Track 02 - Educational innovation Authors: Ernest Redondo, Lluís Giménez, Francesc Valls, David Fonseca, Isidro Navarro and Sergi Villagrasa https://www.youtube.com/watch?v=YQ0Jn-LvcFQ&list=PLboNOuyyzZ879QIq5OTq3y3qE62GN4Api&index=1

1. High vs. low intensity courses.
Student Technological Behavior
Ernest Redondo, Lluís Giménez, Francesc Valls (UPC)
Isidro Navarro, David Fonseca, Sergi Villagrasa (La Salle)

2. Two educational proposals centered on Project-Based Learning
(PBL) and the use of Information and Communication
Technologies (ICT)
Both courses are focused on the spatial representation of 3D
models in architectural training
Study focuses on comparing the students’ competence and
motivation in two different educational scenarios:
•A low-density experience where 3-4 software applications are
used
•And a high density “crash course” using about 15 different
applications and techniques
INTRODUCTION
Motivation
Case of study
Exercises
Conclusions
Questions?

3. Introduction
MOTIVATION
Case of study
Exercises
Conclusions
Questions? • The use of ICTs in educational methods (related to
Architecture, Urban Planning and Design, or Building
Engineering), is defined in the new curricula.
• The student should be able to get competencies and skills
related to active and collaborative learning and digital
information management, all of them using roles and
exercises based on projects (PBL)
• One of the main ongoing challenges in professional
architectural designs are the use of digital photogrammetric
acquisition using combined strategies
“The introduction of new learning methods 3.0 and new collaborative technologies, besides the new ways of
information access via 3G phones or tablets, offer new opportunities to provide educational multimedia content”

4. Introduction
MOTIVATION
Case of study
Exercises
Conclusions
Questions?
• Current research in 3D architectural rendering (from CAD solutions
and even the latest Building Information Modelling, BIM)
• The most relevant aspect in architectural teaching in this regard lies
in the acquisition of the necessary spatial skills to assess the visual
impact of a proposed building.
• Technology Behavior regarding Educational
Innovation. The Emotional Response

5. Introduction
Motivation
CASE OF STUDY
Exercises
Conclusions
Questions?
• CASE 1
– 3D modeling basics (REVIT – 3DMAX –
PHOTOSHOP/ILLUSTRATOR)
– Generating an advanced 3D model (3DMAX – CL3VER for
interactive visualization checking)
– Interactive virtual presentation (FBX to UNITY)

6. Introduction
Motivation
CASE OF STUDY
Exercises
Conclusions
Questions?
• CASE 2
– The proposed project comprises three groups
of complex practices guided by experts in the
use of the required equipment, such as laser
scanners, UAVs (Unmanned Aerial Vehicles), 3D
printers, AR glasses (e.g. Google Glass), or VR
devices (e.g. Oculus Rift), …..
– …. SEE THE PAPER!!!!!!
Locationawareness,topographic
andsiteadjustment
BASEDOCUMENTATION SURVEYING+RECONSTRUCTION
NewBKCandpostgraduate
buildingsblueprints
CADfilesofthenewaandexisting
buildingtoberenovated
Photocaptureofnearbybuildings Sitephotomodelingtest
Photogrammetricreconstruction
Pointcloudmeshingandanalysis
Pointcloudvisualizationand
management
TerrestrialLaserScanner
surveyingoftheprojectsite
3Dmodelofthesite
3Dintegrationofbuilt
environmentandproposal
Newandoldbuilding3Dmodel
EDUCATIONALPROCESS1
BASEDOCUMENTATION VISUALIZATION
Interactivepanoramasofthe
proposedbuildinginits
environmentwithmobiledevices
Sitepanoramicphoto
Newandoldbuilding3Dmodel
VRinteractivepanoramas
GeoreferencedARvisualization
Façadedetailing3DPDF
Constructionprocessvideo
EDUCATIONALPROCESS2
Façadevirtualmodeland
detailing,suncontrolevaluation
Redesignforsiteadaptation
Self-supportingfaçaderedesign
Designvisualimpactassessment
DIGITALFABRICATION
3Dprintingdigitalprototyping
CNCmillingdigitalprototyping
Assemblyofprintedcomponents
EDUCATIONALPROCESS3
Façadesystemredesign
Constructionprocesslearning
Groupproposalcoordination
BASEDOCUMENTATION
Exploratoryresearchintothe
capabilitiesofCNCmillingand
additiveprinting
Façadesystempartialmodel

7. Introduction
Motivation
Case of study
EXERCISES
Conclusions
Questions?
User profile test or pre-course survey was conducted, where two
main aspects were evaluated:
•Actual capacity to implement the proposed methodology: the
students were asked about the technology they own and what
they use it for. This data would allow assessing how well students would be able
to follow the progress on various devices, providing vital information on the
experience in digital uses of student.
•Degree of motivation and perceived usefulness. The students were
asked about the various technologies and their knowledge, perception, necessity and
interest they might have, both in their studies and their professional activity

8. Introduction
Motivation
Case of study
Exercises
CONCLUSIONS
Questions?
• The results presented show that the two groups had similar
technological profiles (statistical differences were not
significant), which allow the viability of the proposal and the
comparison of results.
• Assessing the different degrees of initial motivation between
the two groups, the results must be studied in order to
evaluate the relation of the motivation with the academic
improvement and technological behavior.

9. Introduction
Motivation
Case of study
Exercises
CONCLUSIONS
Questions?

10. Introduction
Motivation
Case of study
Exercises
CONCLUSIONS
Questions?
1Evaluate your motivation degree using informatic tools
2Evaluate the methodology of the course
3Evaluate the practic content of the course
4Are you interested to know new methods of graphic architectural representation?
5Are you agree to use mobile devices in the educational framework?
6Do you think that AR/VR can be useful for your studies in general?
7Do yo think that AR/VR can be useful for viewing your projects in 2D-3D?
8Do you think that AR/VR are a difficult technologies?
9Using mobile devices and their apps, do you think they can motivate you to follow the subject?
10Do you think that using new technologies you can pass the subject more easy?
11The time for exercises proposed is correct
12It has been possible to solve the proposed exercises
13The applications have been stable
14The use of the programs has been easy
15Supporting documentation
16Utility level for architectural representation
17Utility general level of the subject for visual representation
18Perceived level of learning achieved
19General motivation using different visual technologies
20Teachers support
21Final and global evaluation of the proposed methods

11. Project funded by the VI National Plan for Scientific Research, Development and
Technological Innovation, 2008-2011, Government of Spain. No EDU-2012-37247/EDUC.
In order to have more answers and data about us and our studies: (
ernesto.redondo@upc.edu)
(fonsi@salle.url.edu)
High vs. low intensity courses.
Student Technological Behavior