Exploring the potential for the use of “SimCity” as a town management training tool – SAFIPA (2009)
A major challenge to effective service delivery and the roll out and maintenance of vital infrastructure in South Africa is the lack of skills in municipalities, especially in our smaller towns and rural districts.

One way to address this issue is to use a simulation game that can help senior municipal decision makers in to better understand issues around spatial development and scarce resource allocation. This project explored whether some of the visual elements of SimCity (especially buildings) could be replaced to better reflect a South African rural townscape – hence giving the popular SimCity a local context.     back to top ↑

Green Geyser (2009)
As South Africa grapples with electricity supply problems and increasing energy prices, innovative minds are coming up with cost effective solutions that promise to cut ordinary consumers’ electricity bills and also make a significant contribution to solving our environmental problems. This project shows how such an innovation works - the “green geyser” - and show how it can be integrated into a domestic environment. 
Download PDF - 498 KB      back to top ↑

Translation of i3dlo’s for the Independent Development Trust (2009)
The Independent Development Trust (IDT) works towards the eradication of poverty; promoting sustainable development and the creation of sustainable livelihoods.

Towards these goals, this project led to the translation of 17 existing interactive3d learning objects (i3dlo’s) into two other South African languages, Sepedi and isiZulu.  These new .versions have been made publically available via our i3dlo web portal. In this way, they can be downloaded and in rural development and other training initiatives.  Download PDF - 498 KB      back to top ↑

Soil conservation in Zimbabwe (in collaboration with World Links Zimbabwe)
WK Kellogg Foundation (2007-09)
Soil conservation is becoming more and more of a crucial issue in Southern Africa, and five interactive3d learning objects were built to address this issue, including raindrop, sheet and rill erosion, formation and one remedial measure – building a simple stone check.

In addition, because soil loss is a major issue in Southern Africa; two easy ways to survey and mark out a field using an A-frame and a Line Level are also addressed,  including how to make the equipment needed. By understanding where the level contour lines lie in a field, and by ploughing along these contours, run-off and resulting soil loss is minimised - and more water is retained in the field for use by plants.
Download PDF - 730 KB      back to top ↑

Crop pests in Zimbabwe (in collaboration with World Links Zimbabwe)
WK Kellogg Foundation (2007-09)
Drought isn't a farmer's only enemy, insects can attack crops and vegetables with devastating results.  Farmers need to know what these pests look like so that they can take appropriate steps to eliminate them as quickly as possible.

This comprehensive interactive3d learning object looks at a number of common insect pests and at both chemical as well as non-chemical solutions that can be applied relatively cheaply. The learner is placed within a ploughed land that contains different crops. The user interacts with these crops to find out which pests affect them and how they can be treated Download PDF - 597 KB     back to top ↑

Sorghum growing in Zimbabwe (in collaboration with World Links Zimbabwe)
WK Kellogg Foundation (2007-09)
Sorghum, one of the most important crops grown across Africa is addressed through five interactive3d learning objects - which look at different important aspects of Sorghum production.

They look at “origins and diversity” - how the plant evolved as a crop and the various cultivars in use today; “plant characteristics” - seeds, leaves, root structures etc.; “sorghum as a food source”; “planting for success” - land preparation and the growth cycle and finally, a look at “yields” and factors affecting yield, which includes rainfall and temperature. Download PDF - 858 KB     back to top ↑

Farm water conservation in Zimbabwe (in collaboration with World Links Zimbabwe)
WK Kellogg Foundation (2007-09)
Two interactive3d learning objects show how to conserve water in rural communities, i.e. looking at how to conserve water in the field and roof-top water harvesting.

Water conservation is becoming a crucial issue in Southern Africa, more so as the impacts of global warming are felt.  The learner is shown how to capture and conserve more run-off water using a system to harvest water from roofs, pot holing, half-moon ridges and inverted bottle watering and, during the dry season, how to make clay pipes to irrigate vegetable gardens. Download PDF - 812 KB     back to top ↑

Farm Mechanisation in Zimbabwe (in collaboration with World Links Zimbabwe)
WK Kellogg Foundation (2007-09)
Efficient farm machinery is a key component of any productive and sustainable agricultural infrastructure and it is important that farmers understand how to set and use their equipment optimally as well as how to replace worn parts when required.

Two i3dlo’s show the farmer how the parts of an animal-drawn plough fit together and how the plough can be adjusted to optimize ploughing (including furrow depth and furrow width - both of which will vary depending on the crop to be planted). Download PDF - 542 KB     back to top ↑

Beekeeping in Zimbabwe (in collaboration with World Links Zimbabwe)
WK Kellogg Foundation (2006)
A range of simulations teach basic beekeeping skills to the community small-holding farmer who aspires to keep bees as a new source of income, as well as existing apiarists who can improve their returns by avoiding obvious mistakes.

The learning system places the learner in a 3D world that represents a typical small-holding farm. Through the interactive nature of the medium, learners are allowed to explore and discover for themselves (in either Shona or English) the main “do’s and don’ts” of African beekeeping, including for example, hive location, food, water, clothing, enemies, packaging, tools and how to actually build a hive. Download PDF - 209 KB     back to top ↑

Energy Awareness  – AngloGold Ashanti (2008)
A range of VR simulations show the learner how to effectively manage energy in a typical mining environment - achieved by showing the consequences of poor energy management, preventive measures and emergency procedures using four environments (1) underground; (2) vertical shaft; (3) above ground; and (4) tailings storage facility.

The focus of this project is to help miners better understand energy & the consequences of poor, or no energy management. This revolutionary approach is based on the premise that energy (in one form or another) is ultimately behind most accidents. Fourteen VR simulations show the learner how to effectively manage energy in a typical mining environment. 

The topics addressed include: (1) Explosions; (2) Geological energy (rock-bursts, fall of ground and stope face roof drops); (3) Motion & weight (locomotives, pumps / pipes, backfill bags, winches and eyebolts, compressed air, cage, conveyors and tailings storage facilities); (4) Corrosive energy; (5) Radioactive Energy, and (6) Chemical energy (pressure build-up and resulting shockwaves, flammable environments).
Download PDF - 326 KB     back to top ↑

Conveyor Belt safety issues – AngloGold Ashanti (2008)
Conveyor belts are a common source of injuries and fatalities in many industrial environments, including mining. In this simulation, conveyor-belt safety is addressed along with the most common potential hazards that can be encountered.

The learner is immersed in a typical 3D simulated conveyor-belt environment where they are required to "walk around" and identify potential hazards; to practice the correct start-up procedure as well as react to hazards which are randomly triggered. Failure to take appropriate action results in the user being SHOWN the consequence of their inaction, either by way of simulated injury, a short video or photographic material. Download PDF - 356 KB     back to top ↑

Water Sampling – Rand Water Board  (2007)
Water sampling is a crucial component of quality control in the water supply chain. However, the accuracy of analytical tests obtained in the laboratory also relies on correct sampling from the supply system - the objective of sampling being to collect a water sample that accurately represents the water in that part of the system.

Two sampling simulations show how to sample water from two sources:
1. Sampling from a tap (fresh-water kiosk points)
2. Sampling from surface water (surface water sampling points)

They were developed to help learners understand the basic procedure and steps required in sampling; the importance of sterilization; and the correct packing procedure for transport back to the laboratories.
Download PDF - 886 KB     back to top ↑

Water Sampling – Rand Water Board  (2007)
Water filtration is one of the main operations in the treatment of potable water, where water is passed through large, graded sand beds to remove suspended matter.

Two filtrations simulations show what a typical filtration house looks like, the main components of a filtration system and the correct back-wash / cleaning procedure. Download PDF - 886 KB     back to top ↑

Chlorine Testing – Rand Water Board (2006)
This project was developed to help students understand and to learn the basic procedure required to test water for chlorine content using either the Hach or Lovibond chlorine testing machine.

In each of the two simulations, the learner is presented with two modes – a Learning Mode and a Testing Mode.  In Learning Mode the computer coaches the learner through the sampling process whereas in Testing Mode the learner has to complete the testing procedure on their own (no coaching) to test their understanding of the learning.  Download PDF - 590 KB     back to top ↑

Pump Start-Up Procedure – Rand Water Board (2007)
Starting a pump of this size is an expensive exercise – around R50 000 in energy alone. It is important therefore that it is done correctly and starts up first time. This simulation was developed to help learners at Rand Water Board to learn the basic procedures of starting a water pump in a safe, off-line VR environment.

The logbook is the first port of call.  The learner must then make their way through the pump station and complete the start-up procedure by clicking on different controls and items in the right sequence - otherwise the pump will not start. Download PDF - 590 KB     back to top ↑

Understanding Malaria – UNESCO  (2006)
Funded by UNESCO this this important project .engages the learner in developing a deeper understanding of Malaria. It .focuses on three key learning areas:
(1) a basic overview of Malaria (understanding the disease & its life cycle);
(2) Prevention (clothing, insect repellent, spraying, bed netting, preventative drugs, etc.) and
(3) Treating malaria (symptoms, the importance of completing treatment & using medication). 

Users have free access to any area in the simulation, depending on what interests them most at that time, Throughout the simulation the user is faced with malaria related health challenges and can interact with objects to achieve specific learning outcomes. Download PDF - 159 KB     back to top ↑

Off-loading of ammonia – AngloGold Ashanti  (2005)
Ammonia is a particularly hazardous chemical and the transferring of Ammonia to storage tanks particularly so. This simulation was developed to teach off-loaders the correct process to follow when offloading ammonia from a road-tanker to the tank-storage area in a mine environment by allowing them to perform (in the safety of a VR world) the correct sequence of steps that must be followed.

The simulation also highlights selected potential hazards that may occur. The goes through the process step-wise and performs each of the 84 defined tasks involved in the transfer process within a semi-realistic environment. Elements include a road tanker, storage tanks, pipes, valves, safety signage, safety clothing, documentation etc. Download PDF - 197 KB     back to top ↑

Supporting the aims of ICDL and PC Literacy – OSISA (2005)
Many of us take PC’s for granted and seldom spare a thought for disadvantaged communities who have never seen a PC, let alone looked inside one. We’ve changed that with a range Interactive3d learning objects that explain the basic functionality of computers, PCs and the PC components.  The content is based on the ICDL Module 1 (Basic Principles), where the learner gets to see the inner workings of a PC like never before (it would require the permanent destruction of certain components to do this in a real-world environment).  For example, the user gets to take apart a hard drive, stiffy drive, CD-ROM drive, etc. and see how they actually work, they get the opportunity to assemble a PC, how a LAN and a WAN works, etc.

The content produced (as “interactive3d learning objects") doesn’t replace existing ICDL training material, but augments and supports ICDL trainers in a powerful and visually interactive way.
Download PDF - 164 KB     back to top ↑

Workshop: The localisation of "interactive3d learning objects" – UNESCO  (2005)
Supported by UNESCO, this workshop brought together a number of key supporters of VR across Africa from Ethiopia, Mozambique, Sudan, Senegal, Uganda and Zimbabwe.  The participants were taken through the process whereby existing VR models ("interactive3d learning objects") are translated into other African languages and even dialects, without having to have access to original VR authoring tools.

The workshop led to the creation of an informal network of institutions and individuals able to take existing "interactive3d learning objects" and easily produce local versions that can be distributed within their host countries. Eduardo Mondlane University in Maputo and the University of Dakar since have tested some of these processes, for example, translating "the building of the VIP Pit Latrine" into Portuguese, Shangaan and French. Similarly, World Links Zimbabwe have since translated many i3dlo’s into Shona.     back to top ↑

Mine haulage safety – AngloGold Ashanti   (2005) 
Mining is an extremely hazardous working environment to work in and safety regulations are rigorously enforced by all mining houses. Many resources are dedicated to safety awareness and training to help mining teams better understand the consequences of unsafe actions or conditions
Unsafe behaviour can lead to fatalities and VR is a powerful tool to visually demonstrate the consequence of bad practices.

In this case, this simulation shows the importance of walking on the travel way in the haulage (the side designed with extra room allowing the miner to avoid dangerous situations caused by passing trains) and the dangers of walking on the non-travelling way.  To do this is to court disaster in the form of being crushed by a passing train – as is shown graphically in this simulation... Download PDF - 181 KB     back to top ↑

Mine Mudrush - Awareness of Hazard – AngloGold Ashanti    (2005)
A blocked chute in a mine can result in the accumulation of thousands of tons of rock and water behind the blockage - that will rush out as the blockage is cleared - an extremely hazardous situation. Mines have procedures in place to cater for this event.  However, if these are not adhered to, there is a good chance that severe injuries and/or fatalities will occur. Using a virtual mine shaft with a chute emptying into coco-pans in the haulage, a rail line / and work platform, this simulation addresses this issue and shows miners the potential risks associated with being in the wrong place at the wrong time.

This work shows how VR can be such a powerful tool to demonstrate good and bad practice – and the consequences of each. Download PDF - 200 KB     back to top ↑

Addressing water related issues  - UNESCO  (2005)
This second Virtual Multimedia Academy (VMA) content project, funded by UNESCO was made up of 4-country teams. While most country teams built multimedia content (Sudan, Malaria, Mozambique - flood mitigation, Senegal - dams) the Naledi3d Factory in South Africa piloted and tested the use of "Learning Objects" through three VR simulations (How to build a VIP latrine, an Afridev pump and how hydro-electricity is generated). The project had a three objectives, i.e. to create locally relevant content on the topic of "water"; to share this content, and finally, for the five "country teams" (Ethiopia, Mozambique, Senegal, Sudan and South Africa) to explore ways of working together. Download PDF - 160 KB     back to top ↑

A pilot teacher’s math and science companion -analogies from HIV/AIDS  - UNESCO – IICABA (2005)
Because much child education tends to be passive, pupils often experience difficulties in understanding the essence of abstract concepts. Ideally, they should be able to use knowledge to make informed decisions in everyday life.  In this set of simulations, a number of mathematical and science concepts are addressed, using the underlying analogy of HIV/AIDS

In this way, this challenge (teaching theoretical subjects) is demonstrated through analogies drawn from everyday life – in this case, HIV/AIDS. For example, the example shown is a first-class lever, but the simulations uses the “Trebuchet” to show the impact of HIV, AIDS and poverty. The aim of the project was to help empower and train teachers in this approach – and was subsequently used by IICBA in Ethiopia and Rwanda.
Download PDF - 167 KB     back to top ↑

Lathes and Milling Simulator - Department of Labour / NSF (2004)
Using a lathe or a milling machine requires a high level of skill and can be dangerous, as well as expensive in inexperienced hands.  In collaboration with the Department of Labour and the National Skills Fund we developed a number of visual training modules in the form of a range of sophisticated lathes and milling VR simulations.

Both lathes and milling machines are addressed, and an IE interface provides access to main sections on the milling machine and lathe. The user can for example fit a work-piece, take measurements and do basic machining. The ability to zoom in, rotate and walk around the (fully functional) machine makes this learning experience particularly engaging. Download PDF - 167 KB     back to top ↑

HIV / AIDS in Ethiopia – IICBA-UNESCO (2004)
UNESCO’s International Institute for Capacity Building in Africa (IICBA), worked with us to create a visually interactive HIV/AIDS learning tool to be used by Ethiopian educators. This is the first time virtual reality has been used in Africa to teach educators about this terrible disease. The aim of the project is to empower educators - and in turn to better help them to help their students

VR simulations and other multimedia content are used to help dispel some of the myths around HIV/AIDS, explains how the disease is transmitted, how it can be treated, how to live with the disease and how to care for infected individuals. It also addresses a number of daily issues that confront Ethiopian children.
Download PDF - 195 KB     back to top ↑

How a laser works - National Laser Centre  (2003)
Developed for the National Laser Centre in Pretoria, this simulation was targeted at children aged 12 to 16. In the form of a game. The the simulation shows how a laser works - the “player” is placed inside a “spaceship” from which they must escape, but to do so need to assemble a laser gun in order to cut their way out – they must navigate through the environment and collect the laser parts that must then be correctly assembled to create a functional laser and thus, be able to escape.     back to top ↑

Visualisation of the Freedom Park Development, Pretoria – Freedom park Trust (2003)
Freedom Park, located on Salvakop Hill south of Pretoria Station is being developed in three phases: (1) the Garden of Remembrance and Administration Block, (2) the Museum and Memorial to Freedom, and (3) the Library and AV Library.

This early interactive model aimed to visualise some of the initial thinking around Phase 1 - Salvakop Hill, infrastructure such as car parking, paths, main entrance and ablution blocks; as well as the Garden of Remembrance and Contemplative Spaces. Download PDF - 242 KB     back to top ↑

Concentrated Solar Power Generation - Eskom/TSI (2003)
The main objective of this simulation was to help raise stakeholder awareness and demonstrate the concepts involved in generating electricity through the use of concentrated solar power (CSP). 

The VR model shows the main components of the CSP system, as well as its functionality. The CSP system would typically be installed in a dry, desert environment, where large installations can generate electricity beyond 300 Mw per hour, cleanly, efficiently and cost effectively.

This project is another example of how the Naledi3d Factory Plan can use VR to communicate new technology concepts. Download PDF - 235 KB     back to top ↑

Sustainable energy technologies - Eskom/TSI (2002) 
ESKOM TSI, the (then) research arm for the power utility developed a number of sustainable energy alternatives and a range of interactive visualisation of selected ESKOM / TSI community-based energy technologies were developed.  The outcomes of this project had three main purposes: (1) to demonstrate visually the technologies to communities; (2) as a demonstrator to potential funding agencies and other stakeholders and, finally, (3) for use at the Johannesburg World Earth Summit’s Ubuntu Village.

The technologies demonstrated include: Aquaponics; the workings of a plastic moulding machine; how a solar heater barrow works; how a sand filter works; the functioning of reverse osmosis and ozone; the Dish Stirling; the Biomass Gassifier; a low cost stove, and solar cookers; the use of telemedicine as well as the UVGI sanitizer.   Download PDF - 156 KB      back to top ↑

Urban Renewal at Moroka Dam, Soweto – Johannesburg Metropolitan Council (2002)
As part of an urban renewal project in Soweto, this simulation was designed to demonstrate landscape changes to the Moroka Dam complex in Soweto. It was used to canvas support and buy-in for the proposed development as well as a showcase at the 2002 World Earth Summit, held in Johannesburg that year. 

A menu is used to select the phase of the project that is to be viewed and explored.  This includes: (1) before site clearance (2) after reed removal, (3) during dam construction and (4) the completed Moroka Dam development. The user can also select an aerial view, walking view and two angular views.  A picture library was also included of the site.  This project is an example of our Plan Visualizer concept, designed to produce low-cost visualizations of new developments. Download PDF - 355 KB      back to top ↑

Wonen Housing development – Wonen Zuid Housing Authority, Holland (2002)
Holland is undertaking a large programme to replace remaining post-war temporary housing stock with new homes and this 3D visual presentation of a housing upgrade project in Kemp and Kikskensberg (suburbs of the City of Roermond, Netherlands). Was used to show residents what is proposed. Simulation detail includes renovations and new building locations, schools, green areas and playground locations. 

The timescale for each phase of development is also shown.  The simulation begins with an introductory trip through the 15 districts the 3D environment. The user can then use a navigation bar to choose between flying over and walking around both the existing and proposed architectural solutions. Existing buildings are shown in an off-white colour and the proposed building changes are shown in orange. Download PDF - 159 KB     back to top ↑

SMExperience – South African Excellence Foundation & DTA (2002)
SMExperience, an interactive training tool was designed to help facilitators to train small business owners in the South African Excellence Foundation’s SMME Business (improvement) Model.  The SMME model is made up of 11 criteria, 34 criterion parts and 121 self-assessment questions

As the user progresses through the model, the Progress Bar shows visually the score in each area assessed. From the individual question scores, the user is given a list of strengths and weaknesses to prioritise and hence identify 5 to 10 weak areas of the business in which to implement solutions to improve those areas – in the spirit of continuous improvement. Download PDF - 305 KB     back to top ↑

Virtual “Locomobile” (steam-engine) - Techniek Museum, Delft and TweenSense (Holland, 2001)
This simulation, used in the Techniek Museum in Delft, uses an innovative way to show museum drawings to visitors, usually part of the ‘hidden archives’ of the Museum. The simulation is aimed at children (aged 8 to 14) and to help them better understand the mechanics of a “locomobile” (and hence, steam mechanics in general).  The simulation interface shows the five main components of the steam engine where he or she is be able to select each part and drag it into the construction window - and build a steam engine in 3D. 

When this has been successfully achieved, the boiler steam drives the engine and, in turn, the drive wheel. An audio dialogue congratulates the learner and explains in more detail how the engine works.
Download PDF - 142 KB     back to top ↑

Wind Turbines – ESKOM (TSI) (2001)
The aim of this simulation was to demonstrate the relative size of wind turbines, compared to the more familiar cooling towers and transmission pylons – and was used by ESKOM as part of a 2001 Environmental Impact Assessment PPP in Cape Town for the then proposed Darling Pilot Wind Farm. 

The 3D world includes three wind turbines, two cooling towers and transmission lines in a landscape about 30Km north-east of Cape Town. Apart from being able to move around the world, the view can be switched from a geospatial view to a logical view (to compare the relative size of the structures) or sink the cooling towers into the ground (and back again!).
Who needs cooling towers when you have wind? Download PDF - 133 KB     back to top ↑

Basic Hygiene in Nakaseke - UNESCO (2001, updated 2006)
In the town of Nakaseke in northern Uganda, 60% of the community are functionally illiterate and, therefore, traditionally barred from facilities such as computers. This pilot simulation was used to test the reaction of community members to a VR approach, as well as addresses basic rural hygiene practices that lead to water-borne disease such as typhoid, dysentery, and cholera as well as water based diseases such as malaria and bilharzia. The emphasis is on visual and audio cues to transfer the message, not the written word.

The simulation is still used (2009) in the local multi-purpose community telecentre as well as local schools and clinics.  Feedback from the community in 2004 indicates that dysentery levels have dropped significantly since the community started using the simulation. Download PDF - 155 KB     back to top ↑