1) The document discusses issues around using 3D models as scholarly resources in publications. It notes that while 3D models are heavily relied upon in virtual heritage publications, few models are actually accessible, usable, or integrated in a way that allows them to be critically evaluated.
2) There is a lack of infrastructure for storing, preserving, and sharing 3D models to support scholarly research. Standards and systems are needed for integrating 3D models and linking them to related scholarly works and resources.
3) Seven steps are proposed to help ensure 3D models can fully support scholarship, such as developing sustainable archives, understanding how to demonstrate research value, and creating robust long-term publication systems.
Telling your story: Gaining visibility in the academic communitySt. Mary's University
Presentation about author impact measures and scholarly communication services for faculty in higher education. Given at the St. Mary's University 2017 Faculty Institute on Learning Technologies.
In which journal should I publish my paper? What is an impact factor? How can I promote my research? Can I publish my thesis? What is peer review? This presentation provides an insight into publishing for the Research Higher Degree student or any undergraduate student who wants to publish their research.
UQ Library, Scholarly Publishing and Digitisation Service (SPaDS) presentation for higher degree students on tips and resources available from the UQ Library and based on academic interviews, to help with getting published in journals.
Open Access Mash-Up: Protecting Your Rights As an Author + Putting the Public...Jill Cirasella
This slideshow is a mash-up of http://www.slideshare.net/cirasella/you-know-what-you-write-but-do-you-know-your-rights and http://www.slideshare.net/cirasella/open-access-putting-the-public-back-in-publication
Open Access in the World of Scholarly Journals: creation and discoveryNASIG
Access to scholarly journals produced by commercial publishers is becoming more and more expensive, and open access to publicly-funded research results is increasingly mandated by funding bodies. In response to these and other motivators, the open access scholarly journal movement is growing. In the Canadian context, open access publishing has begun to get more traction in response to these factors, and in spite of some resistance by researchers. University and college libraries are getting involved in both the promotion and the creation of open access content. An example of this is the University of Lethbridge Journal Incubator, which publishes three open access journals from the University Library. We will explore some of the benefits and drawbacks of open access in scholarly communications.
One model of open access is the hybrid journal, which causes particular challenges for discovery and access. With access restricted at the article, rather than the journal level, it's surprisingly hard to get library users to OA content through catalogs, link resolvers, or even discovery tools. Chris will investigate some of the roadblocks and consult with publishers, librarians, and service providers to see what is currently being done to overcome this challenge. Are readers currently getting to OA content in hybrid journals through library systems and sites? Is the NISO License and Access Indicators Recommended Practice likely to change current practices? How are discovery tool vendors responding to this challenge? Can service providers outside of the traditional library content and software sector have an impact? After investigating all of these angles Chris will try to determine if there is a likely way forward and share what attendees can do to improve access to Hybrid OA journals in the short and long term.
Sandra Cowan is the liaison librarian for English, Modern Languages, Religious Studies and the Faculty of Fine Arts at the University of Lethbridge in Alberta, Canada. She has research interests in digital humanities, scholarly communications, and research methods of creative workers.
Chris Bulock is the Electronic Resources Librarian at California State University Northridge. His research has focused on perpetual access, e-resource evaluation, and the effect of Open Access on collection development and e-resource management. He writes a column on OA issues in the Serials Review, and he is an incoming NASIG Member at Large.
Telling your story: Gaining visibility in the academic communitySt. Mary's University
Presentation about author impact measures and scholarly communication services for faculty in higher education. Given at the St. Mary's University 2017 Faculty Institute on Learning Technologies.
In which journal should I publish my paper? What is an impact factor? How can I promote my research? Can I publish my thesis? What is peer review? This presentation provides an insight into publishing for the Research Higher Degree student or any undergraduate student who wants to publish their research.
UQ Library, Scholarly Publishing and Digitisation Service (SPaDS) presentation for higher degree students on tips and resources available from the UQ Library and based on academic interviews, to help with getting published in journals.
Open Access Mash-Up: Protecting Your Rights As an Author + Putting the Public...Jill Cirasella
This slideshow is a mash-up of http://www.slideshare.net/cirasella/you-know-what-you-write-but-do-you-know-your-rights and http://www.slideshare.net/cirasella/open-access-putting-the-public-back-in-publication
Open Access in the World of Scholarly Journals: creation and discoveryNASIG
Access to scholarly journals produced by commercial publishers is becoming more and more expensive, and open access to publicly-funded research results is increasingly mandated by funding bodies. In response to these and other motivators, the open access scholarly journal movement is growing. In the Canadian context, open access publishing has begun to get more traction in response to these factors, and in spite of some resistance by researchers. University and college libraries are getting involved in both the promotion and the creation of open access content. An example of this is the University of Lethbridge Journal Incubator, which publishes three open access journals from the University Library. We will explore some of the benefits and drawbacks of open access in scholarly communications.
One model of open access is the hybrid journal, which causes particular challenges for discovery and access. With access restricted at the article, rather than the journal level, it's surprisingly hard to get library users to OA content through catalogs, link resolvers, or even discovery tools. Chris will investigate some of the roadblocks and consult with publishers, librarians, and service providers to see what is currently being done to overcome this challenge. Are readers currently getting to OA content in hybrid journals through library systems and sites? Is the NISO License and Access Indicators Recommended Practice likely to change current practices? How are discovery tool vendors responding to this challenge? Can service providers outside of the traditional library content and software sector have an impact? After investigating all of these angles Chris will try to determine if there is a likely way forward and share what attendees can do to improve access to Hybrid OA journals in the short and long term.
Sandra Cowan is the liaison librarian for English, Modern Languages, Religious Studies and the Faculty of Fine Arts at the University of Lethbridge in Alberta, Canada. She has research interests in digital humanities, scholarly communications, and research methods of creative workers.
Chris Bulock is the Electronic Resources Librarian at California State University Northridge. His research has focused on perpetual access, e-resource evaluation, and the effect of Open Access on collection development and e-resource management. He writes a column on OA issues in the Serials Review, and he is an incoming NASIG Member at Large.
Life after the PhD: How to become a successful postdoctoral researcherTom Mens
Concrete guidelines on how to boost your academic career after having obtained your PhD. Presentation by Prof. Tom Mens at the SENECA EU-project training for PhD students in Madrid, Tuesday 6 June 2017. (Co-located with the SATToSE 2017 research seminar.)
The Canadian Linked Data Initiative: Charting a Path to a Linked Data FutureNASIG
As libraries prepare to shift away from MARC to a linked data framework, new convergences in the metadata production activities of our libraries' technical services units, special collections, and digital libraries are becoming possible. In September 2015, the Canadian Linked Data Initiative (CLDI) was formed to leverage the existing collaboration between the Technical Services departments of Canada’s top 5 research libraries and the Library and Archives of Canada. Working cooperatively, our objective is to provide a path to linked data readiness for our institutions and leadership for the adoption of linked data by libraries across Canada. To achieve this goal, partner libraries are working across departments and institutions to create new workflows and tools and adapt to a new conceptual understanding of descriptive metadata. This presentation is a preliminary report on the progress made in five key areas of interest: digital collections, education and training, MARC record enhancement, evaluation of linked data tools and vendor supplied metadata. Building on existing initiatives, the CLDI is investigating the potential of integrating linked data elements into digitized collections, as well as MARC-based bibliographic and authority records, with the aim of fostering new and interesting pathways for resource discovery. To strengthen and expand the professional knowledge of staff, partner institutions are collaborating in the production of educational and training materials related to linked data principles and practices. The evaluation and potential development of linked data tools is another area of concentration. Finally, with the goal of changing workflows upstream, the CLDI is working to engage publishers and vendors in the linked data conversation. In addition to reporting on the work undertaken in the first year of the project, this presentation will also cover lessons learned and outline some of the new opportunities gained from working on a collaborative project that spans across multiple boundaries.
Marlene van Ballegooie, Metadata Librarian,
University of Toronto
Juliya Borie, University of Toronto Libraries
Andrew Senior, Coordinator,
E-Resources and Serials, McGill University
Incorporating a research-minded approach to professional practiceHazel Hall
Opening keynote presentation to the European Association for Health Information and Libraries, the International Conference of Animal Health Information Specialists, and the International Clinical Librarian Conference, University of Edinburgh, Wednesday 10th June 2015
Presentation at the Operational Planning Workshop, Department of Business Management, University of South Africa (Unisa), 6-7 February 2017, Pretoria, South Africa
Using social media to promote your researchHazel Hall
Slides from a workshop for academics, researchers, and PhD students (1) to address the need to enhance the visibility of their work, (2) to raise awareness of opportunities for developing professional networks offered by social media (e.g. to connect to peers and collaborators, and engage with the work of others as they engage with theirs); (3) to discuss strategies for the development of presences on, and use of, social media.
Publishing tips for Virtual Heritage articles and related issues (3D models), Cities Cultural Heritage and Digital Humanities, Turin Summer School 17 September 2018
Leveraging Exhibitions as a Needs-Based Skill Development Program in Librarie...Sara Sterkenburg
This presentation was delivered on June 24, 2015 at the 2015 Rare Book and Manuscript Pre-conference in Oakland, CA.
Summary:
In 2014, Vanderbilt’s exhibition team discussed changing its curatorial model to be less aligned with the museum model, and more oriented toward the 21st century technologies demanded widely by our users. We designed the current season around this idea, leveraging ourselves as a skill-development program. We focused on teaching XML markup, version control using Github, copyright, open access, and descriptive metadata.
Challenging budgets push many institutions to rely on webinars to teach new concepts, often with minimal results. The big learning curve of some technologies calls for hands-on learning in a project environment. This can be jump-started by exhibition programs in special collections libraries, often with few people and at minimal cost. I will discuss our process, including workflow, training, roadblocks/troubleshooting, and takeaways.
Stop Press: Libraries' Role in the Future of PublishingDanny Kingsley
This was presented to the SLA2016 conference in Philadelphia on 12 June.
ABSTRACT: Libraries are moving from curators of bought content to providing access to research or industry outputs. This activity can range from the relatively informal process of dissemination through a repository to acting as publishers - through the hosting of research journals, bibliographies and newsletters to the provision of editorial services and advice. This 90 minute Master Class will look at different models of publishing in the library environment with several examples of publishing activity in different libraries. The session will start with a strategic overview of the need for libraries to actively engage in the dissemination of information created by their organisations. The discussion will cover the staffing implications including how to recruit and train for the required skills sets. Attendees will work through some of the issues that need to be considered if a library is interested in publishing, including some of the legal implications and the different software and technical platforms available. Ideas will be workshopped about ways to engage the institutional community and encourage uptake of services on offer. The class aims to provide practical information to allow attendees to make decisions about what services are achievable to offer their clients, both from a technical and a staffing perspective. Attendees who are currently publishing are actively encouraged to participate in the discussion.
Life after the PhD: How to become a successful postdoctoral researcherTom Mens
Concrete guidelines on how to boost your academic career after having obtained your PhD. Presentation by Prof. Tom Mens at the SENECA EU-project training for PhD students in Madrid, Tuesday 6 June 2017. (Co-located with the SATToSE 2017 research seminar.)
The Canadian Linked Data Initiative: Charting a Path to a Linked Data FutureNASIG
As libraries prepare to shift away from MARC to a linked data framework, new convergences in the metadata production activities of our libraries' technical services units, special collections, and digital libraries are becoming possible. In September 2015, the Canadian Linked Data Initiative (CLDI) was formed to leverage the existing collaboration between the Technical Services departments of Canada’s top 5 research libraries and the Library and Archives of Canada. Working cooperatively, our objective is to provide a path to linked data readiness for our institutions and leadership for the adoption of linked data by libraries across Canada. To achieve this goal, partner libraries are working across departments and institutions to create new workflows and tools and adapt to a new conceptual understanding of descriptive metadata. This presentation is a preliminary report on the progress made in five key areas of interest: digital collections, education and training, MARC record enhancement, evaluation of linked data tools and vendor supplied metadata. Building on existing initiatives, the CLDI is investigating the potential of integrating linked data elements into digitized collections, as well as MARC-based bibliographic and authority records, with the aim of fostering new and interesting pathways for resource discovery. To strengthen and expand the professional knowledge of staff, partner institutions are collaborating in the production of educational and training materials related to linked data principles and practices. The evaluation and potential development of linked data tools is another area of concentration. Finally, with the goal of changing workflows upstream, the CLDI is working to engage publishers and vendors in the linked data conversation. In addition to reporting on the work undertaken in the first year of the project, this presentation will also cover lessons learned and outline some of the new opportunities gained from working on a collaborative project that spans across multiple boundaries.
Marlene van Ballegooie, Metadata Librarian,
University of Toronto
Juliya Borie, University of Toronto Libraries
Andrew Senior, Coordinator,
E-Resources and Serials, McGill University
Incorporating a research-minded approach to professional practiceHazel Hall
Opening keynote presentation to the European Association for Health Information and Libraries, the International Conference of Animal Health Information Specialists, and the International Clinical Librarian Conference, University of Edinburgh, Wednesday 10th June 2015
Presentation at the Operational Planning Workshop, Department of Business Management, University of South Africa (Unisa), 6-7 February 2017, Pretoria, South Africa
Using social media to promote your researchHazel Hall
Slides from a workshop for academics, researchers, and PhD students (1) to address the need to enhance the visibility of their work, (2) to raise awareness of opportunities for developing professional networks offered by social media (e.g. to connect to peers and collaborators, and engage with the work of others as they engage with theirs); (3) to discuss strategies for the development of presences on, and use of, social media.
Publishing tips for Virtual Heritage articles and related issues (3D models), Cities Cultural Heritage and Digital Humanities, Turin Summer School 17 September 2018
Leveraging Exhibitions as a Needs-Based Skill Development Program in Librarie...Sara Sterkenburg
This presentation was delivered on June 24, 2015 at the 2015 Rare Book and Manuscript Pre-conference in Oakland, CA.
Summary:
In 2014, Vanderbilt’s exhibition team discussed changing its curatorial model to be less aligned with the museum model, and more oriented toward the 21st century technologies demanded widely by our users. We designed the current season around this idea, leveraging ourselves as a skill-development program. We focused on teaching XML markup, version control using Github, copyright, open access, and descriptive metadata.
Challenging budgets push many institutions to rely on webinars to teach new concepts, often with minimal results. The big learning curve of some technologies calls for hands-on learning in a project environment. This can be jump-started by exhibition programs in special collections libraries, often with few people and at minimal cost. I will discuss our process, including workflow, training, roadblocks/troubleshooting, and takeaways.
Stop Press: Libraries' Role in the Future of PublishingDanny Kingsley
This was presented to the SLA2016 conference in Philadelphia on 12 June.
ABSTRACT: Libraries are moving from curators of bought content to providing access to research or industry outputs. This activity can range from the relatively informal process of dissemination through a repository to acting as publishers - through the hosting of research journals, bibliographies and newsletters to the provision of editorial services and advice. This 90 minute Master Class will look at different models of publishing in the library environment with several examples of publishing activity in different libraries. The session will start with a strategic overview of the need for libraries to actively engage in the dissemination of information created by their organisations. The discussion will cover the staffing implications including how to recruit and train for the required skills sets. Attendees will work through some of the issues that need to be considered if a library is interested in publishing, including some of the legal implications and the different software and technical platforms available. Ideas will be workshopped about ways to engage the institutional community and encourage uptake of services on offer. The class aims to provide practical information to allow attendees to make decisions about what services are achievable to offer their clients, both from a technical and a staffing perspective. Attendees who are currently publishing are actively encouraged to participate in the discussion.
Open Research comprises open access to the broad range of research outputs, from journal articles and the underlying data to protocols, results (including negative results), software and tools. Open Research increases inclusivity and collaboration, improves transparency and reproducibility of research and underpins research integrity.
This workshop focuses on the benefits of practicing open research for you as a researcher, to improve discoverability and maximise access to your work and to raise your professional profile.
By the end of the session you will:
• Have an understanding of the principles of Open Research
• Understand open licences and how they apply to publications, data and software
• Be able to apply key tools and techniques to increase the visibility of yourself and your research, including repositories, ORCID, social media and altmetrics
• Describe the different ways of making research and data available open access
Objectives:
1. Discuss why, when, what, where and how to publish.
2. Understand what makes a paper publishable.
3. Explore the journals market.
4. Introduce Library Trends as a source of journal publishing in the library and information field, and describe how it is produced.
Moderators :
Clara M. Chu
• Director and Mortenson Distinguished Professor, Mortenson Center for International Library Programs, University of Illinois at Urbana-Champaign
• Coeditor-in-Chief of Library Trends and Inaugural Coeditor of the ‘International Insights’ column of College & Research Libraries News
• Expert in developing appropriate solutions to deliver equitable and relevant library services in culturally diverse and dynamic libraries
• Studies the information needs of culturally diverse communities in a globalized and technological society
• Co-developing an institute on Artificial Intelligence and libraries
Jaya Raju
Professor and Head of the Department of Knowledge and Information Stewardship, Humanities Faculty, University of Cape Town
• Specialist researcher and author in library and information science (LIS) education and its epistemological implications for the discipline and for professional practice
• Teaches research methodology and the broader philosophical, ontological and epistemological issues that impact the research process
• Coeditor-in-Chief of Library Trends and Inaugural Coeditor of the ALISE (Association for Library and Information Science Education) Book Series on LIS education and research
• Editor-in-Chief of the South African Journal of Libraries and Information Science from 2012 to 2018
Targeted Audience:
• Staff in any type of library and information center
• Library and information science students, researchers and educators
Zudilova-Seinstra-Elsevier-data and the article of the future-nfdp13DataDryad
Presentation by Elena Zudilova-Seinstra on Elsevier's work on data and the article of the future and open data given at the Now and Future of Data Publishing Symposium, 22 May 2013, Oxford, UK
Evaluating Digital Scholarship, Alison ByerlyNITLE
While a number of professional organizations have produced valuable guidelines for evaluation of digital work, many colleges and universities have yet to establish clear protocols and practices for applying them. Alison Byerly, College Professor and former Provost and Executive Vice President at Middlebury College, who has co-led workshops on evaluating digital scholarship at the MLA convention, will review major issues to be considered in the evaluation of digital work, such as: presentation of medium-specific materials, documentation of multiple roles in collaborative work, changing forms of peer review, and identification of appropriate reviewers. She will then talk briefly about how these issues can best be approached from the perspective of the candidate who wishes to present his or her work effectively to review committees, as well as from the perspective of colleagues who wish to provide a well-informed evaluation of such work.
How can UK academic libraries respond to the current issues in scholarly publ...Stuart Dempster
Trends in publishing and collections development, and some opportunities for UK academic libraries to transform services to meet institutional and user requirements in a fast changing environment.
A presentation to the Academic staff of SISTC (Sydney International School of Technology and Commerce) on different techniques to adopt to work with Generative AI, such as ChatGPT and to consider different forms of assessment.
Games as Serious Visualisation Tools For Digital Humanities, Cultural Heritage and Immersive Literacy
Are there social and cultural issues raised by virtual, mixed and augmented reality technologies of particular interest to Digital Humanities researchers? I will also discuss related emerging and merging themes in serious game research and a relatively new concept, immersive literacy.
S12. Digital Infrastructures and New (and Evolving) Technologies in Archaeology (Roundtable)
The role of new technologies in digital infrastructures.
Significant investment, potential risks and rewards.
Pros and cons of technology [platforms] already in use within an archaeological data infrastructure, OR introduction of new technology [photog; XR, GIS+].
Technologies may include but are not limited to Linked Data, Natural Language Processing, Image Recognition and machine/deep learning. OR VR, AR, MR.
Challenges and potential usefulness of these technologies within archaeological data infrastructures
Current and future best practices.
For the 1-2 PM (GMT+8) March 2021 webinar:
ASEAN AUSTRALIA SMART CITIES WEBINAR SERIES: PROMOTING SMART TOURISM RECOVERY VIA VIRTUAL REALITY Part 7 via ZOOM, https://events.development.asia/learning-events/asean-australia-smart-cities-webinar-series-part-7-promoting-smart-tourism-recovery
This short 7-8 minute speech considers XR (extended reality) for cultural tourism.
TIPC 2 Online 2020 conference, virtual/Leiden
This paper explores Assassin’s Creed: Odyssey as a way to explore idyllic historic landscapes and heritage sites with some degree of questing and simulated danger. It applies Assassin’s Creed: Odyssey in two ways, as discovery tour option mode and as a metaphor to explore in more general and speculative terms how questing and historical dilemmas and conflicts could be incorporated into both fan tourism and cultural/historical tourism (Politopoulos, Mol, Boom, & Ariese, 2019).
Keza MacDonald views Assassin’s Creed as a virtual museum, Ubisoft regards it as the recovery of lost worlds: “ “We give access to a world that was lost” said Jean Guesdon (MacDonald, 2018). “Discovery Tour will allow a lot of our players to revisit this world with their kids, or even their parents.”
Origins’ Discovery Tour mode “promises” educational enlightenment (Thier, 2018; Walker, 2018); Odyssey’s additional Story Creator Mode (Zagalo, 2020) adds personalized quests. Beyond the polaroid fun of sharing landscape selfies with other players and ancient history voyeurs across the Internet, there is also the prospect of “Video game–induced tourism: a new frontier for destination marketers” (Dubois & Gibbs, 2018). Plus physical location VR games. Game company Ubisoft created escape game VR and virtual tours inside physical exhibitions such as Assassin’s Creed VR – Temple of Anubis (Gamasutra Staff, 2019). Is there a market for historical playgrounds as virtual tourism?
Abstract. This paper discusses a simplified workflow and interactive learning opportunities for exporting map and location data using a free tool, Recogito into a Unity game environment with a simple virtual museum room template. The aim was to create simple interactive virtual museums for humanities scholars and students with a minimum of programming or gaming experience, while still allowing for interesting time-related tasks. The virtual environment template was created for the Oculus Quest and controllers but can be easily adapted to other head-mounted displays or run on a normal desktop computer. Although this is an experimental design, it is part of a project to increase the use of time-layered cultural data and related mapping technology by humanities researchers.
Conference keynote slides for Hainan Conference, November 2019, Hainan China.
Virtual heritage is the combination of virtual reality and cultural heritage. It promises the best features of both, but is difficult to achieve in reality. Why is this so challenging? Has virtual reality offered more than tantalising glimpses of the future in the related fields of cultural heritage and tourism?
The features virtual reality (VR) shares with mixed reality (MR) and augmented reality (AR) are mostly agreed upon, but there are at least two perplexing issues. Technological fusion implies imaginative fusion, and augmented reality had a previous ocular focus.
Virtual reality as a term is also in danger of being replaced by the term XR. What is XR and why is it so potentially useful to heritage tourism? Given VR, AR, MR and XR are typically screen-based, how can screen tourism capitalize of cultural heritage and virtual reality, and on the unique selling points of XR?
I will conclude with a few suggestions and projects we are currently working on or about to commence.
Cite as: K8 Champion, E. (2019). Virtual Heritage, Gaming, & Cultural Tourism, 4th Boao International Tourism Communication Forum (ITCF), Hainan, China, 23-24 November. Interviewed on Chinese television. http://www.baitcf.com/index.php/Ch/Cms/Index/indexe
2019 DH downunder 9 December 2019 talk:
Digital heritage, Virtual Heritage, Extended Reality (XR): what are they?
Can gaming, AR or MR provide insight to the past?
OR: Are they a waste of money, expensive new technology?
Could, for example, digital heritage pose a threat to culture? Ziauddin Sardar 1995: “Cyberspace is a giant step forward towards museumization of the world: where anything remotely different from Western culture will exist only in digital form.”
Digital Heritage highlights and challenges (interactive + immersive examples).
How to avoid one hit AR wonders?
scalable yet engaging content
appropriate evaluation research
stable tools, long-term robust infrastructure essential
Non-technical constraint: VR and AR/MR preconceptions.
WebVR and WebXR formats
Two projects
CMR: two HoloLens HMDs
CVR: 2 people, 2 devices share + control 1 character
29 March 2019 Presentation on the relation of digital and virtual heritage to digital humanities, issues, some projects..at Curtin University Perth Australia
VHEs require cultural agents?
How to distinguish social from cultural agents?
Cultural agents meet VHE/DC objectives?
See https://digitalheritageresearch.wordpress.com/conference/
Major points:
#1 Spatial and experiential issues of digital/virtual archives
#2 Archives of spatial objects and platial relationships
For Knowescape workshop, 3-4 September 2015, Valetta, Malta. Workshop: "Knowledge maps and access to digital archives". URL: http://knowescape.org/event/the-role-of-knowledge-maps-for-access-to-digital-archives/
Ian Bogost’s concept of procedural rhetoric is a tantalising theory of the power and potential of computer games, especially serious games. Yet does this concept really distinguish games from other media? Can this concept be usefully applied to the design and critique of serious games? This paper explores the ramifications of games (particularly serious games) as procedural rhetoric and whether this concept is problematic, useful, inclusive, or better employed as a recalibrated meta-epistemic theory of serious games that persuade or suggest to the player that the game mechanics, game genre, or digitally simulated world-view is open to criticism and reflection.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
1. 2019 SUMMER SCHOOL TURIN
CITIES, CULTURAL HERITAGE and DIGITAL HUMANITIES
‘Virtual Heritage: Techniques to Improve Paper Selection
Scholarly publishing
3D Models: unwanted unknown unloved
Erik Champion, Curtin University, Australia tw: @nzerik
erik.champion@curtin.edu.au
SLIDES at https://www.slideshare.net/nzerik/
2. The Academic World Is Changing
• Pressure to publish even during PhD
• Kickstarter books and self-publishing
• Alternatives to conferences e.g. twitter conferences (#PATC4)
• Criticism of academic journals, cost, access, predatory
journals
• Rise of ORCID, citation engines and h-index*, open access,
institutional repositories
• In our field, the ability to include 3D models (SketchFab + Taylor&
Francis, Elsevier) or new publishing frameworks (Omeka, SCALAR)
*”a scholar with an h-index of 5 had published 5 papers, each of
which has been cited by others at least 5 times”
1962 Sensorama
http://www.medienkunstnetz.de/work
s/sensorama/ &
https://www.vrs.org.uk/virtual-
reality/history.html
3. SELECTING A JOURNAL
• Select clearly reviewed journals. manuscripts must be peer reviewed to be research articles.
• Focus: technical, conceptual, theoretically based, has articles reviewing each other? How much discussion is
there?
• Indexing: Is the journal indexed in Scopus Web of Science ACM IEEE…? Are there related tools?
• Availability: Is the journal broadly available and online? OA Options? PDF? Or HTML? 3D or VR friendly?
• Reputation: Ask colleagues which journals they respect, read recent articles and judge their importance. Check
the members of the editorial board. Determine impact factor and how selective (acceptance rate)a. Note, these
ratings can be artificially inflated in journals that publish review articles, cited more than research articles. See
www.isinet.com).
• Format: Do you like the appearance: format, typeface, and references style? Clear templates?
• Figures: Resolution quality? Time to Print: (“date submitted” to “date accepted”)?
• Charges: Some journals charge, like JCAA but there are often special issue fee waivers etc..
• Abridged and modified from a UNL website https://www.unl.edu/gradstudies/current/news/twenty-steps-
writing-research-article Twenty Steps to Writing a Research, which reproduces with permission from Beth A.
Fischer and Michael J. Zigmond, Survival Skills and Ethics Program, University of Pittsburgh
1. https://scholar.google.com/citations?hl=en&view_op=search_venues&vq=HERITAGE&btnG= OR
https://academic.microsoft.com/
2. https://www.scimagojr.com/
3. https://orcid.org/ https://www.academia.edu/ OR https://www.researchgate.net/
4. JOURNAL OR BOOK
• Compare your article’s research quality to published articles in the same area
• The reputation of a journal is best found by looking at the journals that leaders in your area publish in
• How articles are refereed, if blind or recommended is worth discussing, it can depend on the area.
• How long articles take to publish a factor for all especially in VH. I withdraw articles after 3-6 months.
• Are you writing about area X to audience Y? Will readers X and Y Read this book?
• IS the format acceptable to you? Some publishers don’t give templates, some have strict page limits
or don’t publish appendices or link to updatable webpages.
• Creative work? Suitable for Digital Creativity or Epoisen? Or online pre-print system?
• Fees; are they upfront on costs? DO they disseminate widely? Are costs legitimate? Best practices for
scholarly authors in the age of predatory journals
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5210492/
5. 3D + Journals
• Provide technology to allow authors to add 3D models inside or next to text-based
articles.
• Internet Archaeology, (http://intarch.ac.uk/)
• Digital Applications in Archaeology and Cultural Heritage
(http://www.journals.elsevier.com/digital-applications-in-archaeology-and-cultural-
heritage/).
• Current journals with 3D models lack integration with text, have limited
interactivity and immersion
• (e.g. https://www.elsevier.com/books-and-journals/content-innovation/interactive-u3d-
models).
• If we create dynamic links between 3D models and 2D assets (text and other
media), can we develop evaluation mechanisms to understand how the viewed
and downloaded heritage models and simulations are used and critically reflected
on?
1938
Viewmaster
http://www.view
master.co.uk/ht
m/history.asp
6. WRITING THE ARTICLE
• Write simply, clearly and concisely with common words, define uncommon ones
and define acronyms at the beginning
• Follow instructions (and conventions) regarding structure
• Subheadings to guide readers
• Provide overviews before details
• Avoid long paragraphs or very long sentences
• Avoid the use of passive voice (well, consider it)
• Write in first person (“i,” “we”)or at least make clear the Point of View..
• GUIDELINES FOR RESEARCH WRITING Ethics in writing slide 43
https://www.slideshare.net/kmahmood2/how-to-write-a-journal-article-73216063
http://cccupsychology.com/blog/20
17/08/17/virtual-reality-a-brief-
history-current-trends-and-future-
directions/ivansutherland-sword-
of-damocles/
7. SPECIFIC ISSUES
• Authenticity (not fabrication)
• Contribution and clear stage of progress listed
• Accuracy, completeness listed
• Provided complete data (counter views)
• Appropriate statistical procedures (e.g. Likert)
• Originality (Not republishing same findings) + Credit
• Citing sources of information and ideas and words
• Observing copyright and permissions
• Disclosure of conflicts of interest etc
• GUIDELINES FOR RESEARCH WRITING Ethics in writing slide 44
https://www.slideshare.net/kmahmood2/how-to-write-a-journal-article-73216063
1899: First underwater portrait photo by Louis
Boutan, using flash photography #WorldOceansDay
8. WHAT REVIEWERS WANT
• Is the title focused, relevant and informative?
• Does the abstract capture the essential elements of the paper--does it spark reader interest?
• Does the paper have a clear key message..clearly contribute something relevant and new to the field?
• Is the paper firmly grounded in the relevant theory or methodology?
• Is the issue sufficiently well-explained for the target audience?
• Is there good use of evidence that demonstrates a sophisticated understanding of the literature available on the
topic (even if it contradicts you)?
• Is the paper well-structured and well-written? Is the paper referenced appropriately to the journal's style? Do all
aspects of presentation conform to the journal's house-style?
• Turning a chapter into an article http://www.anu.edu.au/students/learning-development/research-
writing/journal-article-writing/turning-a-chapter-into-an
9. WRITING REFERENCES
• https://www.insidehighered.com/advice/2017/05/09/how-write-effective-journal-article-and-get-it-published-essay
• https://www.proof-reading-service.com/en/blog/write-journal-article/
• http://www.anu.edu.au/students/learning-development/research-writing/journal-article-writing esp
http://www.anu.edu.au/students/learning-development/research-writing/journal-article-writing/targeting-a-journal
targeting a journal
• Some lists of relevant journals:
• https://erikchampion.wordpress.com/2015/10/07/are-there-open-access-virtual-heritagedigital-archaeology-journals/ (add
https://scholarworks.iu.edu/journals/index.php/sdh/index and https://journal.caa-international.org/)
• http://www.openaccessarchaeology.org/journal-search.html#.VpY6B1Lgq4o
• http://ancientworldonline.blogspot.com/2010/12/open-access-journal-virtual-archaeology.html
• https://scholarworks.iu.edu/journals/index.php/sdh/index
10. UNESCO Chair: Cultural Heritage & Visualisation
1.Create a Cultural Heritage and Visualisation network to use & advise on 3D models of World
Heritage Sites & show how 3D models can be employed in teaching & research
2.Build capacity through community workshops, learning materials including distributing the
teaching resources digitally at no cost for the end user, training of research students and post-
doctorate scholars and visiting fellows;
3.Recommend long-term archive guidelines and ways of linking 3D models to scholarly publications
and related scholarly resources and infrastructures;
4.Disseminate the results of research activities at conferences and workshops, via online papers,
applications and learning materials; and,
5.Cooperate closely with UNESCO on relevant programmes and activities.
11. 3D???
• #1 Publications in “virtual heritage” heavily reliant on scholarly argument based on 3D models?
• #2 we reviewed virtual heritage proceedings of five major digital heritage conferences that one could
expect to be focused on projects incorporating 3D models. 264 articles in 14 proceedings studied.
• FEW accessible 3D models, usable projects, or ways in which the 3D model could be used and
critiqued in a scholarly argument is concerning.
• Three critical issues:
• we lack accessible, durable and complete infrastructure, which is essential for storage and preservation;
• we still don’t have a shared understanding of how to develop, integrate and demonstrate the research value of
3D heritage models;
• we also lack robust, long-term publication systems that can integrate and maintain both the 3D models and
their relevance and functionality in terms of both community engagement and scholarship.
• We recommend seven practical steps for ensuring that the scholarship going into the development of
3D virtual heritage models, and arising from 3D virtual heritage models, can be fully implemented.
3D Models: unwanted unknown unloved
Session S37: 3D Publishing and Sustainability: Taking Steps Forward, CAA2019
CHAMPION, E. & RAHAMAN, H. 2019. 3D Digital Heritage Models
as Sustainable Scholarly Resources. Sustainability, 11, 1-8.
12. Issues: Scholastic & User-based
1. Where deployed? Community, schools GLAM (Galleries Libraries Archives and Museums)?
2. Issues: cross-platform configurability, and pedagogical impact?
3. Requires: Inspection, contextualization, modification of 3D model?
4. Difficult to find. cannot download or edit; unusual, unwieldy or obsolete formats.
5. Standalone 3D meshes; no metadata or info on how data was acquired.
6. Can the models be shared (and edited?)
7. Accuracy of scanning or modelling process?
8. How to find scholarly documents, field reports, photographs & site plans that allowed the
designers to extract enough information for their models?
13. Arguments against / for Virtual Heritage
1. Much to be undertaken in VH, not just technology. Field lacks
clear aims agreed upon by relevant research communities,
scholarship hindered by lack of relevant, accessible & useful
data.
2. Scholarship requires suitable infrastructure to support such
research data.
3. VH)I) still in infancy - individual projects rather than a
framework (software & hardware)-why have attempts failed?
Requires survey of past failures.
4. VH fails as an infrastructure if it does not engage and provide
feedback to communities of users to meaningfully engage with
both modeled content, research questions and research
findings.
5. Infrastructure = usage AND equipment: why fund equipment
for preservation, maintenance and scholarly research of cultural
heritage if not effectively used?
14. Virtual heritage is…?#1
• ..a fusion of virtual reality technology with cultural heritage content [Add08]
[Rou00].
• … the use of computer-based interactive technologies to record, preserve, or
recreate artifacts, sites and actors of historic, artistic, religious, and cultural
significance and to deliver the results openly to a global audience in such a
way as to provide formative educational experiences through electronic
manipulations of time and space. Stone and Ojika [SO08]
• NB intangible heritage, ‘practices, representations, expressions, knowledge,
skills – as well as the instruments, objects, artefacts and cultural spaces
associated therewith – that communities, groups and, in some cases,
individuals recognize as part of their cultural heritage’ [UNESCO 2003].
15. BUTComputer Visualisation
• The London Charter [Den09] defined computer-based visualization as
‘[t]he process of representing information visually with the aid of
computer technologies.’
• implies visualization is only visual, that all is required is to represent
(in a visual format) content to an end user.
• Does not explain the cultural significance of the object or process
simulated, and reasons for why it should be preserved and
communicated.
16. Virtual Heritage is..#2
Me [2008]:
‘the attempt to convey not just the appearance but also the meaning
and significance of cultural artefacts and the associated social agency
that designed and used them, through the use of interactive and
immersive digital media.’
NB I distinguish between digital & virtual heritage.
17. GLAM Problems
• GLAM industries display a fraction of
collections.
• Museums lack the space to display many of
their collection.
• PLUS issue of how heritage collections are
maintained, disseminated, improved upon &
expanded.
• Despite promising technology where are
simulations that convey the contextual ways in
which the sites were used by past and distant
cultures?
http://www.museocinema.it/en
18. VH promises
• VH definitions emphasized the criterion of preservation, BUT
published examples appear focused on solving issues of
acquisition, accuracy & communication.
• VH showcase new uses & potential of technology for cultural
heritage, but funding models and composition of project teams
lack evaluation and preservation strategies.
• VH= some success showing how digital technology can provide
insight into past cultures but, as DH, has been unsuccessful?
CHAMPION, E. 2015. Defining Cultural Agents for Virtual Heritage
Environments. Presence: Teleoperators and Virtual
Environments-Special Issue on “Immersive and Living Virtual
Heritage: Agents and Enhanced Environments", 24, 179–186.
CHAMPION, E. 2016. Entertaining the similarities and distinctions
between serious games and virtual heritage projects.
Entertainment Computing, 14, 67-74.
19. VH to help scholarly review of projects
1. Provide a systematic way to show changes over time
2. Allow viewing on different formats for varying input mechanisms and
learning mediums
3. Allow counterfactual exploration, log user responses.
4. Track user preferences.
5. Share insights and personal feedback from distributed audiences.
6. Helps content creators assess impact, usability and usefulness
automatically, & allow for benchmarking.
20. VH Vanishing Faster Than The Content
“In the very near future some critical issues will need to be addressed;
increased accessibility to (and sharing of) heritage data, consistent interface
design for widespread public use and re-presentations of work, the
formalization of a digital heritage database, establishment of a global
infrastructure, institutionalized, archival standards for digital heritage and
most importantly the on-going curation, of work forward in time as the
technology evolves so that our current digital, heritage projects will not be
lost to future generations. We cannot afford to have our digital heritage
disappearing faster than the real heritage or the sites it seeks to ‘preserve’
otherwise all of our technological advances, creative interpretations,
visualizations and efforts will have been in vain.”-Hal Thwaites, past VSMM
President
21. Challenges of access affect everyone-the ‘vanishing
virtual’
Disappearing Virtual Heritage-Becoming
Archaeological p33, Ruth Tringham University of
California Berkeley, USA, Michael Ashley CODA
“While searching in 2014 in Erik Champion’s Playing
with the Past (2011) for web-based virtual cultural
environments that could act as models for a game, …
we found that at least half of his examples have
disappeared by now, … according to the Library of
Congress, the average lifespan of a webpage is only
100 days. Many of the disappeared, like Okapi Island,
can be seen as tempting fragments displayed through
video documentation on YouTube or Vimeo (e.g. Leavy
n.d.)."
https://www.ruthtringham.com/OLD/Ruth_Tringh
am/Okapi_Island_education.html
22. Beyond Time and
Space..GONE!
Long story short, according to Mure
Dickie writing in the October 10,
2008 Financial Times: "A virtual
Forbidden City offering the kind of
immersive and interactive online
experience pioneered by multiplayer
role-playing games such as Second
Life."
http://www.geek.com/news/expore-
the-virtual-forbidden-city-courtesy-
of-ibm-593731/ OR
http://www.beyondspaceandtime.or
g/
23. 3D: a KEY scholarly resource?
Di Benedetto et al 2014)
• teaching VH via inspection, contextualization + modification of
3D=problematic
• hard to find, download or edit; unwieldy + obsolete formats,
standalone meshes, no metadata or info on how data acquired or
how sharable, accuracy of scanning or modelling, paradata?
• problem #1 VH dev, #2 lacks aims, #3 infrastructure.
• VH IS NOT DH if it cannot preserve its own models; so leverage
digital real-time reconfiguration to suit learner, device & task at
hand; personalisation; increased sense of agency; auto tracking +
evaluation; filtered feedback.
• scholarly ecosystem: media assets & communities (scholars,
shareholders and public) active participants in development.
24. New media (NM), DH & VH
New media constantly changing but can suggest new perceptions and
behaviour for end users.
DH: preserve heritage content implicit conflict.
VH =latest tech, but cannot bridge both new media & digital heritage.
ARE VH PROJECTS VERIFIED FOR FUTURE ROBUSTNESS & USAGE?
…the purpose of new heritage is to ‘examine the user experience that
digital media can provide for the understanding and experiencing of
tangible and intangible cultural heritage’.
SO REQUIRES COMPONENTS NOT PRODUCTS
25. Models versus Simulations
• Models are seen as simple 3D objects
• Simulations are seen as imitations
• But some simulations also reveal
process and they can be used to
predict the future (weather
simulations) or test theories (a wind
tunnel).
• Could we do the same with heritage
simulations?
• Slide on left shows dynamic changes of
sunlight affecting visibility of statue in
Palenque Mexico-a Mayan temple
(Quest 3D, Dylan Nagel).
Dylan Nagel
26. 3D Models can
1. Zoom in, zoom out, rotate, and walk around.
2. Certain points in text can link to camera
views.
3. Can remove or add parts of the model.
4. Can change from wireframe to textured view.
5. Can take screenshots.
6. Can incorporate annotations.
7. Can pose and change field of view.
8. Can measure between parts of the online
model.
9. Can handle large file sizes.
10. Has many import and export options.
11. Can work with timelines, so that the model
can show changes over time.
I SUGGEST
• Engage the audience
• Be formative (allowing the audience to create
test and share hypotheses), can be recycled and
reconfigured, and are amenable to
preservation.
• Require a shared, secure, feature-rich format.
• 140 file formats+ for 3D models almost all have
major issues in either access, reliability,
longevity or range of features.
27. How will we find 3D models?
• We require metadata in the 3D models so we can
1. find and classify them
2. an ontology of model components so we can find and label individual parts
3. a storage and retrieval system for the 3D models
4. link the models with external assets (other media assets as well as
publications and papers).
• Metadata for VH: arguably as much or more about education as for
preservation.
• VH: based on care, accuracy, sensitivity, effective and inspirational
pedagogical features; ideally VH collaborative, evaluation-orientated.
28. Cultural Portals
3D model portals for cultural heritage
institutes such as the don’t clearly allow
downloadable usage or explain carefully
cultural protocols that need to be
associated with the ways in which 3D
models can be used (http://3d.si.edu/).
Portals can
1. assemble disparate information
conveniently in more useful
standardized format
2. Attract more visitors.
3. Provide web-traffic statistics.
4. Shareholders retain original assets
inside as a greater whole. Smithsonian
29. End users
• If there is no public involvement,
understanding and appreciation, the
virtual heritage project has failed despite
any technical brilliance or infrastructure
support
• Infrastructure not used is equipment.
• Archives essential but must be used.
• Garnett & Edmond: ‘Building an API is not
enough!’ (i.e. engage the community)
• Success of virtual heritage projects is
dependent on community involvement,
includes scholars, students, wider public,
also the original shareholders and owners
of the cultural content simulated.
Visiting academic Demetrius Lacet taught his community how to make web-based 360 panoramas
with a video of a narrator of the local Brazilian church, result: graffiti in church dramatically abates.
Curtin HIVE, 2016.
30. Indigenous rights and access
• Indigenous shareholders and experts in the
development of guides and protocols & the
sensitive development of digital heritage
knowledge
• Exploring digitally filtered ways of creating
accessible layers and levels of cultural
knowledge
• On-demand 3D model formats-level of access
determines accuracy and resolution of the
generated model to suit copyright & ownership
requirements of owners/creators providing pre-
determined level of public knowledge
• Tailoring digital ontologies, indigenous record
collection metadata & folksonomies to specific
aspects of heritage simulations
• Developing new forms of copyright permissions
relevant to the cultural significance and
guardianship of the heritage objects depicted.
‘In game’ footage: Sims 4 machinima -3rd
Person-Susannah Emery Honours project-with
Michele Wilson. Designed to show local
teenagers a way to make cultural games
informed by talks with their family and elders
Australia: Guidelines for Ethical Research in Australian
Indigenous Studies (GERAIS) & UN Declaration on
the Rights of Indigenous Peoples (UNDRIP).
31. Include Aims AND Objectives
• Data accuracy: the level of accuracy and type of data capture method should be documented and associated
with the model, as well as the geographical location
• Format limitations: any known limitations or required conditions due to the digital format or way in which the
data was created, should also be associated with the model
• Provenance: the record of ownership and scholarship and community input should be recorded and accessible
(the source and the ownership rights)
• Community protocols: social, cultural and institutional protocols that guide who accesses the sourced cultural
heritage and how that should affect the transmission, distribution and dissemination of the digitally simulated
model
• Authenticity: the known, extrapolated, omitted, simplified and imagined areas and components of the model
should be identified in some form of thematic (and preferably standardized) schema
• Cultural presence: models should aim towards explaining the cultural significance of the original site, and give an
impression of the situated cultural value of the place as experienced by the original inhabitants.
• Evaluation Data: these aims should be clearly explained and any evaluation data of participants should be linked
to (or otherwise associated with) the models
• Purpose: the generic ways in which original creators and shareholders intended the models to be edited or
otherwise modified could be described in accompanying text.
32. Community standard?
• CARARE a metadata schema inspired in part from CIDOC-CRM, comparable
to Addison’s proposed metadata [Addison 2008].
• Includes a separate Global Information element to hold additional
information (record info, appellation, rights, temporal & spatial info, actors,
contacts, addresses and a publication statement).
• PLUS: part of the metadata should record the significant cultural heritage
features noted above, & the reasons why that heritage environment or
artefact deserves to be preserved, simulated & communicated.
• We need wizards to access & add metadata to heritage collections.
• Cultural Heritage Markup Language might bridge the gap between virtual
heritage projects and metadata, but needs examplars;
33. What Shared Infrastructures look like?
• Infrastructure at its best is invisible.
• We tend to only notice it when it
fails.
• If successful, it is stable and
sustainable, trusted and relied on
by the broad community it serves.
• Trust must run strongly across each
of the following areas:
• running the infrastructure
(governance)
• funding it (sustainability)
• and preserving community ownership
of it (insurance).
34. Infrastructure More Than Equipment
• There is hard infrastructure (equipment) and soft infrastructure
(people), both are necessary.
• A digital humanities infrastructure wont survive without effective
synergies between equipment & people.
• European Research Infrastructure Consortium (ERIC) 2015 practical
guidelines:
• ‘the ERIC status is reserved for state-of-the-art research
infrastructures that will create unique opportunities to carry out
advanced research, attract the best researchers from across the world
and train highly qualified students and engineers’.
35. Scholarly & Community Ecosystem
• Ideally, it would also augment scholarly research of the content, providing
associated tools, interpretative mediums and careful references as well as usage
data that could provide evidence for solid scholarly arguments.
• It would be an ecosystem.
1. All its parts would be interdependent, and it would hopefully be greater than
the sum of its parts.
2. A review community would be summoned to discuss and add to the models via
publications and related links,
3. Future publications could in turn integrate the community feedback into new
research findings, improved critiques, and an enhanced research base.
NB Could be assessed in terms of how it supports new new technology
• Research and grants.
• Community impact.
• Provides evidence for academic esteem and promotions.
37. Total articles referring to 3D models + assets
Conference Total
papers
Mention 3D assets %
VSMM (2015-2017) 173 31 17.9%
CAA (2013-2015) 240 38 15.8%
CIPA (2013, 2015, 2017) 305 79 25.9%
EuroMed (2012, 2014, 2016) 284 61 21.5%
Digital Heritage (2013, 2015) 481 55 11.4%
TOTAL 1483 264 17.8%
38. 3D contents and accessibility
Accessible Content VSMM CAA CIPA EuroMed
Digital
Heritage Total
3D content 0 1 3 1 4 9
Videos 1 2 1 2 6 12
Other (VR models, photos,
images of 3D models etc.) 1 4 6 5 17 33
Assets/extras on non-
accessible websites
3 0 5 3 8 19
39. how do 3D models?
1. leverage commercial games
2. incorporate game balance
3. resolve copyright issues as mods
4. maintain and preserve themselves
5. allow for agency and interactive freedom
6. emphasize priority of learning as primary aim OR are designed for non-game
ends?
40.
41. A 3D Model Manifesto
1. Should be traceable; it should link to previous works and to related scholarly
information.
2. Component-based models so parts directly linked and updated.
3. The model should not require huge files to download, or it should at least
provide users with enough information to decide whether and what to
download.
4. Web models are dynamically or quickly created at runtime.
5. The model engages its intended audience.
6. As part of a scholarly infrastructure, the 3D model format is easy to find and
robust.
7. Metadata records completeness, measurement methodology and accuracy of
models.
8. The model provides degree of access and feedback to wider public, specialized
interest groups & shareholders.
42. Final Suggestions
1. Framework: dynamic and distributed: connects to, converts and uploads in real-time, and
could link to various scholarly material.
• clear and convenient tools and examples that save content creators time and effort.
• 3D models + paradata link dynamically to scholarly publications.
2. Share understanding of best practices and protocols to develop, support and maintain
virtual heritage -preservation and communication (education).
3. Develop criteria to appraise both VH infrastructure and projects which leverage that
infrastructure AND increase quantity and quality of critique and commendation of
appraisal criteria, grants, awards, and media coverage.
4. Develop 3D models as research output (aids academic promotion).
5. Improve evaluation and feedback - usability effectiveness usefulness.