Stuart Jeffrey

A new digital dark age? Collaborative web tools, social media and long term preservation

Abstract This paper examines the impact of exciting new approaches to open data sharing, collaborative web tools and social media on the sustainability of archaeological data. The archiving, reuse and re-analysis of data is often considered intrinsic to archaeological practice, not least because of the destructive nature of excavation. The idea that the pace of adoption of new digital technologies can outstrip the development of the infrastructure required for sustainable access to its outputs, ultimately leading to the loss of data, is sometimes referred to as the ‘Digital Dark Age’ problem. While strenuous efforts have been made to address this issue, the recent rapid uptake of a new wave of tools to enhance access, promote wider dialogue and gather data has the potential to recreate this problem. This is particularly true because of the volatile technical, legal and commercial contexts in which much of this work takes place. This paper explores these problems, discusses potential changes in the nature of archaeological dialogue and information sharing, and posits solutions that might mitigate a second ‘Digital Dark Age’.

Challenging Heritage Visualisation: Beauty, Aura and Democratisation

Abstract In this paper I will pose a challenge to digital heritage visualisation that takes as its starting point the weirdness of the digital world in comparison to everyday experience. Related to this is the apparent inability for digital objects to benefit from or acquire aura from their originals. I contend that, unless mitigated, these properties will cause a continuing lack of engagement with digital heritage visualisation beyond the professional and academic circles in which they are created. Contrary to expectations, I will argue digital objects can indeed manifest an auratic quality and that this is in fact fundamental to how they are received by various audiences. I contend that both aura and the intimate relationship between digital representation, aesthetics and the creative imagination need to be understood and embraced in practice. Finally, I will suggest some ways of addressing the challenge by looking at modes of co-production, physical replication and aesthetic quality.

Template Based Semantic Integration: From Legacy Archaeological Datasets to Linked Data

The online dissemination of datasets is becoming common practice within the archaeology domain. Since the legacy database schemas involved are often created on a per-site basis, cross searching or reusing this data remains difficult. Employing an integrating ontology, such as the CIDOC CRM, is one step towards resolving these issues. However, this has tended to require computing specialists with detailed knowledge of the ontologies involved. Results are presented from a collaborative project between computer scientists and archaeologists that created lightweight tools to make it easier for non-specialists to publish Linked Data. Archaeologists used the STELLAR project tools to publish major excavation datasets as Linked Data, conforming to the CIDOC CRM ontology. The template-based Extract Transform Load method is described. Reflections on the experience of using the template-based tools are discussed, together with practical issues including the need for terminology alignment and licensing considerations.

Disrupting the heritage of place: practising counter-archaeologies at Dumby, Scotland

ABSTRACT The notion of counter-archaeology is echoed by the opposing faces of the volcanic plug of Dumbarton Rock, Scotland. On the one side is the ‘official’ heritage of Dumbarton Castle, with its upstanding seventeenth-century military remains and underlying occupation evidence dating back to at least the eighth century ad. On the other side lies a landscape of climbing, bouldering and post-industrial abandonment. This paper develops counter-archaeology through the climbing traditions and boulder problems at Dumbarton Rock and brings to the surface marginalized forms of heritage. Climbers and archaeologists have co-authored the paper as part of a collaborative project, which challenges the binary trope of researcher and researched and provides a model for a collaborative, co-designed and co-produced counter-archaeology.

3D heritage visualisation and the negotiation of authenticity: the ACCORD project

Abstract This article examines the question of authenticity in relation to 3D visualisation of historic objects and monuments. Much of the literature locates their authenticity in the accuracy of the data and/or the realism of the resulting models. Yet critics argue that 3D visualisations undermine the experience of authenticity, disrupting people’s access to the materiality, biography and aura of their historic counterparts. The ACCORD project takes questions of authenticity and 3D visualisation into a new arena – that of community heritage practice – and uses rapid ethnographic methods to examine whether and how such visualisations acquire authenticity. The results demonstrate that subtle forms of migration and borrowing occur between the original and the digital, creating new forms of authenticity associated with the digital object. Likewise, the creation of digital models mediates the authenticity and status of their original counterparts through the networks of relations in which they are embedded. The current pre-occupation with the binary question of whether 3D digital models are authentic or not obscures the wider work that such objects do in respect to the cultural politics of ownership, attachment, place-making and regeneration. The article both advances theoretical debates and has important implications for heritage visualisation practice.

Development of Cross-Curricular Key Skills Using a 3D Immersive Learning Environment in Schools

Pedagogical opportunities offered by 3D immersive environments are not restricted to subject-based knowledge but also include non-disciplinary and cross-curricular key skills. This pilot study introduced a large 3D scene of a non-extant architectural exhibition into teaching and learning activities at three UK schools. From observation and qualitative data capture, a comparative case study identified a number of pedagogical opportunities and challenges. Despite diverse teacher and student approaches, a number of common factors were identified including constructionist teaching methods and the suitability of 3D environments for developing cross-curricular key skills and capabilities. In relation to the literature, this paper analyses how subject-aligned use of the 3D model met with differing levels of success, identifies four key skills that emerged from student use of the model across all three schools, and considers how challenges might be translated into further learning opportunities.

THE POTENTIAL OF VIRTUAL 3D MODELS IN PRIMARY AND SECONDARY SCHOOL SETTINGS: THE CASE OF THE 1938 BRITISH EMPIRE EXHIBITION MODEL

This paper explores how a pre-existing virtual 3D model of the British Empire Exhibition of 1938 was used to deliver innovative teaching and learning materials into schools. With digital and mobile technologies now forming an integral feature of schools, a range of tools can be used to support students and teachers in their every day lessons. However, despite the wealth of research on digital technology use within schools, few studies have so far looked at the teaching and learning potential of 3D models and in particular the re-use of the large number of existing digital heritage datasets originally generated for a range of purposes. Through a comparative case study of three primary and secondary schools in the UK, this paper investigates how the 3D model was used by teachers and students to support teaching and learning activities across different subject areas. In particular, it evaluates the potential and impact of using such a tool in formal educational settings and highlights a number of salient issues and challenges that emerged. These include, amongst others, the wider pressures of teacher time and curriculum regimes, the role of the motivation and interest of individual teachers as well as the drivers for student engagement. In light of the above, the paper considers the range of actors and factors that underpin the outcomes and sustainability of such a project and concludes with some suggestions for the future use 3D models and supporting software.