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model, I became far too dependent on photos of the contemporary version of the structure, failing to realize, as Steward Brand notes in Buildings That Learn, that buildings change their appearance over time to meet the needs of their inhabitants (Brand, 1994). My point here in discussing the shortcomings of my digital model is simply this: a flawed structure such as the one shown in Fig. 11 is an example of the sort of problem in an open source work that a network of historians, familiar with the source material, could easily detect and quickly rectify. In turn, the same network would have the potential to show multiple interpreta- tions of a structure’s probable appearance, and to add new content to the site.

Figure 11 model, I became far too dependent on photos of the contemporary version of the structure, failing to realize, as Steward Brand notes in Buildings That Learn, that buildings change their appearance over time to meet the needs of their inhabitants (Brand, 1994). My point here in discussing the shortcomings of my digital model is simply this: a flawed structure such as the one shown in Fig. 11 is an example of the sort of problem in an open source work that a network of historians, familiar with the source material, could easily detect and quickly rectify. In turn, the same network would have the potential to show multiple interpreta- tions of a structure’s probable appearance, and to add new content to the site.

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A second lesson is evidence contains gaps. You don’t always find the information you're looking for in an old document. One significant problem our students face while modelling the Hope building is that there is no evidentiary record of the wall shown in Fig. 3. They have no choice but to make a guess on its probable appearance by relating the structure to its historic context. They look at photographs of surround- ing structures, make an informed guess, and construct a wall. 276 Literary and Linguistic Computing, Vol. 19, No. 3, 2004
A second lesson is evidence contains gaps. You don’t always find the information you're looking for in an old document. One significant problem our students face while modelling the Hope building is that there is no evidentiary record of the wall shown in Fig. 3. They have no choice but to make a guess on its probable appearance by relating the structure to its historic context. They look at photographs of surround- ing structures, make an informed guess, and construct a wall. 276 Literary and Linguistic Computing, Vol. 19, No. 3, 2004
What we found, however, is that many of the students found the process of shifting views disorienting. After performing an operation on an object from the front view, for example, many had a hard time 278 Literary and Linguistic Computing, Vol. 19, No. 3, 2004
What we found, however, is that many of the students found the process of shifting views disorienting. After performing an operation on an object from the front view, for example, many had a hard time 278 Literary and Linguistic Computing, Vol. 19, No. 3, 2004
can show the Halifax of 1775. In principle, it can show the Vancouver of 1905. In practice, it did not turn out that way. I have no model of Halifax or Vancouver to show you. Why? Because networks of participants do not emerge out of thin air. Their emergence demands the effort of dedicated individuals to construct and maintain, a resource that the project does not enjoy at present. Fig. 6 National Research Council of Canada
can show the Halifax of 1775. In principle, it can show the Vancouver of 1905. In practice, it did not turn out that way. I have no model of Halifax or Vancouver to show you. Why? Because networks of participants do not emerge out of thin air. Their emergence demands the effort of dedicated individuals to construct and maintain, a resource that the project does not enjoy at present. Fig. 6 National Research Council of Canada
Fig. 7 National Research Council of Canada
Fig. 7 National Research Council of Canada
Fig. 8 National Research Council of Canada
Fig. 8 National Research Council of Canada
Fig. 10 National Research Council of Canada
Fig. 10 National Research Council of Canada
Fig. 11 National Research Council of Canada
Fig. 11 National Research Council of Canada
Fig. 13 National Archives of Canada PA 8765, PA 42711, NMC-0010731 National Research Council of Canada
Fig. 13 National Archives of Canada PA 8765, PA 42711, NMC-0010731 National Research Council of Canada
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Music EducationPhilosophyCommunicationInstructional DesignDigital HumanitiesArchitectureParticipatory Action ResearchE-learningThe VirtualWorld-Game-Simulation-Reality Continuum--gradual steps of added reality/imaginationVirtual Reality (Computer Graphics)
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