Study programme competencies |
Code
|
Study programme competences / results
|
A7 |
CON7-Knowledge about the virtualization of cultural heritage: infographics, augmented reality, 3D visualization, geolocation, photointerpretation |
A8 |
CON8-Knowledge of digital cartography/geographic information systems |
A12 |
CON12-Knowledge about digital tools for organization and management of archeological heritage |
B1 |
HAB1-Be able to establish relationships to produce knowledge in the digital intelligence environment |
B4 |
HAB4-Be able to identify sources of information, collect and analyze data and elaborate syntheses in relation to them |
B6 |
DES1-Be able to handle technological and computer tools applied to the digitization of heritage |
C2 |
CB2. That students know how to apply the knowledge acquired and their problem-solving ability in new or little-known environments within broader (or multidisciplinary) contexts related to their area of ??study |
C3 |
CB3. That students are able to integrate knowledge and face the complexity of making judgements based on information that, being incomplete or limited, includes reflections on the social and ethical responsibilities linked to the application of their knowledge and judgements |
C5 |
CB5. That students possess the learning skills that allow them to continue studying in a way that will be largely self-directed or autonomous |
C6 |
CG1. Build, manage and disseminate digital heritage and the digital treatment of heritage in all its meanings |
C7 |
CG2. Apply knowledge in the implementation of heritage projects in the digital environment |
C8 |
CG3. Properly use the technological tools necessary for the acquisition, processing, management and dissemination of digital cultural heritage |
C10 |
CG5. Work in interdisciplinary teams in market business and institutional fields of cultural management |
C11 |
CG6. Create original content in the field of cultural heritage combining humanistic and technological knowledge |
C12 |
CT1. Adapt the use and transfer of knowledge to new situations derived from technological change. |
C14 |
CT3. Acquire an ethical commitment to the various forms of communication in digital environments. |
C15 |
CT4. Comprender los valores de la igualdad, sostenibilidad ambiental y el derecho al acceso equitativo a los recursos tecnológicos en el cuidado del patrimonio cultural digital. |
Learning aims |
Learning outcomes |
Study programme competences / results |
To learn about digital tools for the organization and management of archaeological heritage and virtualization methods. |
AJ7 AJ8 AJ12
|
|
|
To acquire knowledge about the importance of preservation and dissemination of archaeological heritage. |
|
|
CJ3 CJ6 CJ8 CJ14 CJ15
|
To be able to develop a project of digitization of archaeological heritage from various sources. |
|
BJ1 BJ4 BJ6
|
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To understand the importance and use of multidisciplinary collaboration for the dissemination of archaeological heritage managed with digital tools. |
|
|
CJ2 CJ5 CJ7 CJ10 CJ11 CJ12
|
Contents |
Topic |
Sub-topic |
1. Introduction |
Archaeological and paleontological heritage. Industrial heritage. Ethnographic heritage. Elements and characteristics. |
2. Digitization in the field of archaeological heritage. |
Digitization of archaeological and ethnographic objects and evidences. Digitization of archaeological sites. |
3. Use of analytical and digital photography.
|
Photography of archaeological evidence. Orientation and views. Aerial photography. Optical microscope and SEM photography. Two-dimensional image processing. |
4. 3D treatments of archaeological or artistic sites and objects and ethnographic elements. |
Graphic design of the digital images (Photoshop and GIMP). 3D modeling (Blender).
|
5. Virtual reconstructions. |
Surface digitization methods: photogrammetry, light scanners and mechanical digitization.
Tomography-based digitization methods: destructive (physical-optical, FIB) and non-destructive methods (CTs, MRI, optical). |
6. Use of audiovisual and virtualization systems. |
Vídeo-audio applications for management of digital resources.
Augmented reality (AR), virtual (VR) and mixted (MR).
Game engines.
|
Planning |
Methodologies / tests |
Competencies / Results |
Teaching hours (in-person & virtual) |
Student’s personal work hours |
Total hours |
Introductory activities |
A7 A8 A12 |
4 |
8 |
12 |
Document analysis |
B4 C2 C3 C12 C14 |
8 |
16 |
24 |
Laboratory practice |
B1 B6 C6 C8 C11 |
15 |
30 |
45 |
Field trip |
C8 |
4 |
4 |
8 |
Research (Research project) |
B4 B6 C5 C7 C10 C11 C15 |
3 |
30 |
33 |
|
Personalized attention |
|
3 |
0 |
3 |
|
(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies |
Methodologies |
Description |
Introductory activities |
Review of archaeological heritage elements susceptible to digitization. |
Document analysis |
Analysis of some sites and their material culture, and the digitization methodologies applied in each case. |
Laboratory practice |
Handling of archaeological objects and sites, digitization planning and first steps in obtaining digitized data. |
Field trip |
Obtaining data from archaeological objects / sites for the realization of the project. |
Research (Research project) |
Carrying out the digitization of the selected object/site, elaboration of a project and its exposition. |
Personalized attention |
Methodologies
|
Research (Research project) |
|
Description |
The student will be guided in the initial stages of the project and throughout its duration in an individualised manner |
|
Assessment |
Methodologies
|
Competencies / Results |
Description
|
Qualification
|
Research (Research project) |
B4 B6 C5 C7 C10 C11 C15 |
realización do traballo,cualidade do resultado, grao de implicación no proceso, aplicación dunha perspectiva de conservación, divulgación e xestión. |
70 |
Field trip |
C8 |
Asistencia e participación activa |
5 |
Introductory activities |
A7 A8 A12 |
Asistencia e participación activa |
5 |
Laboratory practice |
B1 B6 C6 C8 C11 |
Asistencia e realización satisfactoria do traballo |
15 |
Document analysis |
B4 C2 C3 C12 C14 |
Asistencia e participación activa |
5 |
|
Assessment comments |
To pass the course it will be
necessary to obtain at least 50% of the qualification corresponding to each of
the methodologies. The final grade will be the weighted average according to
the percentages of each methodology.
In the case of fraudulent performance
of the tests or evaluation activities, the current regulations of the UDC will
be applied.
Students with academic dispensation
will do the work and assignments individually, with deliveries on the dates set
by the teacher, and will have personalized attention in the tutoring schedule,
to clarify doubts about the work and also about the theoretical and practical
framework of the subject.
|
Sources of information |
Basic
|
|
-
Eiroa, J.J., Bachiller, J.A., Castro Tamos, L. (1999) Nociones de tecnología y
tipología en prehistoria. Barcelonas: Ariel. - Madrigal, A. (2013).
Desenterrar el pasado. Introducción al Patrimonio Arqueológico. Madrid:
Ministerio de Educación, Cultura y Deporte. -
Muñoz ibáñez, F.J., San Nicolás Pedraz, M.P. 2010. La cultura material como
fuente esencial de conocimiento en Arqueología. Ed. UNED. - Remondino, F. y
Campana, E. (2014). 3D modeling in archaeology and
cultural heritage. Theory and best practices. BAR
International Series 2598. Oxford: Archaeopress. -
VV AA. (2018) Digital Heritage. Progress in Cultural Heritage: Documentation,
Preservation, and Protection. 7th International Conference, EuroMed 2018,
Nicosia, Cyprus, October 29 – November 3, 2018, Proceedings, I y II. En: Lecture
Notes in Computer Science (Springer), vols. 11196 y 11197. |
Complementary
|
|
|
Recommendations |
Subjects that it is recommended to have taken before |
|
Subjects that are recommended to be taken simultaneously |
|
Subjects that continue the syllabus |
|
Other comments |
The use of student's photographic camera and a previous basic expertise on photography is highly recommended.
In this subject the gender perspective
will be incorporated (non-sexist language will be used, bibliography of authors
of both sexes will be used, the intervention of male and female students in class
will be encouraged...).
We will work to identify prejudices
and sexist attitudes and will influence the environment to modify them and
promote values of respect and equality.
We will try to detect situations of
gender discrimination and, if there are any, we will propose actions and
measures to correct them.
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