by Marlo Steed
[email protected] Faculty of Education, University of Lethbridge, 4401 University Dr., (403) 329-2189 Paper presented at the ATACC conference, Mission Possible: Surpassing Our Past Success, March 15 - 17, 2001, Jasper Park Lodge, Jasper, Alberta 1. Introduction This paper suggests that 3D tools may have a place as a learning and teaching tool for students and instructors in a variety of disciplines. Visual-spatial forms of expression require new skills, critical perspectives, and may foster fresh insight and understanding. 3D images and animations have long been the purview of professionals who had expensive equipment and sophisticated software. Recent advances in technology make super- computer architecture available at affordable prices for educators. 3D software requires considerable computing power and hefty memory requirements to model and render complex scenes. Current computers now have that kind of memory and power. Another advance has been a recent announcement by Strata Inc., making available a free version of a sophisticated 3D modeling and rendering application, Strata 3D. It is a watered down version of a professional package (Strata 3D pro) but still has incredible possibilities. This now makes it feasible for students to do sophisticated 3D modeling and rendering. However, why would such a tool have educational value? 2. Spatial learning There is value in seeing a process rather than hearing or reading about it. Video and pictures have been a traditional way to address this. This article introduces a new set of tools that can be used to portray concepts through 3D visualization. From a constructivist perspective, students build their knowledge.