Volume XLII-2/W5
Int. Arch. Photogramm. Remote Sens. Spatial Inf. Sci., XLII-2/W5, 349-354, 2017
https://doi.org/10.5194/isprs-archives-XLII-2-W5-349-2017
© Author(s) 2017. This work is distributed under
the Creative Commons Attribution 4.0 License.
Int. Arch. Photogramm. Remote Sens. Spatial Inf. Sci., XLII-2/W5, 349-354, 2017
https://doi.org/10.5194/isprs-archives-XLII-2-W5-349-2017
© Author(s) 2017. This work is distributed under
the Creative Commons Attribution 4.0 License.

  18 Aug 2017

18 Aug 2017

OBJECT-BASED TEACHING AND LEARNING FOR A CRITICAL ASSESSMENT OF DIGITAL TECHNOLOGIES IN ARTS AND CULTURAL HERITAGE

M. Hess1, D. Garside1, T. Nelson2, S. Robson1, and T. Weyrich3 M. Hess et al.
  • 1Department of Civil, Environmental and Geomatic Engineering, University College London, UK
  • 2UCL Culture, University College London, UK
  • 3Department of Computer Science, University College London, UK

Keywords: learning, object-based teaching, 3D recording, photogrammetry, laser scanning, digital technologies, cultural heritage, interdisciplinarity

Abstract. As cultural sector practice becomes increasingly dependent on digital technologies for the production, display, and dissemination of art and material heritage, it is important that those working in the sector understand the basic scientific principles underpinning these technologies and the social, political and economic implications of exploiting them. The understanding of issues in cultural heritage preservation and digital heritage begins in the education of the future stakeholders and the innovative integration of technologies into the curriculum. This paper gives an example of digital technology skills embedded into a module in the interdisciplinary UCL Bachelor of Arts and Sciences, named “Technologies in Arts and Cultural Heritage”, at University College London.