise not attainable
» Increased knowledge can be used
for conservation and
preservation
» Dissemination of knowledge
fulfils research remit
Gaining knowledge
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Image by Justin Barton. CC BY-SA 3.0

11. » 3D data can be archived and
accessed at any time
» 3D data can be delivered via
many means including web
» 3D data can be shared openly
between institutions around the
world
» Research can be collaborative
» 3D data can be accessed globally
for 3D printing
Sharing 3D data
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Image by Eggalois. CC BY-SA 3.0

12. » 3D printing is a proactive,
immersive learning activity
» Learners achieve immediate,
tangible results
» Imagination is not limited by
material
» Applicable learning to a wide
variety of subjects and disciplines
3D printing for all
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Photo by nyxchaotica. CC BY-SA 3.0

13. » Democratisation of manufacture
» Infinite flexibility without cost
» Intricate shaping without waste
» Imagination without limits
3D prototyping
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Photo by Shapeways. CC BY-SA 3.0

14. » 3D augments gamification
» Learning can be gamified
» 3D creates immersive interaction
» 3D interaction develops
cognitive skills
» 3D gamification increases
engagement
» 3D gamification takes learning
out of the classroom
3DVR AR
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Photo by Hagustin. CC BY-SA 3.0

15. » Dimension judged by eye or
measured by hand
» Can be accurate and simple
» Or detailed and less accurate
» Any 3D modelling software can
be used
» No point cloud > polygon
transformations involved
Approximation
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Image by David Van Brink. CC BY-SA 3.0

16. » Laser focused on object
» Time of bound-back to scanner
used to judge distance of a single
point
» Built-in camera may also collect
colour information for each point
» Point cloud is built then
transformed into polygon
» Reflective objects are
problematic
Laser scanning
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Image by CyArk. CC BY-SA 3.0

17. » Regular pattern of light projected
onto object
» Object digitally photographed
» Computer calculates degree and
nature of pattern distortion
» Computer calculates 3D shape of
object
» Point cloud is built then
transformed into polygon for
viewing, sharing and using
» 2D images can be taken to create
colour ‘texture maps’
Structured light
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Image by David Van Brink. CC BY-SA 3.0

18. » Using maths to ‘pull’ 3D geometry
from 2D images
» Any camera can be used but
‘neutral’ lenses work best
» Done manually inWWI but now
computerised
» Point cloud is built then
transformed into polygon for
viewing, sharing and using
» 2D images can be used to create
colour ‘texture map’
Photogrammetry
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Image by Michael Ashley. CC BY-SA 3.0

19. 03/10/15 Jisc Digital Festival, 9-10 March 2015, ICC Birmingham 19
https://sketchfab.com/models/d60d7945d378414d8387444fce61ba1c
https://sketchfab.com/models/56a3210a2d8f4a55a5b9ae69f12f05c0
https://sketchfab.com/models/ca6ca4a2e3b043f78e1eb3479b158897
https://sketchfab.com/models/b1e0c0a586b241b5996b1f2bcbfc664a

20. Find out more…
Contact…
Except where otherwise noted, this
work is licensed under CC-BY-NC-ND
Matt Faber
Imaging advisor
matt.faber@jisc.ac.uk
www.jiscdigitalmedia.ac.uk