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Finding Meaning in the Data Avalanche: The Ethical Dangers & Community Value of Digitizing the Past


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Finding Meaning in the Data Avalanche: The Ethical Dangers & Community Value of Digitizing the Past

  1. 1. Photography Structured Light Scanning 3D Modeling GIS Aerial & Terrestrial Laser Scanning Augmented Reality Point Clouds Meshes CISA3Layered Realities & Beyond…
  2. 2. Conclusion: Constructs need to be meaningful & navigable Escher WikiCommons
  3. 3. Storage Issues Access & Discovery Issues Danish Antiquarian Ole Worm’s 17th Century Cabinet of Curiosities The recently “discovered” olinguito
  4. 4. The Physical Site The 2D Representation of the Site The 3D Layered Navigable Representation of the Site
  5. 5. *Economic Issues- Price IS going down slowly – hope for cost efficiency in the future Graph: M. Mansour *So Much Data- Who is Combing through it? Anyone? Anything?
  6. 6. Sustainability of Storage Platforms?
  7. 7. If we have a Star Trek holodeck that can show us the past – the real scientific remains of sites and artifacts as well as the imagined re-created layers in all temporal forms…what will that mean for site preservation and the devotion of spaces to physical artifacts?
  8. 8. Too Little Information… Too Wrong!… Too Much Information without means of clarification? Smithsonian Natural History Museum British Museum Creationist Museum Rarely does the archaeologist get to directly write the museum labels…
  9. 9. Digital = Potential for Auto-Publication (and shouldn’t things be available as soon as possible without interference?) Changing International Legislation Paradigms on cultural access? (a whole new can of worms someone can tackle in a different presentation?)
  10. 10. Archaeology & Nationalism The Past Re-Invented to Justify Nation-Building and Religious Connectivity
  11. 11. The Pop Culture Past: Casting Aspersions on our Methodologies Fringe Archaeology Prevalence in the Media We can’t let pseudoscience win!
  12. 12. (Forthcoming Paper: Technology Engineered for Cultural Heritage as a Means to turn STEM into STEAM) International Education Emphasis is on: Should be on: Science Technology ART ARCHITECTURE & ARCHAEOLOGY Engineering Mathematics
  13. 13. Not just the descriptives of where it came from, but how it came from there- what technologies were used? In which combination? Under what conditions? How was it collected? We need/want enough information to make digital collection replicable (and therefore more diagnostically viable)
  14. 14. Who collected the raw data? (What qualified them?) Who processed the data? (What qualified them?) How did the data get processed? Who accessed the data? What did they add/subsequently create from it?
  16. 16. What will 3D Printed Artifacts Mean for Authenticity? How will this change Storage priorities and conservation legislation? What will this mean for low-cost educational engagement in schools and museums? = TEASER for an upcoming paper of mine at Marseilles’ Digital Heritage 3D Printed Artifacts By CISA3 collaborator Cosmos Wenman