Sask Polytechnic

A faculty at a post-secondary institute wanted to enhance their hands-on student learning in surveying with an underground mine site.

The school does not have access to a realistic underground mine setting and was currently using simulated areas on campus to review processes that would have to be applied on the job post-graduation.

The solution proposed by the TLN team was to create a customized underground mine environment with realistic parameters and dimensions where the students could complete the lab assignment using a fully functional virtual version of a Total Station surveying device. We also proposed doing a simulation of a “PPE Room” where the proper PPE and surveying tools could be selected prior to the survey. We also created a “tag in/out” interactive that would be like the process they would have to follow on an actual mine site.

We also determined that having both a guided mode, where learners would be prompted step-by-step on how to perform the lab, as well as an assessment mode, where learners were given no prompting and had to complete the assessment based on what they had learned, would be beneficial as an instructional tool.

This solution meant that the learning objectives of the lab could be met and tracked effectively to help students understand how to improve and to give instructors a measurement to assess the student’s learning and skill performance.

Creation of a reporting system that detects if the user has selected the correct PPE and tools, logs the user’s actions, and tracking of their use of the Total Station interface.

A functional Total Station that mirrors its real-world functionality. Users can add jobs and station data, aim the laser, and take shots that calculate distances, positions, and angles based on the laser and station data.

Tools to teach users how to set up stations using the tripod, plumb bobs, string, and an extendable E-Rod for measuring distances.

A PPE room that teaches users how to correctly select PPE, equipment, and tools. Only the selected tools are automatically transported to and from the underground mine, giving learners immediate feedback about their choices.

Two primary modes: Guided Mode and Assessment Mode. Guided teaches users the process with narration and assistance. Assessment is hands-off and is used to score user knowledge and performance.

Through each stage of the development, the client was shown previews of the different 3D models and environments. Eventually, once a working prototype was developed, the TLN team was able to push new versions onto the client’s VR headsets (using a mobile device management application) for them to test out hands-on.

The instructors with the post-secondary faculty were happy and impressed with the capabilities that the VR module could simulate for the lab assignment and assessment. They praised how well the module followed the steps they would expect of their students, how “real” it felt being immersed in the mine environment, and the assessment data that they had access to.

“The (TLN) team followed through on our comments and feedback, whether it was related to course content, interaction, or timeline.”
Client quotes

“It was a pleasure working with the team (at TLN).”
Client quotes