Digital Archaeology: How Hard Can It Be?

Date/Time: 
Friday, May 7, 2021 - 12:00pm to 2:20pm
(ADT)
Room: 
1
Organizer(s): 
  • Clarence Surette, Lakehead University
Contact Email: 
Session Description (300 word max): 

Over the past year defined by the COVID 19 pandemic, digital archaeology or the application of digital media to archaeology has seen a boom. This is exacerbated by teaching operations shifting to online delivery. This session offers a venue to discuss the process of creating digital media, the costs in time and equipment, and its broader use and application in supporting research and teaching. Also important is consideration whether and how such activities will continue in a post-Covid 19 situation. 

 

Keywords: Digital Archaeology, Photogrammetry, 3D Reconstruction, Virtual Reality

Presentations
12:00 PM: 3D Scanning, Modelling, and Printing: What Have I Gotten Myself Into?
Presentation format:
Author(s):
  • Clarence Surette - Lakehead University

Digital archaeology is quickly becoming a new subdiscipline within archaeology, enabling documentation, analysis, and reconstruction of artifacts and archaeological sites. With diverse technologies available, it is not always clear which equipment is better when considering accuracy, coverage, cost and ease of use. This is addressed using our experiences with a variety of products that range from those with low cost and gentle learning curve, through to high-cost sophisticated scanners that require extensive training. The quality of output from these options is also considered.

12:10 PM: Digital Models and Their Application to Research and Education in Archaeology
Presentation format:
Author(s):
  • Clarence Surette - Lakehead University
  • Zebedee Kawei - Lakehead University
  • Scott Hamilton - Lakehead University
  • Chris  McEvoy - Lakehead University

With digital technologies becoming widely available, an increasing number of researchers and educators are learning how to scan, model and print replicas of artifacts. It is a complicated and learning intensive process but even archaeological sites may even be scanned so as to immerse the ‘visitor’ in that digitized location. Models can now be made with varying levels of accuracy from several tools including computed tomography (CT) scanning, photogrammetry, and laser or structured light scanning. Depending on what you are replicating, there are advantages and disadvantages to each method but one or more variation may be required. In this presentation, I will discuss what type of analysis can be done with 3D models resulting from various technologies including which software can be used to repair, reconstruct, and analyze them. Due to the increase in online learning because of COVID-19 virus impacts, I will also discuss how models can be used to create interactive content in support of teaching at Lakehead University, based on our experiences in the last year.

12:20 PM: Efficacy of 3D Models in Teaching: Forensic Anthropology and Osteology
Presentation format:
Author(s):
  • Jade Ross - Lakehead University
  • Clarence  Surette - Lakehead University

Though some may have previously held the opinion that in order to study and learn osteology, a hands-on experience is required, teaching endeavors over the past year have indicated incorporation of digital modelling can be as effective. Through the use of various programs, including MeshLab, MeshMixer, BioDigitial, and Sketchfab, teaching using 3D models of real and cast human and non-human bone proved adequate as well as practical given the circumstances. A future of continuing to integrate 3D models whenever possible seems plausible as this reduces the deterioration of specimens while continuing to relay the necessary techniques to learners. These models also provide at-home study aids for students. Feedback collected from a third-year Forensic Anthropology course at Lakehead University as well as perspectives from educators will be presented. The challenges associated with 3D modelling for teaching will also be examined with possible solutions discussed. In these ever-changing times, adaptability has been of utmost importance and 3D digital modelling is one way to modify teaching while ensuring high-quality instruction is delivered and rewarding learning occurs.

12:30 PM: Teaching Digitally Accessible Cultural Heritage
Presentation format:
Author(s):
  • Cara Tremain - Langara College

Equipping the next generation of archaeologists with the knowledge and experience of digital tools and technologies for the heritage sector is essential in today’s increasingly computerized world. For the past few years, archaeology students at Langara College have been experimenting with a range of digital applications including virtual tours of museums and converting scans of archaeological artefacts into tangible objects via 3D printing. The shift to online classes presented an opportunity to offer a ‘Digital Archaeology’ class, in which students have been exploring the process of creating their own 3D models using photogrammetry, blogging about cultural heritage, and even curating archaeological content for immersive virtual reality rooms. This presentation will showcase examples of teaching digital archaeology inside and outside of the physical classroom, and discuss ways in which we can digitize our pedagogical toolkits to increase student accessibility and engagement with exciting technologies that can be applied to the field of cultural heritage.

12:50 PM: Digitalization of pre-Columbian crania collections using 3D scanning techniques
Presentation format:
Author(s):
  • Gizeh  Rangel-de Lazaro - Natural History Museum
  • Adrián  Martínez-Fernádez - Centro Nacional de Investigación sobre la Evolución Humana
  • Armando  Rangel-Rivero - Museo Antropológico Montané, Universidad de La Habana
  • Alfonso  Benito-Calvo - Centro Nacional de Investigación sobre la Evolución Humana

The current possibilities of virtualization of cultural heritage using digital technologies have a favorable impact on preserving, access and managing archaeological collections. The use of three-dimensional (3D) models of archaeological samples fosters engagement with visitors, stimulates new forms of learning, and revalorizes the exhibits. In the current study, we use a hand-held structured light scanner to create 3D reality-based models of pre-Columbian crania from the Caribbean and South American collections. The resulting 3D models were used for producing 3D printing replicas and animated videos. The 3D resources derived will encourage new knowledge through research and provide broader access to these pre-Columbian archaeological collections through learning and outreach activities. The significance of digitizing these specimens goes beyond the creation of 3D models. It means protecting these fragile and valuable collections for future generations. The methodology and results reported here can be used in other museums with similar collections to digitally document, study, protect, and disseminate the archaeological heritage. In the future, we seek to continue exploring the application of novel methods and digital techniques to the study of the pre-Columbian crania collections.

01:00 PM: Seeing the Past in Multitudes: A Proposal for Presenting Interpretations of Fragmentary Archaeological Data
Presentation format:
Author(s):
  • Hillary Kiazyk

When working with a fragmentary archaeological record we often find ourselves challenged with how to display artifacts that are broken and incomplete. Digital archaeology has made reconstruction and representation of the past possible in novel ways that are more accessible and cost effective. However, it can be difficult to communicate what choices we have made in the creation of digital archaeology. This is often not an issue when filling in small gaps in the archaeological record that do not require a significant interpretive leap to understand. However, this proves to be more challenging when working with a highly fragmentary archaeological record. There are a number of interpretive leaps that we must make when working with a limited dataset. As a result, presenting interpretations of this data in multiple ways could provide viewers a clearer and more accurate picture of what interpretive leaps have been made. Outlined in this paper are some possible methods for displaying extrapolated archaeological data that could assist with communicating the interpretive process along with the interpretations that digital archaeology allows us to make.  

01:10 PM: Virtual Archaeological Site Tours in the Service of Cultural Heritage Education
Presentation format:
Author(s):
  • Scott  Hamilton - Lakehead University
  • Chris McEvoy - Lakehead University

As part of a collaboration with the Lakehead University NiiJii Indigenous Mentorship program, the Department of Anthropology is using consumer-grade 360° cameras to create a virtual tour of archaeological sites on the Thunder Bay campus. These sites were investigated during a 2015 archaeological field school, revealing localized lithic debitage scatters and one copper projectile point along the McIntyre River immediately upstream from the Nipissing Transgression strand line. They may date to when the locality was the stream outlet into the mid-Holocene extent of Lake Superior.

Our early efforts involve capturing 360° images from strategic locations linked to archaeological site plans, drone mosaics and satellite images, with additional ‘hotpoints’ featuring the excavations in progress and artifact illustrations. The intent is to develop a virtual tour package accessible via the internet. This will be used by Niijii as part of its broader education outreach to Indigenous students in the broader NW Ontario region.

01:20 PM: AVROD Virtual Archaeology — Digitizing and Disseminating Archaeology and World Heritage through VR Technologies
Presentation format:
Author(s):
  • Jeremy Brooks - Mr.

I will be discussing my MA thesis work from Trent University in the field of Digital Archaeology and how I started AVROD Virtual Archaeology as a solution for remotely studying and experiencing archaeological and cultural heritage sites. I will discuss my techniques for digitizing archaeological and cultural heritage sites using photogrammetry and how these models can be studied and disseminated through the AVROD Virtual Reality platform. 

01:40 PM: 3D technology, scanning and morphometrics
Presentation format:
Author(s):
  • David  Norris - University of Western Ontario

This presentation discusses the analysis of 3D geometric morphometric approaches to characterizing western Great Lakes Late Paleoindian projectile points. The process of scanning a physical object, digitizing the data and examination in a 3D environment allows for additional cultural data to be analyzed. Although the learning curve to scan the data can be steep, the amount of data obtained for analysis is considerable, especially when compared to a traditional 2D analysis. The resulting scanned data can also be duplicated, shared, compared and used for other types of research as well as teaching. In this pandemic and post-pandemic atmosphere, digital data can be stored, shared and transmitted without the need of the physical specimen for actual analysis thereby allowing a broader use for online learning. 

01:50 PM: Unraveling Fabric-Impressed Pottery Through the Six Seasons of the Asiniskaw Īthiniwak Project: Interlinking Digital Models and Weaving Techniques as Ethnoarchaeology
Presentation format:
Author(s):
  • Jill Taylor-Hollings - Dept. of Anthropology, Lakehead University/Ontario Archaeological Society
  • Clarence Surette - Dept. of Anthropology, Lakehead University
  • Kevin Brownlee - Manitoba Museum
  • Scott Hamilton - Department of Anthropology, Lakehead University

 

The Six Seasons of the Asiniskaw Īthiniwak (Rocky Cree) SSHRC Partnership project is developing historical picture books set in Northern Manitoba in the early 1600s. This project is driven by Asiniskaw Īthiniwak communities in partnership with the University of Winnipeg and other organizations.

Archaeology is an important part of this project, enabling analysis of curated assemblages recovered from Īthiniwak traditional territories in Northern Manitoba lake systems affected by hydro-electric development. Findings by the archaeology team from Lakehead University and the Manitoba Museum are being ‘woven’ into narratives by developing interpretative sidebars within books and apps, contributing to curriculum guides, and producing classroom resources such as 3D printed artifact replicas.

As surface finishes and manufacturing techniques of Indigenous pottery in central Canada are not well understood by archaeologists, we are currently building on limited knowledge of precontact woven bag technologies used by Selkirk composite Late Woodland groups in Manitoba. This innovative study is being accomplished by ‘interlinking’ digital 3D scans to recreate fabric impressions on vessels with ethnoarchaeological replication of weaving techniques and pottery making. Ultimately, that will provide better understanding of pottery and bag technologies, which can also be used for Six Seasons project’s educational materials.

02:00 PM: The Ethics of Digital Dialogue
Presentation format:
Author(s):
  • Sierra McKinney - University of Montreal
  • Katherine  Cook - University of Montreal
  • L. Meghan Dennis - The Alexandria Archive

Over the past year the impacts of COVID-19 have accelerated the already rapid adoption of digital tools by museums, archaeological and heritage sites for public engagement. As an increasing amount of engagement efforts are occurring through digital platforms, it is critical that practitioners reflect on how such digital participatory initiatives can be implemented in an ethical manner.  This paper will focus on the ethical considerations around facilitated and participatory dialogue.

Within many dialogic guides,  the first step to enacting dialogue is developing a series of expectations and rules for interaction. This is often followed by tips for the facilitator on how they can employ these community created rules to ensure discussion occurs in a safe environment. However, in seeking to meet our duty of care and ensure the wellbeing of all participants, it is critical we do not avoid the often-upsetting truth of the past. This is a delicate balance, which requires skill and care. These challenges are augmented within a digital environment. What degree of anonymity from participants should we allow? How can we facilitate dialogue using non-synchronous methods? How do we resolve the lasting collection of digital data? This paper reflects on these challenges.