A Pedagogical Framework for Integrating Laser Scanning into Traditional Built Heritage Documentation Coursework

Abstract

This study explores how historic preservation educators can effectively integrate 3D terrestrial laser scanning technology with traditional field survey methods as part of built heritage documentation coursework. Multi-phase, qualitative research was applied. With Phase 1, cross-analysis of interviews with historic preservation educators and digital documentation experts helps establish pedagogical objectives. An action research approach is then used during Phase 2 to examine two revisions to conventional curricula and assess which better helps achieve the objectives by comparing the deliverables and workflows of the two courses. The revised curriculum, where a digital-data-centered process was employed from the beginning, rather than treated as a supplement, enhanced the complementation of the digital and field tools to facilitate students' research and representation of the historic building. Based on this finding, Phase 3 includes the formulation of a theoretical framework, titled Integrated Virtual and Field Experience for Interacting with the Built Environment, with its four complementary tasks—virtual measurement, virtual experience, field measurement, and field experience—that historic preservation instructors can consider when organizing built heritage documentation pedagogy that integrates digital technologies such as laser scanning.