About this course

This course is intended for students who have mastered intermediate skills in digital tools and wish to explore new potentials and challenges associated with 3D visualization in relation to landscape architecture, urban planning, architecture, construction, and cultural heritage. The course offers opportunities to work with a range of technologies for design and planning, which may include: 3D modelling, 3D visualization, animation, immersive Virtual Reality (VR), Augmented Reality (AR), artificial intelligence (AI), 3D printing, reality capture, and digital storytelling. The emphasis is on investigating the added value of digital tools in design and planning scenarios, especially how they can enhance understanding, collaboration, and communication. The Virtual Reality Lab (VR-Lab) provides an environment for testing and experimenting with new forms of knowledge sharing that can increase collaboration, motivation, and engaged learning.

The course is based on a combination of lectures, lab exercises, excursions, and group work, with individual and/or group supervision. The course may be offered according to one of the following models:

Approach 1: Tool- and technique-focused. Introduction to a specific digitization tool and visualization technique, followed by an investigation of its potential for design and planning. Examples include BIM for landscape architecture, Augmented Reality, Virtual Reality, and Artificial Intelligence.

Approach 2: Case-focused exploration. Students apply a 3D visualization method or other digital tool to a case in order to explore its capabilities, limitations, and practical challenges. Example cases include specific sites in urban or rural contexts; reconstructions of historic gardens or cultural landscapes; or exploration of future development potential in a given location. After an introduction to relevant methods, students develop their topic individually or in groups and decide which approach and tools best suit their task.

Approach 3: Cross-course collaboration. Collaboration with other courses around a shared topic. In this model, students follow two courses in parallel.

Students will have access to the VR-Lab to test methods, theories, and applied aspects related to the use of 3D digitization tools in design and planning. Student presentations will be held throughout the course to support progression, consolidate learning, and provide formative feedback.

Learning outcome

Knowledge: Ability to study, understand, and investigate the challenges and limitations associated with digital tools and 3D visualizations when used in design and planning processes, through a case study.

Skills: Ability to apply digital visualization technologies as an interdisciplinary platform for communication, collaboration, and interaction with stakeholders and a wider audience.

General competence: Ability to think critically about the use of digital tools for presenting and communicating planning and design scenarios.

  • Learning activities

    - Lectures. - Supervision session. - Individual / group project work

  • Syllabus

    List of literature is been provided by the start of the course and is connected to the topic and the tools that are been introduce in the course.

  • Prerequisites

    LAD100, LAA116 (for ILA), LAD202 (LAD203 for Byreg). Or similar competance.

  • Assessment method

    Students must submit their assignments according to the schedule outlined in the course plan. The final project, which includes a report and media production, will be submitted and presented in a seminar at the end of the course.

    The final grade is composed of:

    • Assignments: 30% of the final score
    • Final project: 70% of the final score

    The following criteria clarify the factors considered in evaluating students' work and performance:

    • Knowledge: Demonstrates a sufficient level of factual and conceptual understanding of the subject.
    • Skills: Shows clear evidence of the ability to use and apply digital technologies.
    • General Competence: Demonstrates a sufficient level of argumentation, critical engagement, balanced discussion, problem definition, and problem-solving.


    Portfolio Karakterregel: Passed / Not Passed

  • About use of AI

    The applicable usage of AI in this course falls under category K2: AI can be used for idea generation and language proofreading. The use of AI should be described with a brief explanation of which programs you have used and how the program is used in the text. The student\ group is responsible for the final content of the text after language proofreading has been completed. The use of AI should also be in line with the guidelines for the use of AI at NMBU.

    Descriptions of AI-category codes.

  • Examiner scheme

    The external examiner will review and approve the course description, plan, and structure.

  • Mandatory activity

    Attending lectures + supervision sessions + delivering assignments + presenting final project.

  • Notes

    There are possibilities that LAD302 course or some topics that we will deal with in the course can be offered in collaboration with other courses at master level. More information is presented at the beginning of the course.

  • Teaching hours

    The course is based on a combination of lectures, practical sessions in a computer laboratory and/or the VR-Lab, excursions, and individual and/or group supervision. The course may follow one of the following three approaches:

    Approach 1: Tool-focused. Students are introduced to a specific digital tool in order to investigate its potential and relevance for landscape design and/or planning. Students will be challenged to define a problem and develop a focused task around it. Examples include BIM for landscape architecture, Augmented Reality, and Virtual Reality.

    Approach 2: Case-based. Students are introduced to a case study based on a real project, with the aim of using digital tools and 3D visualization technologies to understand key aspects, opportunities, and challenges related to the case. Examples include investigating specific urban or landscape sites, reconstructing historical gardens and heritage sites, or exploring future development scenarios and potentials for a given location. After being introduced to the tools and the case, students investigate the topic individually or in groups and select the approach and tools they will apply.

    Approach 3: Cross-course collaboration. The course is delivered in collaboration with another course on a specific topic. In this approach, students follow two courses in parallel.

    Students will have access to the VR-Lab to test methods, theories, and practical aspects related to their topic. Group presentations will be scheduled throughout the course to monitor progress and provide feedback. At the end of the course, students (individually or in groups) are expected to present their final work and submit a written description of the project.

    Expected time use: 125 hours.

  • Preferential right

    M-LA og Byreg 4-5 Level.

  • Admission requirements

    Minimum requirements for entrance to higher education in Norway (generell studiekompetanse)