76011 - Multimedia Technologies in Archaelogy

Learning outcomes

The training objective of the course is the knowledge of information technologies applied to archaeological research in the various application areas that characterize the complex process process that brings the information connected with the archaeological data from the techniques of prospecting, excavation, cataloging, restoration and relative museumization. The extensive use of digital information representation technologies in the different passages means that computer science applied to archeology today constitutes a systemic process of networking integration of numerous multimedia representation technologies based on object - oriented multiplatform - web languages based, mostly organized in centralized structures (servers) and in the form of metadata (XML, JavaScript, KML etc.). At the end of the course the student: - is able to manage this complex process and technological process - is in possession of the theoretical and practical bases of the digital representation of archaeological data in various formats, - is in possession of the theoretical and practical bases relating to the techniques and the protocols of transformation, representation, transmission and communication of archaeological data - is in possession of the knowledge, the correct strategies and the practical skills that allow him to participate consciously in the project and in the realization of a server-web information system for archiving and multimedia representation of the archaeological data.

Course contents

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The course is structured in three parts, aiming to provide students with a comprehensive understanding of how multimedia technologies are applied in archaeological research and heritage enhancement.

Part I – Introduction and Context

The course begins with an overview and critical reflection on the role and development of multimedia technologies in the field of Cultural Heritage, with a specific focus on archaeology. A logical-operational framework will be introduced, outlining the key phases required to survey, document, analyze, and virtually reconstruct an archaeological context.

Part II – Documentation and Survey Techniques

The second part is dedicated to the modern documentation methods used in archaeological surveying, focusing on instruments and techniques such as total stations, laser scanners, GNSS receivers, and digital photogrammetry. The main challenges involved in documenting archaeological sites—particularly in relation to site extent and preservation conditions—will be examined. The course will then introduce workflows for processing 3D models derived from point clouds, acquired through both laser scanning and image-based photogrammetry.

Part III – Virtual Reconstruction and 3D Computer Graphics

In the final part of the course, selected case studies will be used to explore the application of 3D computer graphics in archaeological research. These technologies have, in recent years, significantly transformed how we engage with and interpret the past.

Virtual reconstructions, when conducted with scientific rigor, cannot be based on imaginative assumptions. The course will therefore focus on the step-by-step methodology required to produce reliable reconstructions. This includes collecting and analyzing information about the object or context, generating graphic representations (e.g., 2D vector drawings), developing a 3D reconstructed model, and planning the most effective way to present the final product to the public. Within this workflow, digital surveying plays a crucial role as the foundation for ensuring the accuracy and reliability of all subsequent reconstruction processes.

Readings/Bibliography

PROGRAM FOR ATTENDING STUDENTS

Students attending the course will be required to study, in addition to lecture notes, the following mandatory texts:

- E. Giorgi (on f.), In depth without digging. Non-invasive investigation methodologies and diagnostics for archeology (Groma 2/2009), Bologna 2009

exclusively the parties:

3. Topography for archeology

• 3.1. Introduction to relief for archeology
• 3.2. Topographic survey for archeology
• 3.3. Photogrammetry for archeology
• 3.8. Aerial photography for archeology

4. Topography for archeology. Cards

• 4.1. Reference systems
• 4.2. Coordinate systems
• 4.6. Optical Level
• 4.7. Total station
• 4.8. GNSS (global navigation Satellite System)
• 4.10. Terrestrial laser scanner

- G. Verdiani, Reverse design. Methods and experiences of digital 3D reconstruction for the built heritage. (DIDAPRESS, Florence, Italy), Florence 2017

 exclusively the parties:

• Introduction
• Reverse-design: concept
• 3D digital reconstruction for architecture and 'reverse-design'

- Handout (10 pages) on topics related to Computer Graphics 3D techniques and software.

Given the particular setting of the course, all students are invited to attend the lessons.

 

PROGRAM FOR NON ATTENDING STUDENTS

Students who will not attend classes are required to study the following mandatory texts:

1) E. Giorgi (a c.), In depth without digging. Non-invasive investigation methodologies and diagnostics for archeology (GROMA 2/2009), Bologna 2009

• full text

2) G. Verdiani, Reverse design. Methods and experiences of digital 3D reconstruction for the built heritage (DIDAPRESS, Florence, Italy), Florence 2017

exclusively the parties:

• Introduction
• Reverse design: concept
• 3D digital reconstruction for architecture and 'reverse-design'

3) Handout (10 pages) on topics related to Computer Graphics 3D techniques and software.

Students who are affected by learning disability (DSA) and in need of special strategies to compensate it, are kindly requested to contact the Teacher, in order to be referred to the colleagues in charge and get proper advice and instructions.

PREPARATORY BIBLIOGRAPHY FOR THE COURSE

M. Hostettler, C. Drummer, J. Reich, The 3 Dimensions of Digitalised Archaeology: State-of-the-Art, Data Management and Current Challenges in Archaeological 3D-Documentation. Springer, 2024.

F. Gabellone, Principi e metodi dell’archeologia ricostruttiva. Dall’approccio filologico alla ricostruzione tipologica, in «Archeologia e Calcolatori», vol. 32, 2021, pp. 213–232.

M. Bianchini, Manuale di rilievo e di documentazione digitale in archeologia, prefazione di Fulvio Cairoli Giuliani, Roma, Aracne, 1ª ed., 2008.

 

Teaching methods

Lectures will follow a hands-on, workshop-based approach designed to encourage active student participation and open dialogue. Throughout the course, students will engage directly with both topographic instruments (optical level, total station, laser scanner, GNSS receivers) and digital tools (photogrammetry and computer graphics software) introduced during the lessons.

At the end of the course, on a completely voluntary basis, attending students will have the opportunity to take part in an archaeological excavation at the Roman site of Suasa (Ancona, Marche), directed by Prof. Giorgi and the course instructor.

Assessment methods

The assessment of learning for the students who will attend the course will also focus on the evaluation of active participation in discussions and classroom teaching activities.

The final grade will be established by means of an oral exam in which at least three questions relating to the main topics addressed during the lessons will be asked:

1. Multimedia technologies and systems for the documentation and enhancement of archaeological sites;

2. Tools for the traditional and three-dimensional documentation of archaeological contexts (Total Station, Laser Scanenr, Photogrammetry);

3. Computer Graphics 3D techniques and software.

In order to pass the exam, the student must demonstrate that he has understood the topics covered, that he is able to identify the relevant methodologies suitable for the different archaeological contexts proposed and to know the procedure necessary for the realization of a virtual reconstruction, using the terminology proper to the discipline.

Evaluation criteria:

• insufficient assessment: the student demonstrates extremely fragmented and superficial knowledge of the contents, errors in applying the concepts, insufficient exposure and inadequate preparation in any of the three parts of the test;
• sufficient assessment: the student demonstrates sufficient but general knowledge of the contents, simple exposition, uncertainties in the application of theoretical concepts and acceptable preparation in at least two of the three parts of the test (score between 18/30 and 22/30);
• positive evaluation: the student demonstrates knowledge of the appropriate contents, good ability to apply theoretical concepts and ability to present the contents in a sufficiently articulated way in all parts of the test (score between 23/30 and 27/30);
• excellent assessment: the student demonstrates broad, complete and in-depth knowledge of the contents, significant skills in critical processing of the topics covered, good application of the contents, good ability to analyze and synthesize, safe and correct exposure in all parts of the assessment between 28/30 and 30/30);
• praise: the student demonstrates very broad, complete and in-depth knowledge of the contents, well-established ability to apply contents, excellent ability to analyze, synthesize and interdisciplinary connections, mastery of exposure.
  

Teaching tools

Power point presentations;

Specialized bibliography possibly indicated to those who request it for further information;

Online teaching material.

Office hours

See the website of Alessandro Campedelli