michael j. griffin, university of oxford ([email protected])

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1 Michael J. Griffin, University of Oxford (michael.griffi[email protected]) Cyprien Lomas, University of British Columbia / ELI ([email protected]) nmc 2005

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nmc 2005. Michael J. Griffin, University of Oxford ([email protected]) Cyprien Lomas, University of Br itish Columbia / ELI ([email protected]). nmc 2005. Our roadmap: The Ancient Spaces Project 1) building buildings… evolution 2) Open Source Antiquities 3) next steps?. - PowerPoint PPT Presentation

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Page 1: Michael J. Griffin, University of Oxford (michael.griffin@oriel.ox.ac.uk)

1Michael J. Griffin, University of Oxford ([email protected])Cyprien Lomas, University of British Columbia / ELI ([email protected])

nmc 2005

Page 2: Michael J. Griffin, University of Oxford (michael.griffin@oriel.ox.ac.uk)

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nmc 2005

Our roadmap:

The Ancient Spaces Project1) building buildings…

evolution

2) Open Source Antiquities

3) next steps?

Page 3: Michael J. Griffin, University of Oxford (michael.griffin@oriel.ox.ac.uk)

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nmc 2005

ILearn about ancient architecture

by stepping into the shoes of the architect2004-2005

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nmc 2005

January, 2004

•Initial proposal by three students at UBC

• Create an networked 3D ‘Acropolis of Athens’

• All content developed by students as a learning method

• To be improved by each year’s class for the next generation

Funded by UBC Arts Instructional Support and Information Technology and supported by the

Department of Classical, Near Eastern, and Religious Studies

Page 5: Michael J. Griffin, University of Oxford (michael.griffin@oriel.ox.ac.uk)

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The Acropolis of Athens, c. 430-330 BCE Map and Plan

Page 6: Michael J. Griffin, University of Oxford (michael.griffin@oriel.ox.ac.uk)

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Ancient Spaces preliminary modeling: The Parthenon

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February, 2004• Putting preliminary content ‘in-game’ for multiple players

• Technology chosen: mod of Epic’s ‘Unreal’ platform

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February-April, 2004 Content completed and imported into Unreal

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February-April, 2004 Content completed and imported into Unreal

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April-June, 2004

•Demonstration to Department of Classics

•June presentation by students at the NMC conference

• Successes. Three students deeply engaged with a learning project for their peers.

• Criticisms. Faculty expressed concern about the accuracy of student-created (and imperfect) models for teaching.

Page 11: Michael J. Griffin, University of Oxford (michael.griffin@oriel.ox.ac.uk)

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Next steps: Summer, 2004

•UBC TLEF funding awarded

• fully tested in a class (Classical Studies 100).

• The 3D models would be accompanied by a written argument defending their reconstructions from academic plans.

• Concerns about accuracy addressed by three-tier process.

•Actual modeling would be done by undergraduates & vetted by faculty before ‘publication’

•Grad students are intermediaries between technology & academics.

Page 12: Michael J. Griffin, University of Oxford (michael.griffin@oriel.ox.ac.uk)

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September, 2004

•Twenty-five 3D-ready computers upgraded in Faculty of Arts

•Arts ISIT Lab assigned to Classical Studies

•Unreal 2004 installed on all machines

•One graduate TA and Ancient Spaces founder assigned to handle the volunteer class

•Library resources assembled for undergraduates

Page 13: Michael J. Griffin, University of Oxford (michael.griffin@oriel.ox.ac.uk)

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New challenge:

Twenty-five students needing technology education (without CLST 100 turning into a technology class), and no previous archaeological experience, would create a learning environment for their peers

nmc 2005

Page 14: Michael J. Griffin, University of Oxford (michael.griffin@oriel.ox.ac.uk)

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The Agora of Athens, c. 430-330 BCE Map and Plan

Page 15: Michael J. Griffin, University of Oxford (michael.griffin@oriel.ox.ac.uk)

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September 2004-January 2005 Content created in UnrealEd

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September 2004-January 2005 Content created in UnrealEd

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•Fifteen structures modeled by twenty-five first-year students

•Academic accuracy vetted by graduate students in collaboration with academic supervisors

•Results published on www.ancientspaces.com and made publicly available.

• Results on the archaeology section of the examination were quantitatively improved.

•sense of ‘camaraderie’ that came from a student-directed project.

• several students from the project came forward to help direct Ancient Spaces in 2005.

Page 18: Michael J. Griffin, University of Oxford (michael.griffin@oriel.ox.ac.uk)

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IIAntiquity Comes Alive

2005-2006

Page 19: Michael J. Griffin, University of Oxford (michael.griffin@oriel.ox.ac.uk)

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August, 2005 Expanding the project: new goals

• Creative learning. Content will continue to be developed by students at participating institutions democratically, employing an ‘open-source’ approach to collaboration.

• Additive. Each year’s creation will become a learning environment for the next generation.

• Accuracy. To continue to ensure academic accuracy, all content will also be vetted by an online ‘anonymous peer review’ process (thus circumventing the ‘Wikipedia issue’).

Page 20: Michael J. Griffin, University of Oxford (michael.griffin@oriel.ox.ac.uk)

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August, 2005 Expanding the project: new goals

• Original research. New archaeological excavations will be ‘published’ on Ancient Spaces, representing a new means of getting academic content beyond the academy:

• Popular gaming. Student-created content will become the content of a massively multiplayer game focused on ancient cultures and designed for the public.

Page 21: Michael J. Griffin, University of Oxford (michael.griffin@oriel.ox.ac.uk)

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August, 2005 Expanding the project

• Ancient Spaces will expand to include Egypt and First Nations cultures.

• The MMORPG is intended to become a true community ‘game’, teaching by cultural immersion rather than ‘piggybacking’ pedagogy on popularity.

• A library of geometrical ‘building blocks’ is provided by professional 3D artists. Students draw on this library to reconstruct entire structures and scenes.

Page 22: Michael J. Griffin, University of Oxford (michael.griffin@oriel.ox.ac.uk)

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August, 2005 New Technology

• Beginning in June 2006, Ancient Spaces will rely upon an open-source 3D client and editor based on OGRE 3D. This client will allow for in-game editing by students, and will improve considerably on real-time model rendering. • Publication of content online will be accomplished using Pachyderm, in collaboration with Arts ISIT at UBC.

• The website will be a persistent repository of editable and consistently improving 3D content, allowing for the peer-review process with participating academics.

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Ancient Spaces new models: Open Source?

Page 24: Michael J. Griffin, University of Oxford (michael.griffin@oriel.ox.ac.uk)

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Page 25: Michael J. Griffin, University of Oxford (michael.griffin@oriel.ox.ac.uk)

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Ancient Spaces new models: Egypt and Rome

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Ancient Spaces new models: Egypt and Rome

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Ancient Spaces new models: Egypt and Rome

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Ancient Spaces new models: Evolution of the Parthenon

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Ancient Spaces new models: Evolution of the Parthenon

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Ancient Spaces new models: Evolution of the Parthenon

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Ancient Spaces new models: Evolution of the Parthenon

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IIIPrinciples and Broader Applications

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General Principles

Undergraduate students learn by creating

Each class’s creations are designed as learning environments for the next generation

Academic fidelity is encouragedthrough an anonymous ‘peer review’ process

Final content is delivered in a popular formas a new means of providing academic content

to the public

Page 34: Michael J. Griffin, University of Oxford (michael.griffin@oriel.ox.ac.uk)

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General Principles

Rich fluid environment

Interactions at appropriate level of engagement

Social

Owned

Build your Own

Page 35: Michael J. Griffin, University of Oxford (michael.griffin@oriel.ox.ac.uk)

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General Principles (cont’d.)

Three-tiered approach•Faculty•Graduate Students•Undergraduate Students

Graduate students mediate between members of faculty and undergraduates, working to ensure the practical value of

this approach in everyday teaching.

Classes complemented through Ancient Spaces do not become ‘technology’ classes requiring additional ‘know-how’ on

the part of the faculty or students

Page 36: Michael J. Griffin, University of Oxford (michael.griffin@oriel.ox.ac.uk)

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Applicability

Transferable Lessons?

Construction

Student input

Complex modeling

Appropriate engagement

Page 37: Michael J. Griffin, University of Oxford (michael.griffin@oriel.ox.ac.uk)

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Applicability

Sciences

Students modeling the worlds of the ‘very large’ and the ‘very small’

Complex modeling of economic and social systems

Mathematics

(For peers and for non-specialists)

Page 38: Michael J. Griffin, University of Oxford (michael.griffin@oriel.ox.ac.uk)

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Applicability

Interdisciplinarity: Sciences and the Humanities

Imago mundi:

The evolution of cosmology from antiquity to the modern day:

Common problems and approaches in science, philosophy, and mythology from Egypt to Einstein

Page 39: Michael J. Griffin, University of Oxford (michael.griffin@oriel.ox.ac.uk)

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Applicability

Interdisciplinarity: Sciences and the Humanities

Imago mundi:

•Building Blocks

•Release and share

•Share early share often

•Peer Review

•Standards

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Applicability

Interdisciplinarity: Sciences and the Humanities

Imago mundi:

•Building a framework for simulations

• the philosophy of the tools…

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Applicability

Interdisciplinarity: Sciences and the Humanities

Imago mundi:

•Fit into existing practices…

•Work with existing academic cultures

Page 42: Michael J. Griffin, University of Oxford (michael.griffin@oriel.ox.ac.uk)

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nmc 2005www.ancientspaces.com

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www.ancientspaces.comlandfood.jot.com/ancientspaces/