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this tool was only used in the Bali project and was not continued for the other projects because the
moulding and drawings output was sufficient to capture the essence of the elements.

Figure 5

Clay and Plaster Modelling and Tracing for the Bali Project

Process of Teaching and Learning

The process of teaching and learning for landscape heritage and cultural studies is divided into
three main phases: i) pre-site visit, ii) site visit, and iii) post-site visit (refer to Figure 6). For the pre-site
visit, the students conduct a desktop study to refer to secondary data about the site. Desktop study aids
students in researching the history and heritage values of the site, previous studies conducted,
characteristics and attributes to be analysed, locations of historic areas and points of attractions, and the
site context. From this, students will plan their instruments and tools for data collection. Input lectures are
also delivered by the course lecturers and, at times, external speakers to enrich the student’s knowledge
about the landscape heritage. For the Taiping project, the students have incorporated a series of webinars
on various topics delivered by invited expert panels to share knowledge about heritage with the wider
campus community and the public.

During the site visits, students experience, observe and document the heritage sites based on the
relevant checklist, attributes and scope of study that have been prepared. The study of these sites revolves
around four key aspects: physical environment, natural environment, beliefs, and practices. At this core
are people and how people have interacted and shaped their environment throughout history until today.
Students get to see the site first-hand, interact with the locals and gather information about the site's
heritage values. During the COVID-19 pandemic, the landscape heritage and cultural studies project had
to be conducted virtually and remotely due to the restrictions of travelling locally and abroad. The need
for virtual site visits opened an opportunity for an international collaboration, which at that time was
between Malaysia and Tunisia. The advantage of this virtual collaboration is the opportunity for students
to work and learn with international students, exchanging knowledge about heritage sites in their own

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