Supervisory Meeting on 16 December

Some notes from the meeting:
- A new site for the project seems work better and will continue to be developed.
- Research Proposal needs little revision and will be sent to the Sponsor during this
week.
- Questionnaires for the pilot study are ready to be sent to the Ethic Approval. A
formal application to the ethics committee for approval will be prepared. The forms
and all the relevant information about the process are on the Research and Innovation
pages on the university website.
- There is a good opportunity to send an abstract for eCAADe 2010 Conference. It is
considered to write a topic about Virtual Malioboro (deadline will be 1st February
2010).
- Continue to develop the project and give attention more to the collective memory
linked to the models.

Supervisory Meeting on 4 December

Some notes from the meeting:
Comment for the research proposal:
- Definition about collective memory and virtual city should be put in introduction
(as early as possible).
- Suggestion for research question, research objectives, and research methodology.

Comment for the questionnaire:
- Avoid to make too many questions in the questionnaires. Make it dialog
so that the participant feel more involved.
- Suggestion about types of questions can be put in related to collaboration.

Supervisory Meeting on 6 November

Notes from the meeting:
- A site has been developed to linked the 3Dmodels and the information related to it.
The site should become a single entry point to see the project.
- The questionnaire needs to be revised.

23rd October Supervisory Meeting

This study will mainly use questionnaires to measure the effectiveness of this learning system. Besides it is also suggested to evaluate the student's task/assignment/content and tutor's assessment.

Questionnaires should be designed from the general questions to the more specific questions, such as:
1. Background knowledge of participating student
It can be related to the computer skills such as experiences of using CAD models
(autocad, archicad, sketchup,3dmax, etc) and google earth/google 3Dwarehouse.
2. Collaborative design
How this virtual city can support collaboration among students.
3. Getting Feedback
Related to how the students can get feedback during the process of learning.
4. 3D visualization
Related to visualization of 3Dbuilding models.
5. Historical Collective Memory
Related to visualization of history in terms of collective memory which available
inside the virtual city.
6. Spesific Design Tasks has been asked by the tutor

In relation to collaborative design, it should be prepared if students want to upload their 3Dmodels into the platform, either during the process of design or after it finished (when the tasks are submitted).

Add in the questionnaires a form for suggestion such as for developing Virtual Malioboro further ....(2nd version)

9th October's Supervisory Meeting

The discussion were about:
1. The alternative ways for embedding the collective memory into the 3Dmodels rather than depends all on the geo-reference models accepted by Google Earth.
So far it has been tried to embed the collective memory/information into the models (through placemark command) which should be easily accessed by students (users) although they are not online. This can be done by sending the models (which consists information) to the users through their email, so when users click the models it will appear in their Google Earth in their own computer.
Another alternative which should be tried is by linking the models into a certain website which consist information for the models. In this case users should be online.

2. Time schedule is another critical discussion since it relates to the time when the pilot study have to be ready to be applied for Architecture and Urban Design Course in Spring Semester 2010. The course will run from February - May 2010. Usually the assignment is submitted during the final exam.

3. In order to prepare the 1st experiment, some notes are given to the scale of the pilot study
- The pilot study will cover buildings from Jalan Wongsodirjan - Jalan Perwakilan (Both sides of Malioboro) --> see the maps below:



- Questioners should be prepared and designed in order to measure the effectiveness of this learning system.
- Contact with colleagues should be made in detailed to design the assignment which includes Malioboro as a study site, decide how many students will involve, etc.

Example of the Urban Architecture Design Course's Assignment

The course is designed for students in the 3rd year (semester 6) where in this semester they have already gained a considerable amount of urban experiences through courses taken in their previous education and training such as ‘Urban History’ course and ‘Urban Settlement and Area Design’ course.

An overall aim of the ‘Urban Architecture Design’ course is to facilitate learning process through which students have an understanding about the importance of urban spaces for their inhabitant either as a place for social gathering, culture actualization or recreational/leisure facilities. From that students have abilities to propose design of urban space based on the analysis of urban form quality and the design concepts of urban space.

The task is designed for a group task consists of 4-5 students. Students can choose urban spaces they will work on which could either be public open space, street space or combination between public open space and street space. For the task, students are asked to submit a re-designed and revitalized proposal or hand in for a new designed proposal. The urban space they will work with should consider:
- Its roles both by forms and functions.
- Design quality principles in a responsive environment such as permeability, variety, legibility, robustness, richness, visual appropriateness, and personalisation (depends on the importance priority).
- Should be fitted with townscape design concept such as application of serial vision (fit with theme or spatial experiences offered, urban forms and buildings skyline, façades, scale and proportion in urban spaces, and visual continuity).
- Building codes and regulations.
- Context and possibly innovative design creativity.

In the task, students can add new elements to propose urban space arrangement for example by adding open spaces, connected streets, public arts or other physical elements as long as it can be used to assert the concepts.

Supporting elements such as LIGHTING (natural and artificial) can support for visual richness because of viewing time differences, VIEWING DISTANCE (in relation to hierarchy of scale and viewing distance), and VIEWING TIME (related to the complexity of details), KINETIC ART (sequence of arts which can be enjoyed by movements)

Proposed design concepts are based on the analysis of findings, which should be based on theories for analysing urban spaces such as:
- Theory of city image, interrelatedness among urban image elements (Lynch, K., 1960)
- Theory about elements for shaping and supporting urban districts (Shirvani, H., 1985)
- Theory about how understanding urban space through spatial experiences (Curran, R.J., 1983)
- Theory of responsive environment (Bentley, I., et.al., 1985)
- Theory of urban spatial design (Trancik, R., 1987)
- Theory of townscape design (Cullen, G., 1971)
- Theory of urban space (Krier, R., 1982; Moughtin, C., 1992; Madanipour, A., 1995; Llewelyn-Davies, 2000)
- Other theories, which are thought will be useful for design proposal.

SITES OF URBAN SPACE
Urban space sites can be picked among:

1. Part of ‘Tugu’ rail station district and the surrounding area (consists of 200 meter of Mangkubumi Street – ‘Inna Garuda’ Hotel junction – 200 meter of Malioboro Street) including the arrangement of building around, ‘Tugu’ rail station as a focus.
2. Sudirman Street (from Gramedia intersection to ‘Tugu’ White Statue intersection)
3. ‘Tugu’ White Statue (100 meter to the North-South-East-West) including arragement of building around.
4. North Outer Ringroad from Condongcatur intersection to Casa Grande Housing Complex (to be designed for a Ringroadscape)
5. Historical part of ‘Taman Sari’ Watercastle and the area surrounding (to be designed for historical trail).
6. Part of ‘Colombo’ Street (from the gas station intersection to ‘Mirota Campus’ Supermarket junction) including arrangement of building around.
7. Part of North Public Square including the building around (from the Post Office intersection to the Palace)
8. Part of ‘Adi Sucipto’ street (from the ‘Janti’ junction to the ‘Islamic State University’ junction.

FINAL PRODUCT: to propose design of urban space

ASSESSMENT: based on the progress being made during the process of task, final product, and individual/group presentation. Presentation should include:
- Short description of design object, identification of potency-problems from the study case
- Analysis (based on the theory)
- Design concepts (based on the findings)
- Drawings of design proposal and public art detailed

SUBMISSION:
Soft copy of final product per group should be submitted on the final examination of Urban Architecture Design course in Spring Semester 2008/2009.

Problems with Malioboro Models in GE Platform

There were 28 models of buildings uploaded to Google Earth Platform. But only some of them became georeference models which means you can see them directly in Google Earth when you open the application. For some others, you will need to download from the 3DWarehouse website before it can be displayed in your Google Earth. Google Earth gave some feedback for the models. You can see feedback as below:

Feedback from students

5 students were asked to give feedback for Malioboro models in Google Earth.
The initial discussion were involved some questions such as:

1. Is there any added values do you think you will get when you use 3DMalioboro models in GE for doing your assignments ?
2. How do you think the models and their data will benefit for you compare with those you'll get from field survey ?
3. How do you think the image/photos embedded into the 3D models will benefit for you ?
4. Is there any difficulties you experience when downloaded the models ?
5. What do you think the models should be developed in order to fulfill your need in architectural-urban learning ?

And here are feedback from them:
- With the 3D models, they think they will know the existing condition of Malioboro better. And it is very useful when they are asked to propose for re-design the area/district like in the assignments.
- 3Dmodels of Malioboro are really good for tourism as they will know more about Malioboro and its unique architecture especially for the old buildings.
- The models will complement the data they'll get from the survey because not all information can they get or a little bit difficult to get from the field survey like site dimensions, condition around the building sites, skyline, or aerial view.
- It is more comfortable for doing analysis for the site with 3Dmodels of Malioboro embedded with information such as history, data of building around, etc, available.
--> the analysis and design ideas will be more enriched, context with time, place, culture, etc.
- Images/photos will help them to memorize their childhood in related to Malioboro's spaces. They think it will gives them some ideas for their proposed design.
- The students didn't have any difficulties in downloading the 3dmodel. Even to open and to edit the models to adjust with their needs.

18 September's Supervisory Meeting Notes

There are some notes from the discussion:
1. Some 3D models of Malioboro street have been uploaded to GE. Some are georeferenced models (have been published in 3Dwarehouse, appear in GE and accessible through the internet) and others are non-georeference (i would like to name the models that have been published in 3Dwarehouse, but won't be appear in your GE unless you download it).

2. Most problems of non-georeference models according to GE are caused by incomplete texture and misaligned. In order to encounter with the problems, it is important to consider the criteria set by the GE or to set new criteria which is suitable to the objective of the research e.g. models that really present the most presently condition of the city (as realistic as possible), degree of accuracy, consistency, etc.

3. 3D models are linked and embedded with any information which is considered as collective memory in any format. (so far it has been tried to embed it with photos from 'panoramio' and video from 'you tube'). It has been suggested to add more format of digital information to enrich the models like audio (mp3), convert the physical/original format into digital, and link that information with the models.
Problems appeared:
- Georeferenced models will present information in GE by 'clicked' on the models.
Unfortunately, the information presented is only text and picture of the model
perspective.
- Non-georeferenced models do not present information in GE although you can
download the model. The information is only available in 3Dwarehouse.

4. In order to see how the models will influence the users, it is important to ask students, friends, colleagues and potential users for feedback.

5. Notes for the next meeting : Prepare work a workplan (when will it be achieved), define the scale of the pilot project, etc.

malioboro

3D model of Malioboro

About 28 models of Malioboro stores are built. These buildings lays in the first west part of Malioboro street, between Pasar Kembang and Sosrowijayan street.

Modeling 3D Digital City

How Yogya Virtual City which embedded with its collective memory will be modeled ?

The success of a VR model depends on the balance point between the speed, detail and sense of presence (Chan & Weng, 2005)
- Architectural and Urban Data Collection
- Digital Model Creation
- PC file to VR conversion and evaluation

Characteristics of Urban Models (Day, 2005)
- Accuracy : geometrical precision to which the model has been constructed and is determined by the surveying methods employed (is it accurate or approximate ?)
- Realism : a measure of how convincing the model looks and depends on the level of detail and the way in which the colours, textures and lighting have been applied (is it realistic or abstract?)
- Interactivity : Refers to the ease with which one can move through and manipulate a model. This is affected by its size and complexity and by the way in which it has been treated in terms of colour, texture and lighting (is it interactive or static ?)

Several Methods of developing a digital city (Chan, 2005)
- complete a large scale of physical model, then apply a 3D scanner to convert the scanning result into digital model (Blundell, Williams and Lintonbon, 1999).
- apply photorealistic imaging techniques to photograph the buildings and convert them to digital models for the city of London.
- apply laser scanner to scan urban platform for land exploration.
- apply maps, architectural floor plan drawings, elevation drawings, aerial photos, and street photos as reference for generating computer models in 3D modeling system.

Level of Usage of 3D Cities

The level of usage of VR Cities determined the delivery method and the method of visualization used across the network/internet (Andrew Hudson Smith, et.al, 2005)
- Fully professional usage, delicate data to be distributed and queried via 3D model with users requiring password and username to view resctricted level of data.
- Concerned citizen usage/public participation, would be both educational and participatory. It links to the development of e-democracy and evaluation of 'what if' scenarios to enable digital planning at the citizen scale.
- Virtual Tourism, it is a side product of the development for digital planning --> can be used to navigate, view scenes and pick up websites --> model can be used for marketing purposes.
- Educational Usage, education visualization would be through a multi-user collaborative system --> students would be able to load in their own models in closed sections of the networked site for visualization and evaluation of design.

Literature Review

Here is the initial literature review for the research.

Literature Review Map

Here is an initial of literature review map

Which song brings your memory back to Yogyakarta

Most Indonesian people will say: Yogyakarta, by KLa Project....an Indonesian famous musician.

YOGYAKARTA
Song and Lyric by KLa Project
link to video clip in You Tube

Coming home to your town,
I am caught by the stir of my longing,
Still the same as before,
Every corner is a friendly greeting,
Fully satiated with meaning

Lost in the sensation of nostalgia,
Of the moments when we were spending time,
And enjoying Jogja’s ambience together

At the intersection my steps stand still,
Bustling portable food stands
Peddling various delectable cuisines,
People sit cross-legged

And street musicians begin to play,
In rhythm with my sorrow of losing you,
Alone in my moans,
Engulfed by your city’s roar

Although now you’re no longer here,
And will never come back,
Please allow me to always return,
If the heart embarks on loneliness with no comfort

Other songs which related to Yogyakarta are Yogyakarta, Never Ending Love and Tidurlah Tidur (Little Angel of Mine). Both are created and sung by Katon Bagaskara, who by coincident, is the vocalist of KLa Project. Although the first song may not as popular as Yogyakarta, as it is created mostly for the purpose of tourism promotion, but we can see from the lyrics and the video, some places which are memorable for and mentioned by people.

For the second song, it is the music arrangement and how they visualize the video clip which may remind people of Yogyakarta. The arrangement includes the pentatonic scale commonly known as the basic of traditional Javanese gamelan. The video clip was located in Kaliurang, which is one of the famous places visited by tourists.

What do people remember of Yogyakarta

Based on comments from Jogja fans in http://www.facebook.com, you can see the graphs as below:

Notes from discussion with my colleague:

• Malioboro is well known by the citizens of Yogyakarta (even by the newcomers such as students, visitors, and tourists). Therefore the society must have collective memories of Malioboro which hopefully it will be easier to be revealed/expressed.
• In Urban Architecture Design and History of Cities courses, students are given a low score when their analysis is weak, and not very sharp. The assignments usually have to do with analysis on the existing condition based on theories they are familiar with/well known. Weak analysis results in less design proposal.
• What are the roles of collective memories in the process of learning? Are they as supportive factors to help students in understanding that specific environment?
• Collective memories can enrich images in the virtual city, which might have already, or have been or even will be captured/formed by learner/observer. Does it mean that the atmosphere of the virtual city can be changed/flexible in order to stimulate students' sensory experiences of that specific environment? If yes, then how to change from one memory to another so that it can be recalled by their own experiences?
• In my colleague’s imagination, as a learner, physically he/she has already known Malioboro. But the depth of knowledge about Malioboro is different from other people’s knowledge. With the collective memory embedded into Virtual Malioboro, it will present Malioboro in more completed aspects so that learner will understand better of the real image of Malioboro. But the questions are how am I going to get/collect the memory from different people and how to present it? Will it be presented coincidently or can it be changed over?..because the perceptual effect will be different...for example one learner want a supportive effect from the colours, or from the crowds, or from the informal sectors, or even from other aspects. Whether it can be presented in order or randomly depends on learner/observer’s memory or depends on the needs of information.

E-Learning resources and effectiveness-1

E-learning is defined as individualised instruction delivered over public (internet)or private (intranet) computer networks. E-learning is also referred to as online learning, web-based learning (WBL), and virtual classroom (Manochehr, 2006).

E-learning resources classification in related to stages of learning (Mayes & Fooler, 1999; Mayes, 2001)
1. Conceptualisation - coming into contact with new concepts - primary courseware which
present information
2. Construction - building and testing one's knowledge by performing meaningful tasks -
secondary courseware that enable interaction and structuring of material
3. Integration - externalising, performing, and putting into prcatice what has been learnt -
tertiary courseware that enable dialogue and discussion

Laurillard's conversational model (2002) offers 5 ways in which learning resources may be used: narrative (can be downloaded), communicative (can be used for discussion), interactive (can be searched/scanned for bibliographic entries), adaptive (can be edited), and productive (can be used as a basis for re-conceptualisation)

Effectiveness means producing outputs that are relevant to the needs and demand of its client. E-learning effectiveness can be measured from several factors such as:
learning achievements in terms of exams and score, knowledge retention, time on task, learner's satisfaction, recommendation of the program to other learners, anxiety, development cost, operational cost, self-efficacy (one's judgement on his/her ability to perform a task)

The effectiveness is influenced by some factors such as technology, learner (maturity, motivation, previous experiences, computer anxiety), teacher/instructor (teaching style, availability), course content (conceptual, procedural, factual knowledge), student characteristics

Yogyakarta in a glance

Yogyakarta city is located within the Yogyakarta province, one of the special region provinces in Indonesia and has about 32.5 km2 area. With the total population in 2004 is about 511,744, the density achieves 15,601.2/km2 (40,406.9/sq mi). The city of Yogyakarta has also a long and rich history in Indonesian literature not only at the time when it was formed in 1755, when the existing Sultanate of Mataram was divided by the Dutch East India Company (VOC) in two under the Treaty of Giyanti i.e. the Sultanate of Ngayogyakarta Hadiningrat with Yogyakarta as the capital and Surakarta Hadiningrat with Surakarta as the capital, but also contributing important roles during the Indonesian National Revolution against the Dutch after World War II (1945-1950).

The kraton, or Sultan's palace become the centre of culture and in many ways influence the values and tradition in the society. The location of the kraton, which is at the centre of Yogyakarta, determined how the city sprawls in all directions from kraton. At the north from the kraton lies its influential street to the lives of Yogyakarta city, called Jalan Malioboro (Malioboro Street). It runs north from the Yogyakarta kraton (palace) towards the roads that lead to another city, as well as to Mount Merapi, at the north. This is in itself is significant to many of the local population, the north south orientation between the palace and the volcano being of importance. The street is the centre of Yogyakarta's largest tourist district, with many historical Dutch colonial-era architecture mixed with Chinese and contemporary commercial district. Sidewalks on both sides of the street are crowded with small stalls selling a variety of goods. In the evening several open-air streetside restaurants, called lesehan, operate along the street. The street was for many years two-way, but by the 1980s had become one way only, from the railway line (where it starts) to the south - to Beringharjo markets, where it ends, not far from Fort Vredeburg a restored Dutch fort. The largest, oldest Dutch era hotel, Hotel Garuda, is located on the street's northern end, on the eastern side adjacent to the railway line. It also has the former Dutch era Prime Minister's complex, the kepatihan, on the eastern side which is then become the Provincial Government office complex.

Collective Memory and History

According to Halbwach there are differences between collective memory and history
Collective memory:
Tradition’ is a current of continuous thought and therefore is marked by irregular and uncertain boundaries.
As many memories as group.
Always relative, as every collective memory requires the support of a group and to be rooted in the concrete: in space, gesture, image or object.
Allows the group to recognize itself through the total succession of the images.
Such memory rests not on learned history but on lived history, which is less impersonal, less schematizing, and provide a more complete picture of specific periods and their uniqueness.

History :
Divides the sequence of centuries into fixed periods and reconstructs the past from a critical distance.
Unitary: universal memory of the human species.
An intellectual, critical, an impersonal activity, which emerges at the primary mode of knowledge, about the past when tradition weakens and social memory is fading.
Written history examines the groups from the outside.

Today, his old fashioned positivist concepts of history is abandoned with many critiques rejecting his narrow definition of history:
History cannot 'literally' construct the past (Schwartz, 1982)
A Historical narrative may becomes itself an integral part of collective memory (Hutton, 1993)

Collective Memory

Collective memory is defined as the representation of the past, both that shared by a group and that which is collectively commemorated, that enacts and gives substance to the group’s identity, its present conditions and its vision of the future.
Collective memory is generated, maintained, and reproduced through texts, images, site and experiences. (Misztal, 2003: Theories of Social Remembering)

Collective memory is not a socially constructed idea about the past but rather a socially shared notion, a way that a group conceptualized the past while in the present. (Halbwachs, 1920: On Collective Memory). It is an individual who remember not the groups/institutions, but the memories can only be achieved if they are located in social framework. Individual remember, but society determined what is worth remembering (Sumnu, 2002)

What Urban Design should consider...

Urban design considers: (Wikipedia)

* Urban structure – How a place is put together and how its parts relate to each other
* Urban typology, density and sustainability - spatial types and morphologies related to intensity of use, consumption of resources and production and maintenance of viable communities
* Accessibility – Providing for ease, safety and choice when moving to and through places
* Legibility and wayfinding – Helping people to find their way around and understand how a place works
* Animation – Designing places to stimulate public activity
* Function and fit – Shaping places to support their varied intended uses
* Complementary mixed uses – Locating activities to allow constructive interaction between them
* Character and meaning – Recognizing and valuing the differences between one place and another
* Order and incident – Balancing consistency and variety in the urban environment in the interests of appreciating both
* Continuity and change – Locating people in time and place, including respect for heritage and support for contemporary culture
* Civil society – Making places where people are free to encounter each other as civic equals, an important component in building social capital

objectives of the course

There are 2 possible courses that I might use it as a case study for my project:
Course 1: Urban Architecture Design
Goals/Objectives:
Students have an understanding about the importance of urban spaces for their inhabitant either as a place for social gathering, culture actualization or recreational/leisure facilities.
Students have abilities to propose design of urban space based on the analysis of urban form quality and the design concepts of urban urban space

Course 2: History of Cities
Goals/Objectives:
Students have abilities to explain and make connection/analyse the relevance between physical and non physical factors of city
Students are able to 'read'/recognize and analyse the change of urban morphology in a particular case.

notes from the 2nd supervisory meeting

There are some notes from the discussion with my supervisor today:

1. I have to define clearly the 'big' target of this PhD research and be more 'realistic' what can I achieve within 3 or 4 years time. It is about VE and architecture learning process. How to enhance the VE to support learners, how the student can be more involve in the learning process/be more participated?
2. Try to connect the project's goal and the learning objectives of the course I choose for my research.
3. Make hypothesis, list 2 or 3 and put it into the project for the next meeting.