scholarly journals Methodology for Spatial-Visual Literacy (MSVL) in Heritage Education

2019 ◽  
Vol 22 (1) ◽  
Author(s):  
Anna Lobovikov-Katz
Keyword(s):  
Teacher Training ◽  
Cultural Heritage ◽  
Teaching And Learning ◽  
Visual Literacy ◽  
Three Dimensional ◽  
Spatial Skills ◽  
Spatial Understanding ◽  
Interdisciplinary Field ◽  
Heritage Education ◽  
Engineering Mathematics

Modern Conservation of Cultural Heritage (CCH) is an interdisciplinary field, comprising arts, crafts, architecture, humanities, IT (Information Technology) and STEM (Science, Technology, Engineering, Mathematics). Several decades of extended research have shown the importance of spatial skills and spatial literacy for success in STEM. A major part of cultural heritage is visual, and three-dimensional. A sufficient level of spatial understanding and spatial skills is needed to understand, study and preserve cultural heritage. Visualization is especially helpful in teaching and learning the interdisciplinary CCH. However, the necessity of developing spatial visual literacy, and acquisition of relevant theoretical knowledge by experts and educators in CCH has not yet been commonly accepted. This paper outlines an innovative Methodology for developing Spatial Visual Literacy (MSVL) - a crucial tool for CCH and heritage education, - and selected perspectives of its feasibility and applicability to teacher training and also wider interdisciplinary uses. The paper addresses selected lessons from application of some elements of the Methodology as part of previous research and educational scenarios for different objectives and target audiences, from high-school, undergraduate, PhD students, to experts from different areas of expertise within the CCH, to facilitate its uses for teacher training in heritage education. La Conservación del Patrimonio Cultural (CCH) es un campo interdisciplinario, que comprende artes, artesanía, arquitectura, humanidades, TICs (Tecnología de la información) y STEM (Ciencia, Tecnología, Ingeniería, Matemáticas). Varias décadas de investigación han demostrado la importancia tanto de de las habilidades espaciales, como de la alfabetización espacial para el éxito en STEM. Una parte importante del patrimonio cultural es visual y tridimensional. Se necesita un nivel suficiente de comprensión espacial, así como habilidades espaciales para poder comprender, estudiar y preservar el patrimonio cultural. La visualización, es especialmente útil para enseñar y aprender el patrimonio desde un punto de vista interdisciplinar. Sin embargo, aún no se ha aceptado por parte de expertos y educadores en patrimonnio la necesidad de desarrollar la alfabetización visual espacial y la adquisición de conocimientos teóricos relevantes sobre la misma. Este trabajo presenta una metodología innovadora para desarrollar la alfabetización visual espacial (MSVL, por sus siglas en inglés), una herramienta crucial para la conservación y la educación del patrimonio, y perspectivas seleccionadas de su factibilidad y aplicabilidad a la capacitación docente, así como usos interdisciplinarios más amplios. El documento aborda una selección de ejemplos de aplicación de algunos elementos de la Metodología como parte de investigaciones previas y escenarios educativos con diferentes objetivos y audiencias distintas, desde estudiantes de secundaria, bachillerato o doctorado, hasta expertos de diferentes áreas de experiencia dentro de la conservación del patrimonio, buscando facilitar su uso en la formación docente en educación patrimonial.

scholarly journals Archaeometry’s Role in Cultural Heritage Sustainability and Development

2019 ◽  
Vol 11 (7) ◽  
pp. 1972 ◽  
Author(s):  
Ioannis Liritzis ◽  
Elena Korka
Keyword(s):  
Cultural Heritage ◽  
New Technologies ◽  
Three Dimensional ◽  
Significant Information ◽  
Academic Field ◽  
The Past ◽  
Interdisciplinary Field ◽  
Wide Range ◽  
Archaeological Materials ◽  
Cultural Legacies

The interdisciplinary field of archaeometry covers a wide range of subject categories and disciplines in relation to science and humanities. It is a well-established academic field of study and accredited part of higher education. Since its inception, the nomenclature designation of archaeometry signifies the appropriate methodology applied to archaeological materials and questions emerging from this field, regarding monuments, artifacts, and the reconstruction and management of landscape bearing cultural assets. The measurements of tangible culture denote significant information, such as chronology, authenticity, technology, characterization, provenance, discovering buried antiquities, ancient-day life activities, and three-dimensional (3D) reconstructions and modelling; furthermore, proxy data collected from environmental dynamic non-liner perturbations, which link local ecosystems with dwellings, are gathered by academia to study the past. The traditional rooting signifies the cultural legacies of people, which define the human desire and the confidence of memory and future trends. Beyond the mere study of the past, archaeometry’s role increasingly proves affinity to prosperity, if properly managed. The major archaeometrical contributions in cultural heritage and archaeology in general are reviewed herein, and we present the policies that could develop archaeometrical data into a sustainable stage of local, regional, and national economic development. Τhe United Nations Educational, Scientific, and Cultural Organization (UNESCO) conventions for the documentation and protection of cultural heritage via new technologies and archaeometry are reviewed and connected to development strategies and sustainable development goals.

scholarly journals A Educação Patrimonial como Instrumento para o Ensino-Aprendizagem no Bairro do Porto de Cuiabá/MT

2019 ◽  
Vol 20 (2) ◽  
pp. 150
Author(s):  
Maristene Amaral Matos ◽  
José Serafim Bertoloto ◽  
Nileide Souza Dourado
Keyword(s):  
Cultural Heritage ◽  
Teaching And Learning ◽  
Local Community ◽  
18Th Century ◽  
Direct Analysis ◽  
Cultural Patrimony ◽  
The Real Estate ◽  
The Awakening ◽  
Heritage Education ◽  
Culture Heritage

O presente artigo tem como objetivo apresentar a Educação Patrimonial como processo educativo e de valorização na construção do conhecimento individual e coletivo, por intermédio da participação efetiva das comunidades, que detém as diversas referências culturais dos locais nos quais habitam e convivem, tendo como pressuposto que a Educação Patrimonial está situada na confluência entre a educação, a memória, a cultura, o patrimônio e a preservação, por meio da conscientização de crianças, de jovens e de adultos. A pesquisa bibliográfica descritiva com enfoque qualitativo na análise de artigos contemporâneos e clássicos aborda a educação patrimonial e o ensino no Brasil, tendo como aporte o Porto Geral de Cuiabá como patrimônio histórico-cultural, um sítio arquitetônico construído no início do século XVIII e que se mantém abandonado em visível degradação, necessitando passar por um processo de revitalização, via conscientização das autoridades e da comunidade local. Foram realizadas observações in loco e análise direta registrando a situação dos imóveis. Será com práticas educacionais transformadoras, que tenham por base determinados bens ou manifestações consideradas patrimônio cultural, que o desenvolvimento das conservações se concretizará. Dentro deste objetivo, questiona-se: quais as relações da Educação Patrimonial com o ensino? Objetiva-se perceber quais as relações da Educação Patrimonial nos diversos espaços de ensino-aprendizagem no país, enfatizando a percepção material e imaterial, tendo como referência o conjunto arquitetônico histórico do Porto de Cuiabá-MT. A oportunidade do contato com o Patrimônio Histórico por meio da Educação Patrimonial no Ensino se apresenta como um caminho oportuno para o despertar de um novo olhar sobre o patrimônio histórico-cultural e a sua importância para a compreensão da história. Palavras-chave: Educação Patrimonial. Ensino. Patrimônio Histórico. Abstract The purpose of this article is to present Patrimonial Education as an educational and valorization process in the construction of individual and collective knowledge, through the effective participation of the communities that hold the diverse cultural references of the places where they dwell  and live together, assuming that Education Patrimonial is situated at the confluence among  education, memory, culture, heritage and preservation, through the children’s , youth’s and adults’ awareness. The descriptive bibliographical research with a qualitative focus in the analysis of contemporary and classical articles deals with heritage education and education in Brazil, with the  Cuiabá Port contribution as a historical-cultural heritage, an architectural site built in the early 18th century and it remains abandoned in visible degradation, needing to undergo a revitalization process, via the authorities awareness and the local community. On-site observations and direct analysis were performed, recording the real estate situation. It will be with educational practices transforming, based on certain goods or manifestations considered cultural heritage, that the development of conservations will be accomplished. Within this objective, it is asked: what are the relationships of Patrimonial Education with teaching? The objective of this study is to understand the relationship between heritage education in the various teaching and learning spaces in the country, emphasizing the material and immaterial perception, with reference to the historical architectural set of the Port of Cuiabá-MT. The opportunity of the contact with the Historical Patrimony through the Patrimonial Education in the Teaching presents itself as an opportune way for the awakening of a new look on the historical-cultural patrimony and its importance for the understanding of  history. Keywords: Patrimonial Education. Teaching. Historical Patrimony.

scholarly journals Perceptions of Heritage among Students of Early Childhood and Primary Education

2021 ◽  
Vol 13 (19) ◽  
pp. 10636
Author(s):  
José A. López-Fernández ◽  
Silvia Medina ◽  
Miguel J. López ◽  
Roberto García-Morís
Keyword(s):  
Early Childhood ◽  
Teacher Training ◽  
Early Childhood Education ◽  
Cultural Heritage ◽  
Student Teachers ◽  
Primary Education ◽  
Childhood Education ◽  
Heritage Education ◽  
Local Material ◽  
Bachelor's Degrees

In recent decades, a growing awareness of the importance of preserving cultural heritage as a means of promoting sustainable development has been accompanied by a similar re-evaluation of the role of heritage education as a key driver of citizen engagement. The development and implementation of heritage education at all levels, particularly in the context of teacher training, is of vital importance. The aim of this study is to analyse student teachers’ understanding of heritage and its potential as an educational tool, in order to identify measures to enhance teacher training and practice with respect to heritage and heritage education. The research design consists of a comparative study of a non-random sample of 149 trainee teachers undertaking Bachelor’s degrees in Early Childhood Education and Primary Education at the University of Córdoba (Spain). The results reveal a mainly cultural conception of heritage among both groups, based on local material elements, and little sense of the link between heritage and present-day life. The students studying early childhood education were found to display a more specific knowledge of heritage in their answers, while the primary education students showed a greater awareness of identity and values as features of cultural heritage.

scholarly journals EDUCATING STUDENTS TO ENHANCE CULTURAL HERITAGE: “LITTLE ARCHAEOLOGISTS WITH A 3D PRINTER” A HERITAGE EDUCATION PROJECT

2017 ◽  
Vol 38 (2) ◽  
Author(s):  
Severo Cardone
Keyword(s):  
Cultural Heritage ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning By Doing ◽  
Local History ◽  
Democratic Citizenship ◽  
First Year ◽  
Heritage Education ◽  
Teaching And Learning Strategies ◽  
Citizenship Skills

This school project is about Cultural Heritage Education and involves students attending the first year of secondary school. It has the purpose of experimenting with an interdisciplinary education approach which aims at stimulating students’ interest in local history and cultural heritage, through the use of multimedia tools, 3D graphics and printing programs, and the experience of new teaching and learning strategies such as Problem-Based Learning (PBL), learning by doing and peer education. Enhancing the laboratory experience, teamwork and gamification, students can simultaneously negotiate contents/topics and co-build new disciplinary knowledge (closely related to the content and learning objectives indicated in the curriculum of each involved discipline). They will acquire technical skills (Information technology, multimedia and archaeology skills) and cross cultural competences (such as key competences, life skills and other soft skills) and they will develop an encouragement and protection kind of mentality related to cultural heritage, that is essential to feel engaged in a community life and acquire active and democratic citizenship skills.

scholarly journals Didattica e apprendimento nei musei nell’era della pandemia di COVID-19

2020 ◽  
Vol 11 (2) ◽  
pp. 61-73
Author(s):  
Marinella Muscarà ◽  
Alessandro Romano
Keyword(s):  
Young People ◽  
Cultural Heritage ◽  
Social Isolation ◽  
Teaching And Learning ◽  
Formal Learning ◽  
Learning Space ◽  
Children And Young People ◽  
Learning Practices ◽  
Heritage Education ◽  
Educational Implications

Moving from the consideration that the museum does not represent only a place of preservation, collection and promotion of cultural heritage but a vital learning space, the article aims to investigate the role that technologies and media have played in the museum during the first phase of the spread of the Covid-19 pandemic. In particular, the authors reflect on the issues of the recognition of some museum practices as educational practices, on the use of technologies for cultural heritage education and for its use and on the digital initiatives proposed by museums in order to reconnect with the variety publics, in particular children and young people, during the period of social isolation. There is therefore a need, also in the context of non-formal learning, to reconsider the value of ICT to redesign and reshape teaching and learning practices, outlining new perspectives and educational implications.

scholarly journals 3D Reconstruction of Cultural Heritage Sites as an Educational Approach. The Sanctuary of Delphi

2021 ◽  
Vol 11 (8) ◽  
pp. 3635
Author(s):  
Ioannis Liritzis ◽  
Pantelis Volonakis ◽  
Spyros Vosinakis
Keyword(s):  
University Students ◽  
3D Reconstruction ◽  
Cultural Heritage ◽  
New Technology ◽  
Three Dimensional ◽  
Computer Gaming ◽  
Educational Approach ◽  
Heritage Sites ◽  
3D Environment ◽  
Almost All

In the field of cultural heritage, three-dimensional (3D) reconstruction of monuments is a usual activity for many professionals. The aim in this paper focuses on the new technology educational application combining science, history, and archaeology. Being involved in almost all stages of implementation steps and assessing the level of participation, university students use tools of computer gaming platform and participate in ways of planning the virtual environment which improves their education through e-Learning. The virtual 3D environment is made with different imaging methods (helium-filled balloon, Structure for motion, 3D repository models) and a developmental plan has been designed for use in many future applications. Digital tools were used with 3D reconstructed buildings from the museum archive to Unity 3D for the design. The pilot study of Information Technology work has been employed to introduce cultural heritage and archaeology to university syllabuses. It included students with a questionnaire which has been evaluated accordingly. As a result, the university students were inspired to immerse themselves into the virtual lab, aiming to increasing the level of interaction. The results show a satisfactory learning outcome by an easy to use and real 3D environment, a step forward to fill in needs of contemporary online sustainable learning demands.

scholarly journals Structured-light 3D scanning of exhibited historical clothing—a first-ever methodical trial and its results

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Jerzy Montusiewicz ◽  
Marek Miłosz ◽  
Jacek Kęsik ◽  
Kamil Żyła
Keyword(s):  
Cultural Heritage ◽  
Information Technologies ◽  
Structured Light ◽  
Three Dimensional ◽  
3D Models ◽  
3D Scanning ◽  
Dimensional Representation ◽  
3D Scanner ◽  
Three Dimensional Representation ◽  
3D Scanners

AbstractHistorical costumes are part of cultural heritage. Unlike architectural monuments, they are very fragile, which exacerbates the problems of their protection and popularisation. A big help in this can be the digitisation of their appearance, preferably using modern techniques of three-dimensional representation (3D). The article presents the results of the search for examples and methodologies of implementing 3D scanning of exhibited historical clothes as well as the attendant problems. From a review of scientific literature it turns out that so far practically no one in the world has made any methodical attempts at scanning historical clothes using structured-light 3D scanners (SLS) and developing an appropriate methodology. The vast majority of methods for creating 3D models of clothes used photogrammetry and 3D modelling software. Therefore, an innovative approach was proposed to the problem of creating 3D models of exhibited historical clothes through their digitalisation by means of a 3D scanner using structural light technology. A proposal for the methodology of this process and concrete examples of its implementation and results are presented. The problems related to the scanning of 3D historical clothes are also described, as well as a proposal how to solve them or minimise their impact. The implementation of the methodology is presented on the example of scanning elements of the Emir of Bukhara's costume (Uzbekistan) from the end of the nineteenth century, consisting of the gown, turban and shoes. Moreover, the way of using 3D models and information technologies to popularise cultural heritage in the space of digital resources is also discussed.

scholarly journals Comparative Analysis of Digital Models of Objects of Cultural Heritage Obtained by the “3D SLS” and “SfM” Methods

2021 ◽  
Vol 11 (12) ◽  
pp. 5321
Author(s):  
Marcin Barszcz ◽  
Jerzy Montusiewicz ◽  
Magdalena Paśnikowska-Łukaszuk ◽  
Anna Sałamacha
Keyword(s):  
Cultural Heritage ◽  
Low Cost ◽  
Three Dimensional ◽  
3D Models ◽  
Silk Road ◽  
Digital Models ◽  
Global Pandemic ◽  
University Of Technology ◽  
Three Dimensional Models ◽  
3D Digitisation

In the era of the global pandemic caused by the COVID-19 virus, 3D digitisation of selected museum artefacts is becoming more and more frequent practice, but the vast majority is performed by specialised teams. The paper presents the results of comparative studies of 3D digital models of the same museum artefacts from the Silk Road area generated by two completely different technologies: Structure from Motion (SfM)—a method belonging to the so-called low-cost technologies—and by Structured-light 3D Scanning (3D SLS). Moreover, procedural differences in data acquisition and their processing to generate three-dimensional models are presented. Models built using a point cloud were created from data collected in the Afrasiyab museum in Samarkand (Uzbekistan) during “The 1st Scientific Expedition of the Lublin University of Technology to Central Asia” in 2017. Photos for creating 3D models in SfM technology were taken during a virtual expedition carried out under the “3D Digital Silk Road” program in 2021. The obtained results show that the quality of the 3D models generated with SfM differs from the models from the technology (3D SLS), but they may be placed in the galleries of the vitrual museum. The obtained models from SfM do not have information about their size, which means that they are not fully suitable for archiving purposes of cultural heritage, unlike the models from SLS.

scholarly journals The Vocational School of Sintra and Its Contribution to Heritage Education

Heritage ◽  
2021 ◽  
Vol 4 (1) ◽  
pp. 466-478
Author(s):  
Ana Mafalda Cardeira ◽  
Marta Frade
Keyword(s):  
Cultural Heritage ◽  
Educational System ◽  
Analytical Methods ◽  
Vocational School ◽  
Work Related ◽  
Heritage Education ◽  
12Th Grade ◽  
And Training

This paper aims to share the experience acquired with students of the 3rd year (namely the 12th grade of the Portuguese educational system) at the Vocational School for the Recovery of Heritage of Sintra in the Course of Studies for Conservation and Restoration Assistants in the field of Plaster Restoration, in the classes of Work-Related Training and Analytical Methods of Examination and Laboratory Analysis, by carrying out theoretical-practical work and training in a work context specifically focused on Portuguese heritage, demonstrating how practical classes motivate students and prepare them for future professional work. This vocational course helps students to reflect and question themselves on the role of “looking” at heritage. Thus, its cross information, both interdisciplinary and from the historical-artistic context of the monument, will provide a better perspective over its materiality and its use. In situ learning awakens students to the reality of work. The notion that they are helping to maintain the memory of ancestors credits them and gives them confidence in their work. After presenting their Final Year Projects, they look at heritage with a more awakened vision. With this, they have the perception that they have contributed to the reconstruction of memory, their cultural heritage.

scholarly journals The Study of Three-Dimensional Fingerprint Recognition in Cultural Heritage

2021 ◽  
Vol 14 (4) ◽  
pp. 1-20
Author(s):  
Dzemila Sero ◽  
Isabelle Garachon ◽  
Erma Hermens ◽  
Robert Van Liere ◽  
Kees Joost Batenburg
Keyword(s):  
Image Processing ◽  
Cultural Heritage ◽  
Three Dimensional ◽  
Fingerprint Recognition ◽  
Person Identification ◽  
Imaging Technologies ◽  
The Past ◽  
Reconstruction Methods ◽  
Cultural Systems ◽  
Digital Fingerprint

Fingerprints play a central role in any field where person identification is required. In forensics and biometrics, three-dimensional fingerprint-based imaging technologies, and corresponding recognition methods, have been vastly investigated. In cultural heritage, preliminary studies provide evidence that the three-dimensional impressions left on objects from the past (ancient fingerprints) are of paramount relevance to understand the socio-cultural systems of former societies, to possibly identify a single producer of multiple potteries, and to authenticate the artist of a sculpture. These findings suggest that the study of ancient fingerprints can be further investigated and open new avenues of research. However, the potential for capturing and analyzing ancient fingerprints is still largely unexplored in the context of cultural heritage research. In fact, most of the existing studies have focused on plane fingerprint representations and commercial software for image processing. Our aim is to outline the opportunities and challenges of digital fingerprint recognition in answering a range of questions in cultural heritage research. Therefore, we summarize the fingerprint-based imaging technologies, reconstruction methods, and analyses used in biometrics that could be beneficial to the study of ancient fingerprints in cultural heritage. In addition, we analyze the works conducted on ancient fingerprints from potteries and ceramic/fired clay sculptures. We conclude with a discussion on the open challenges and future works that could initiate novel strategies for ancient fingerprint acquisition, digitization, and processing within the cultural heritage community.

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