Important notice
The course guide is provisional.
The PDF version of the course guide may take a few days to become available in the DDD.
Digital Cultural Heritage
Code: 45527Credits: 6
| Degree programme | Type | Course |
|---|---|---|
| Digital Humanities and Heritage | OB | 1 |
Contact lecturer
- Name :
- Juan Antonio Barceló Álvarez
- Email :
- juanantonio.barcelo@uab.cat
Teaching staff
- Igor Bogdanovic Rakic
- Pol Guiu Alargé
- Vanessa Cornago Espuelas
Teaching staff (external to UAB)
- Albert Sierra
- Josep M. Puche
Group languages
You can consult this information at the end of the document.
Prerequisites
No prior knowledge of computer science or programming is required, except for some familiarity with computer equipment at an advanced user level. Prior knowledge of mathematics corresponds to that of compulsory secondary education.
Some familiarity with humanities and/or cultural topics is recommended.
Knowledge of English that allows reading texts.
Objectives
The course introduces the concept of Cultural, Artistic, and Historical Heritage, as well as the current state of research in preservation and dissemination, emphasizing the legal and ethical framework established by UNESCO and ICOMOS.
It addresses the topic of reconstruction/recreation of the past through digital means, introducing the fundamentals of geometric modeling and computer-assisted visualization techniques. Students carry out practical work in photogrammetry and 3D scanning techniques and learn to use specialized software for 3D modeling and animation of virtual models.
Once the technologies and computer tools are mastered, students explore the dissemination of these models, examining the educational and scientific possibilities of Virtual Archaeology and analyzing the concept of the Virtual Museum through various case studies.
Learning outcomes
- CA08 (Use different multimedia and interactive technologies in a digital project simply and efficiently.) Use different multimedia and interactive technologies in a digital project simply and efficiently.
- CA09 (Interpret the use of digital heritage for a better scientific understanding, teaching and dissemination of the past to different types of audiences.) Interpret the use of digital heritage for a better scientific understanding, teaching and dissemination of the past to different types of audiences.
- CA10 (Apply the gender perspective in the design of digital models on historical and artistic heritage issues.) Apply the gender perspective in the design of digital models on historical and artistic heritage issues.
- KA10 (Describe the innovative potential of technology and the digital medium in the research and/or dissemination of historical and artistic heritage.) Describe the innovative potential of technology and the digital medium in the research and/or dissemination of historical and artistic heritage.
- KA11 (List the theoretical foundations and principles of operation of the digitisation of cultural objects.) List the theoretical foundations and principles of operation of the digitisation of cultural objects.
- KA12 (List the theoretical foundations and operating principles of interactive human-computer systems that can be used for the dissemination and understanding of cultural heritage.) List the theoretical foundations and operating principles of interactive human-computer systems that can be used for the dissemination and understanding of cultural heritage.
- SA12 (Apply 2D and 3D digitisation techniques and technologies to cultural property, and historical and architectural objects using photogrammetry and laser scanning.) Apply 2D and 3D digitisation techniques and technologies to cultural property, and historical and architectural objects using photogrammetry and laser scanning.
- SA13 (Apply technologies for the geometric modelling, editing and animation of 3D models for the study and dissemination of historical and artistic objects.) Apply technologies for the geometric modelling, editing and animation of 3D models for the study and dissemination of historical and artistic objects.
- SA14 (Evaluate the usefulness of digital heritage models in the research and dissemination of art and history.) Evaluate the usefulness of digital heritage models in the research and dissemination of art and history.
Contents
- Introduction to Heritage Digitization. Regulatory Framework. Good Practice Criteria
- 3D Photogrammetry. Theory and Methods
- 3D Photogrammetry. Practical Work
- 3D Scanning. Theory and Methods
- 3D Scanning. Classroom Practice
- 3D Geometry Editing. Blender
- Animation: Unreal and Unity
- 3D Documentation and Digital Repositories
- Virtual Museums
Learning activities and methodology
| Title | Hours | ECTS | Learning outcomes |
|---|---|---|---|
| Lab Practical work with computer equipment | 18 | 0.72 | CA08, SA12, SA13, SA14 |
| Suplemmentary practical work at the lab and classroom | 34 | 1.36 | CA08, KA10, SA12, SA13, SA14 |
| Personal study. Text reading | 60 | 2.4 | CA08, CA09, CA10, KA10, KA11, KA12, SA12, SA13, SA14 |
| Assistence to lectures by the professor | 18 | 0.72 | CA09, CA10, KA10, KA11, KA12, SA14 |
Attendance at theoretical classes led by the professor.
Attendance at seminar sessions and practical work with computers and specialized software led by the professor.
Classes are held in a special computer lab.
Comprehensive reading of texts.
The student must dedicate independent effort to consulting specialized bibliography. Part of the documentation is in English.
Class debates, moderated by the teaching staff, on the most important topics.
Assessment
Continuous assessment activities
| Title | Weight | Hours | ECTS | Learning outcomes |
|---|---|---|---|---|
| Presentation of a critical written essay using Generative Artificial Intelligence | 30% | 5 | 0.2 | CA08, CA09, CA10, KA10, KA11, KA12, SA12, SA13, SA14 |
| Presentation written comments on suggested bibliography | 30% | 5 | 0.2 | CA08, CA09, CA10, KA10, KA11, KA12, SA12, SA13, SA14 |
| Evaluation practical work asked by the professor | 40% | 10 | 0.4 | CA08, SA12, SA13, SA14 |
The evaluation methodology for this master's course is based on the active and reflective participation of students. Their analytical skills will be assessed through written comments on articles and bibliographic references proposed by the teaching staff. In addition, students will prepare critical summaries of class debates, in which they must express and argue their own viewpoints in relation to opposing opinions, demonstrating dialogue skills and critical thinking. Another key element of the evaluation will be the completion of a critical exercise involving the use of Generative Artificial Intelligence tools, applied to one of the topics covered during the course. This work must include a reflection on the limitations and potential of such technologies within the field of Digital Humanities. Specific details regarding the format, criteria, and deadlines for this activity will be explained and discussed in class by the teaching staff.
Single assessment is not permitted.
At the time each assessment activity takes place, the teaching staff will inform students (via Moodle) of the procedure and the date for reviewing grades.
Resit procedure: only the final assignment (second case study) is eligible for resubmission. This decision will be made on a case-by-case basis after a personalized interview between the student and the instructor.
The resubmission deadline will also be set individually and by mutual agreement between the teaching staff and the student.
The student will receive a \"Not assessed\" grade if any of the required assignments are not submitted.
If the student commits any irregularity that could significantly affect the grade of an assessment activity, that activity will be graded with a 0, regardless of any disciplinary action that may be taken. If multiple irregularities occur in the evaluation activities of the same course, the final grade will be a 0.
The use of Artificial Intelligence (AI) technologies is encouraged in this course as an integral part of the assignment development, provided that the final result reflects a significant contribution from the student in terms of analysis and personal reflection. The student must:
(i) identify which parts were generated using AI;
(ii) specify the tools used; and
(iii) include a critical reflection on how these tools influenced the process and the final outcome of the activity.
Lack of transparency in the use of AI in this graded activity will be considered academic dishonesty and will result in the activity being graded with a 0 and not eligible for resubmission, or in more serious cases, may lead to further sanctions.
Bibliography
Cantagallo, C., Sangiorgio, V., Varum, H., Fiorito, F., & Fatiguso, F. (2025). Digitization of Built Heritage.
Confalone, G. C., Smits, J., & Kinnare, T. (2023). 3D scanning for advanced manufacturing, design, and construction. John Wiley & Sons.
D'Amico, S., & Venuti, V. (Eds.). (2022). Handbook of cultural heritage analysis. Cham: Springer.
Foster, S., & Halbstein, D. (2014). Integrating 3D modeling, photogrammetry and design (pp. 1-103). London: Springer.
Hamdani, A. (2026). 3D Environment Design with Blender 5: Enhance your modeling, texturing, and lighting skills to create realistic 3D scenes. Packt Publishing Ltd.
Gervasi, O., Perri, D., Simonetti, M., & Tasso, S. (2022, July). Strategies for the digitalization of cultural heritage. In International Conference on Computational Science and Its Applications (pp. 486-502). Cham: Springer International Publishing.
Giglitto, D., Ciolfi, L., Lockley, E., & Kaldeli, E. (2023). Digital Approaches to Inclusion and Participation in Cultural Heritage. Routledge: London, UK.
Ioannides, M., & Quak, E. (Eds.). (2014). 3D research challenges in cultural heritage: a roadmap in digital heritage preservation (Vol. 8355). Springer.
Korobov, D. S. (2023). Digital archaeology today: achievements and challenges. Historical informatics, (3), 107-121.
Kukreja, V., Singh, A., Kaur, D., & Bajwa, J. K. (Eds.). (2024). Digital cultural heritage: Challenges, solutions, and future directions. CRC Press.
Linder, W. (2006). Digital photogrammetry: a practical course. Berlin, Heidelberg: Springer Berlin Heidelberg.
Liu, Y., Pears, N., Rosin, P. L., & Huber, P. (Eds.). (2020). 3D imaging, analysis and applications. Cham, Switzerland: Springer International Publishing.
Luhmann, Thomas, Stuart Robson, Stephen Kyle, and Jan Boehm. Close-range photogrammetry and 3D imaging. Walter de Gruyter GmbH & Co KG, 2023.
Luther, W., Baloian, N., Biella, D., & Sacher, D. (2023). Digital twins and enabling technologies in museums and cultural heritage: An overview. Sensors, 23(3), 1583.
Moioli, G. (2022). Introduction to blender 3.0: Learn organic and architectural modeling, lighting, materials, painting, rendering, and compositing with blender (pp. 25-96). Berkeley: Apress.
Oxbow Books. (2013). Caring for digital data in archaeology: A guide to good practice. Oxbow Books.
Poulopoulos, V., & Wallace, M. (2022). Digital technologies and the role of data in cultural heritage: The past, the present, and the future. Big Data and Cognitive Computing, 6(3), 73.
Remondino, F., & Campana, S. (2014). 3D recording and modelling in archaeology and cultural heritage. Oxford, UK: British Archaeological Reports.
Richards-Rissetto, H., Watrall, E., & Goldstein, L. (2022). Technological challenges to practicing 3D ethics in archaeology. Digital Heritage and Archaeology in Practice: Data, Ethics, and Professionalism, 163-193.
Seguchi, N., & Dudzik, B. (Eds.). (2019). 3D data acquisition for bioarchaeology, forensic anthropology, and archaeology. Academic Press.
Watrall, E., & Goldstein, L. (Eds.). (2022). Digital heritage and archaeology in practice: presentation, teaching, and engagement. University Press of Florida.
Software
Blender, https://www.blender.org/
Unreal, https://www.unrealengine.com/
Sketchfab, https://sketchfab.com/
Course groups and languages
The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE
| Type of teaching | Group | Language | Semester | Shift |
|---|---|---|---|---|
| (SEMm) Seminars (master) | 1 | Catalan/Spanish | first semester | afternoon |