3DWorkSpace project announcement

The NWO Open Science application that the 4D Research Lab submitted with main applicant dr. Jill Hilditch of the Tracing the Potters Wheel project (TPW), has received funding!

The project is an interdisciplinary collaboration on developing and deploying a 3D viewer for education and research purposes. This project, which we called 3D WorkSpace, is a collaboration with Loes Opgenhaffen, PhD researcher in the TPW project, Hugo Huurdeman, freelance designer (Timeless Future), Leon van Wissen, scientific programmer of CREATE, and is being executed in cooperation with Paul Melis and Casper van Leeuwen from SURF and the developers of the Smithsonian Institute represented by Jamie Cope, computer engineer at the Digitization Program Office of the Smithsonian Institute. Here, we present an outline of the project that will start in March, 2022.

Open access 3D models are often placed in online platforms with limited options for interactive communication and education. Although some 3D collections are published with their associated metadata, paradata, annotations and interpretations, these currently provide no open tools for re-use or interactivity. The Voyager digital museum curation tool suite, developed by the Smithsonian Institute, allows for interactivity and enrichment of the data but does not enable reuse or open content creation in a multiuser environment. Annotating, adding information to a 3D model without modifying the model itself, is possible for the creators of the content, but not for the end-users.

3DWorkSpace will facilitate re-use of 3D models through the addition of annotations and narratives, as well as side-by-side comparison of multiple models, within an online app environment adapted from the open source Voyager platform. It will allow data enrichment by enabling multi-authoring through the built-in annotation system, as well as through linkage to datasets (e.g., thesauri and museum catalogues) available as Linked Open Data (LOD). Two heritage-based case studies, production traces on experimental ceramics from the Tracing the Potter’s Wheel and a drone-based dataset from the 4D Research Lab, will allow full exploration of diverse 3D models for the implementation and testing of the adapted Voyager environment. Learning pathways, using the Voyager annotation feature, will train users in the necessary skills for guiding analysis of the 3D data models.

3DWorkSpace utilizes existing open access resources to realise a truly open science platform: from adaptation of the Voyager tool suite and testing with web-based open access 3D datasets, to technical support for data creation and access via Linked Open Data and Figshare. Evaluation will occur in tandem with the creation of training materials for technical set-up and 3D data curation. In this way we will lower the threshold for adoption, create best practice through training and demonstration, and create a roadmap for implementation and evaluation.

Although born from the material culture field, 3DWorkSpace is an initiative aimed at any field engaging with 3D data visualisation, as well as users seeking to integrate interactivity and data re-use, and will open up new ways of communicating and debating the narratives in which 3D reconstructions function for educators, researchers, students and general users.

We are really looking forward starting with this project!

Screenshot of the Voyager app

Virtual Past Places, a collaborative VR for storytelling and education

With this blog post, we would like to introduce our online virtual reality platform Virtual Past Places. From early 2021 the 4DRL has started experimenting with the browser-based collaborative VR technology of Mozilla Hubs. This came as a natural follow-up from the experiments with various Blended Learning projects in ACASA and the current interest of the 4D Research Lab into extended reality applications for storytelling and educational purposes (see e.g. here and here). Initially, the 4DRL was contacted by Paul Melis and Caspar van Leeuwen at SURF (find them here) to provide a case study for a pilot with the XR ERA network, Centre for Innovation, Leiden University, which we picked up on. The experience generated a lot of enthusiasm and ideas to continue to explore the possibilities in the 4DRL field of expertise: material heritage studies in a broad sense. This is evidently very relevant in times of Covid that placed emphasis on the necessity of online and hybrid learning approaches. This blog post aims to provide a succinct overview of recent developments and plans for the immediate future, and stages the Virtual Past Places website.

Homepage of Virtual Past Places

Experiencing virtual Vlooienburg

For the initial experiment with the XR ERA network, we used (part of) the historical reconstructions of the Vlooienburg neighbourhood, which provided us with a first impression. In addition a second room, a virtual exhibition space, was created to introduce the research project and elucidate the reconstruction process while allowing participants getting acquainted with navigating the environment. The experiences have been written up here and here, where the proper credits for this collaboration can also be found. Some of the more interesting positive observations were on 1) the possibilities presented by the platform to create different VR settings, 2) a straightforward sense of being which was much more pronounced than with a regular slideshow, 3) the fact that the onboarding was not too hard, at least not for the tech-savvy group of participants of that meeting and 4) a general sense of enthusiasm about the potential to experience 3D content in a first-person life sized perspective.

After the initial experience with the XR ERA network group, the excursion was repeated in various settings, ranging from research meetings to social events, and even valorisation purposes, the contents of the tour expanding every time.

Screenshot of the Vlooienburg VR experiment with XR ERA and SURF

Expanding the range of VR places

Inspired by these possibilities, funds have been obtained to create other virtual experiences as well. Where the Vlooienburg reconstructions represent a lost neighbourhood and how that could have looked like, as a set of visualised historical hypotheses, we thought it would be nice to add other types of projects that can benefit from virtualization.

For example, for the iconic UNESCO world heritage site of Troy, Turkey, we used models derived through drone and terrestrial photogrammetry to create a digital twin of the archaeological remains. ACASA is currently executing the Archaeology of Archaeology project at this renowned site. Although Troy is physically accessible, it is at the same time a far-away site, where you cannot take students at any moment it is opportune for a teaching module. Furthermore, it is often flooded by tourists affecting the experience, and moreover fenced off so there are parts of the site actually inaccessible for all but the archaeologists themselves. In close collaboration with project director dr. Gert Jan van Wijngaarden, a virtual tour was created, focusing on the Archaeology of Archaeology project with a specific attention on the ‘silent’ unknown workmen that did the actual excavation in most periods. Virtual information panels were placed at the site that served as illustrative materials alongside the site and the excavation trenches themselves.

Another interesting option is to place a real excavation in VR space as well. Usually such archaeological material remains are only visible during the excavation, where in the rest of the year they lie under a protective cover. The VR could allow for presenting the excavated remains and discuss the complex interpretations of the archaeology present to students and colleagues. They can enter the actual trenches where they would physically not be allowed to do so. An environment such as this can serve interesting purposes in student preparations for coming fieldwork campaigns, as well as to teach them about basic archaeological excavation methods.

Grassroots innovation

All in all, these endeavors gave us a lot of hands-on problem solving experiences with the software, which has been very helpful in getting things to run smoothly for the various VR spaces. In addition, and most importantly, the ongoing experimentation and evaluation allows for a build-up of experience and ideas on how to use such a collaborative VR effectively for storytelling and teaching purposes. Currently, this has culminated in a UvA innovation (Grassroots) project, in which we will implement Mozilla Hubs experiences as class modules in close collaboration with Gert Jan van Wijngaarden and other teachers at ACASA.

Examples of these are courses such as Archaeology, Museums and the Public, where the experience of authenticity will be critically assessed for the virtual environments, or the Research lab: The palaces of Troy IV, where the Troy VR will provide students with a comprehensible and detailed visualisation of the study subject.

The subsidy allowed the installation of a Mozilla Hubs cloud for ACASA, that provides three key-advantages; 1) control over content, as we retain full ownership over the uploaded materials, which is an important aspect in the world of heritage and visual rights, 2) scalability, i.e. temporarily upscale server capacity to allow much more participants then the standard number, and 3) branding and creating a UvA landing page, so we have been able to develop an easily accessible visual portal into the virtual spaces, which became Virtual Past Places. Furthermore, the subsidy will provide for technical assistance necessary for the cloud implementation and application during classes.

Towards further integration

At the moment, opportunities for further research and implementation are being explored. Since the content and infrastructure are secured, we aim for a deepening the conceptual embedding of VR spaces in the teaching modules, and combine that with a thorough evaluation programme to gather empirical data on the advantages and disadvantages of this technology in an educational context.

In the meantime, we welcome you at the Virtual Past Places website, where all discussed VRs (and more) are accessible: https://www.virtualpastplaces.eu/

Screenshot of Satricum VR, excavation of a Roman villa

Augmented Reality in Humanities Education

Last month the coordinator of the 4DRL, Jitte Waagen, was awarded with a grant from the University of Amsterdam for the development of Augmented Reality in education. As far as we know, this is within humanities at the UvA the first attempt to use this technology in academic teaching programs. That means this project is still very explorative in nature: what works, and what doesn’t? We improve by free experimentation, but also by clearly defining aims and setting out a vision for the future. So I asked Jitte to write down his ideas regarding the specific aims of the current project and in general about the future potential of AR in education.

How did the idea for this project rise with you?

Jitte with an AR experiment from earlier this year: a roman villa projected on a textured panel.

In ACASA, we do city walks with students to introduce them to the archaeology/history of Amsterdam, as well as introduce them to the world of online spatial data; the Through the Looking Glass (TtLG) project. Students are provided with a tablet with old maps and archaeological data that shows them where they are in relation to historical sources. This has so far been based on digital two-dimensional maps; we always wanted to do this in 3D, projecting historical data on the screen of a tablet as 3D reconstructions visible in the Amsterdam streetview. You could show so much more information, i.e. how would the 1481 city walls look projected on the current skyline of Amsterdam. In addition to our own curiosity, in evaluations of the TtLG project students often mentioned they would like to see buildings and objects in 3D during the walk. So it was basically an idea that was waiting for a project. The project in collaboration with the APM flowed naturally from this as well, since the museum is also used for teaching purposes at ACASA.

Continue reading “Augmented Reality in Humanities Education”

Grant for exploring augmented reality in education

Augment of Kalverstraat 60/62, the former house and workshop of 16th century painter Jacob Cornelisz.

4D Research Lab coordinator Jitte Waagen received a ‘Blended Learning’ grant for exploring the use of augmented reality in education. Blended Learning is the University of Amsterdam’s program to stimulate the development of new forms of education. There are two projects planned. Augmenting Artefacts will explore the use of interactive augments of artefacts in the Allard Pierson archaeological museum. Students learn to collect data and enrich museum artefacts with contextual information, displayed in an augment. In the Blending Past & Present project students are challenged to visualise the past city of Amsterdam, making 3D reconstruction of buildings and view them in context of the current urban setting. The 4D Research Lab is closely involved with these projects, supporting the students with advise on methodology and technology and creating examples of use-cases.

Read more on the website of ACASA (Dutch)