Towards a Model of Collaborative & Interdisciplinary Digital Cultural Heritage

As with many other domains, cultural heritage has entered an age in which “the digital” is having an indelible and unavoidable impact on research, teaching, public engagement, and scholarly communication. Among the greatest challenges cultural heritage scholars and practitioners face is how to envision and execute digital projects that are both deeply collaborative and interdisciplinary. Embracing a collaborative and interdisciplinary approach to digital cultural heritage greatly increases overall impact of the work (especially beyond traditional audiences), brings perspectives that are not siloed within one disciplinary community, and bridges diverse communities of practice. Despite these obvious benefits, collaboration (especially within an interdisciplinary context) isn’t an easy thing to accomplish.

This talk focuses on the challenge of collaboration and interdisciplinarity within the context of digital cultural heritage. By focusing on several exemplar projects, this talk suggests a loose collection of best practices that cultural heritage scholars and practitioners can embrace when building digital cultural heritage projects. Ultimately, the talk seeks to argue that interdisciplinarity and collaboration should be at the core of any good digital cultural heritage project, not at the periphery.

Transcript

1. DIGITAL CULTURAL HERITAGE Dr. Ethan Watrall Department of Anthropology MATRIX: The Center for Digital Humanities & Social Sciences Michigan State University @captain_primate TOWARDS A MODEL OF COLLABORATIVE & INTERDISCIPLINARY speakerdeck.com/watrall
2. anthropology.msu.edu | @MSUAnthropology @captain_primate
3. matrix.msu.edu | @matrix_msu @captain_primate
4. @captain_primate chi.anthropology.msu.edu
5. @captain_primate archive.cyark.org/establishing-cyark-africa-blog “DIGITAL” IS HAVING AN INCREDIBLE IMPACT ON CULTURAL HERITAGE
6. @captain_primate RESEARCH PUBLICATION TEACHING PUBLIC ENGAGEMENT COMMUNICATION PRESERVATION MANAGEMENT IN CULTURAL HERITAGE DIGITAL IS CHANGING:
7. @captain_primate COLLABORATION
8. @captain_primate COLLABORATION & INTERDISCIPLINARITY BRIDGES DIVERSE COMMUNITIES OF PRACTICE BRINGS PERSPECTIVES THAT ARE NOT SILOED WITHIN ONE DISCIPLINARY COMMUNITY GREATLY INCREASES OVERALL IMPACT OF WORK (ESPECIALLY BEYOND TRADITIONAL AUDIENCES)
9. @captain_primate thatcamp.org
10. @captain_primate thatcamp.org
11. @captain_primate thatcamp.org
12. @captain_primate thatcamp.org
13. @captain_primate
14. @captain_primate u SLAVE BIOGRAPHIES v GORÉE ISLAND DIGITAL ARCHAEOLOGY REPOSITORY w MSU.SEUM
15. SLAVE BIOGRAPHIES @captain_primate THE ATLANTIC DATABASE NETWORK
16. @captain_primate slavebiographies.org MICHIGAN STATE UNIVERSITY DEPARTMENT OF HISTORY
17. @captain_primate slavebiographies.org
18. @captain_primate DOCUMENTS FROM MULTIPLE NATIONAL SOURCES: FRENCH (1719-1769), SPANISH (1770-1803), AND EARLY AMERICAN (1804-1820) CORE OF > 100,000 RECORDS (INDIVIDUALS) IN THE REPOSITORY EACH WITH AS MANY AS 100 UNIQUE PIECES OF METADATA PRIMARY SOURCE DOCUMENTS INCLUDE ESTATE INVENTORIES, PROBATE DOCUMENTS, AND SALES NOT INVOLVING PROBATE DOCUMENTING THE MOVEMENT OF INDIVIDUALS THROUGH SPACE & OVER TIME & UNCOVERING KINSHIP BETWEEN INDIVIDUALS slavebiographies.org
19. @captain_primate kora.matrix.msu.edu
20. @captain_primate slavebiographies.org
21. @captain_primate www.montpelier.org
22. @captain_primate PROVOST UNDERGRADUATE RESEARCH INITIATIVE
23. @captain_primate slavebiographies.org
24. GORÉE ISLAND @captain_primate DIGITAL ARCHAEOLOGICAL REPOSITORY
25. @captain_primate whc.unesco.org/en/list/26
26. @captain_primate whc.unesco.org/en/list/26
27. GORÉE ISLAND @captain_primate whc.unesco.org/en/list/26
28. MAISON DES ESCLAVES @captain_primate whc.unesco.org/en/list/26
29. DOOR OF NO RETURN @captain_primate whc.unesco.org/en/list/26
30. MUSÉE DE DAKAR/IFAN @captain_primate ifan.ucad.sn
31. @captain_primate ifan.ucad.sn
32. @captain_primate
33. @captain_primate
34. While artifacts were not in any serious danger, vital excavation records are in danger of being lost or destroyed. PRESERVATION In their current state, the collection was completely inaccessible to scholars unless they traveled to Dakar ACCESS @captain_primate
35. While artifacts were not in any serious danger, vital excavation records are in danger of being lost or destroyed. PRESERVATION In their current state, the collection was completely inaccessible to scholars unless they traveled to Dakar ACCESS @captain_primate
36. While artifacts were not in any serious danger, vital excavation records are in danger of being lost or destroyed. PRESERVATION In their current state, the collection was completely inaccessible to scholars unless they traveled to Dakar ACCESS @captain_primate
37. DIGITAL ARCHAEOLOGY REPOSITORY GORÉE ISLAND MATRIX: THE CENTER FOR DIGITAL HUMANITIES & SOCIAL SCIENCES INSTITUT FONDAMENTAL D'AFRIQUE NOIRE (IFAN)/UNIVERSITÉ CHEIKH ANTA DIOP (UCAD) SMITHSONIAN NATIONAL MUSEUM OF AFRICAN AMERICAN HISTORY AND CULTURE @captain_primate sites.matrix.msu.edu/dakar
38. Using special software to create a 3D model of an object through multiple digital photographs taken at different positions. STEREOPHOTOGRAMMETRY @captain_primate sites.matrix.msu.edu/dakar
39. @captain_primate sites.matrix.msu.edu/dakar
40. @captain_primate sites.matrix.msu.edu/dakar
41. @captain_primate sites.matrix.msu.edu/dakar
42. @captain_primate sites.matrix.msu.edu/dakar
43. @captain_primate p3d.in/gIoKN
44. @captain_primate kora.matrix.msu.edu
45. @captain_primate sites.matrix.msu.edu/dakar
46. @captain_primate sites.matrix.msu.edu/dakar
47. MSU.SEUM @captain_primate CAMPUS HERITAGE, IN THE PALM OF YOUR HAND
48. rideau.timescapes.ca @captain_primate
49. www.lib.ncsu.edu/wolfwalk @captain_primate
50. mobilehistorical.org | clevelandhistorical.org @captain_primate
51. SOMETHING MISSING @captain_primate CRITICAL
52. museum.unl.edu/research/anthropology/nearchaeologicalsurvey.html @captain_primate
53. msu.seum msu.seum.matrix.msu.edu @captain_primate
54. PROJECT GOALS MSU.SEUM v EXPOSE AND EXPLORE THE PROCESS BY WHICH THAT HERITAGE WAS UNCOVERED (QUITE LITERALLY, IN SOME CASES) CREATE A MOBILE EXPERIENCE THAT ALLOWS PEOPLE TO ENGAGE WITH THE CULTURAL HERITAGE OF THE MICHIGAN STATE UNIVERSITY CAMPUS u @captain_primate msu.seum.matrix.msu.edu
55. PROJECT GOALS MSU.SEUM v EXPOSE AND EXPLORE THE PROCESS BY WHICH THAT HERITAGE WAS UNCOVERED (QUITE LITERALLY, IN SOME CASES) CREATE A MOBILE EXPERIENCE THAT ALLOWS PEOPLE TO ENGAGE WITH THE CULTURAL HERITAGE OF THE MICHIGAN STATE UNIVERSITY CAMPUS u @captain_primate msu.seum.matrix.msu.edu
56. CAMPUS AS MUSEUM msu.seum.matrix.msu.edu @captain_primate
57. CAMPUS EXHIBITS msu.seum.matrix.msu.edu @captain_primate
58. DEVELOPMENTAL CHRONOLOGY msu.seum.matrix.msu.edu @captain_primate
59. EXHIBIT CONTEXT msu.seum.matrix.msu.edu @captain_primate
60. EXHIBIT LOCATIONS msu.seum.matrix.msu.edu @captain_primate
61. LOCATION INFO msu.seum.matrix.msu.edu @captain_primate
62. DIGGING DEEPER msu.seum.matrix.msu.edu @captain_primate
63. CAMPUS ARCHAEOLOGY PROGRAM @capmsu | campusarch.msu.edu @captain_primate
64. ONLY HALF OF THE STORY msu.seum.matrix.msu.edu @captain_primate
65. FIELDSCHOOL CULTURAL HERITAGE INFORMATICS chi.anthropology.msu.edu/fieldschool @captain_primate
66. chi.anthropology.msu.edu/fieldschool ARCHAEOLOGICAL FIELDSCHOOL @captain_primate
67. WEB VISUALIZATION 2013 THEME @captain_primate chi.anthropology.msu.edu/fieldschool MOBILE & LOCATIVE 2011 THEME
68. FIELDSCHOOL 2011: CHI PROJECT MANAGEMENT w v PROJECT DESIGN PROMOTION, ENGAGEMENT, & SUSTAINABILITY x BUILDING MOBILE APPLICATIONS (NATIVE & WEB) y LANDSCAPE OF DIGITAL CULTURAL HERITAGE (AND MOBILE) u @captain_primate anthropology.msu.edu/2011chifieldschool/ USER INTERACTION AND EXPERIENCE DESIGN z
69. WHAT WE DO CHI FIELDSCHOOL LARGE FINAL PROJECT (DESIGN, DEVELOP & LAUNCH AT END OF FIELDSCHOOL) w v SMALL CONCEPTUAL OR TECHNICAL PROJECTS LECTURES u @captain_primate anthropology.msu.edu/2011chifieldschool/
70. WHAT WE DO CHI FIELDSCHOOL LARGE FINAL PROJECT (DESIGN, DEVELOP & LAUNCH AT END OF FIELDSCHOOL) w v SMALL CONCEPTUAL OR TECHNICAL PROJECTS LECTURES u @captain_primate anthropology.msu.edu/2011chifieldschool/
71. @captain_primate anthropology.msu.edu/2011chifieldschool/
72. WHAT WE DO CHI FIELDSCHOOL LARGE FINAL PROJECT (DESIGN, DEVELOP & LAUNCH AT END OF FIELDSCHOOL) w v SMALL CONCEPTUAL OR TECHNICAL PROJECTS LECTURES u @captain_primate anthropology.msu.edu/2011chifieldschool/
73. screenshot from mini project @captain_primate anthropology.msu.edu/2013chifieldschool/
74. @captain_primate anthropology.msu.edu/2013chifieldschool/
75. WHAT WE DO CHI FIELDSCHOOL LARGE FINAL PROJECT (DESIGN, DEVELOP & LAUNCH AT END OF FIELDSCHOOL) w v SMALL CONCEPTUAL OR TECHNICAL PROJECTS LECTURES u @captain_primate anthropology.msu.edu/2011chifieldschool/
76. CAMPUS ARCHAEOLOGY FIELDSCHOOL campusarch.msu.edu @captain_primate
77. msu.seum msu.seum.matrix.msu.edu @captain_primate
78. VERSION 1 2011 Cultural Heritage Informatics Fieldschool, 7 students; 2 weeks. jQuery Mobile + HTML + CSS + Phonegap VERSION 2 (re) built (native iOS) by MATRIX in collaboration with Campus Archaeology Program msu.seum.matrix.msu.edu @captain_primate
79. VERSION 1 2011 Cultural Heritage Informatics Fieldschool, 7 students; 2 weeks. jQuery Mobile + HTML + CSS + Phonegap VERSION 2 (re) built (native iOS) by MATRIX in collaboration with Campus Archaeology Program msu.seum.matrix.msu.edu @captain_primate
80. CROSS PLATFORM + WEB ROBUST SOCIAL/SHARING FEATURES LOOKING TOWARDS THE FUTURE OF MSU.SEUM OPEN SOURCE FRAMEWORK (CONTENT MANAGEMENT) msu.seum.matrix.msu.edu @captain_primate
81. @captain_primate BEST PRACTICES... TREAT STUDENTS AS COLLABORATORS NOT MANUAL LABOR w v UNDERSTAND & RECOGNIZE DIFFERENT DISCIPLINARY NORMS & VALUES ESTABLISH FRAMEWORKS FOR ASYNCHRONOUS COLLABORATION x COLLABORATION BEYOND CONTENT DOMAINS y MANAGE EXPECTATIONS u MINDFUL IN CROSS-CULTURAL OR INTERNATIONAL SETTINGS z
82. @captain_primate BEST PRACTICES... TREAT STUDENTS AS COLLABORATORS NOT MANUAL LABOR w v UNDERSTAND & RECOGNIZE DIFFERENT DISCIPLINARY NORMS & VALUES ESTABLISH FRAMEWORKS FOR ASYNCHRONOUS COLLABORATION x COLLABORATION BEYOND CONTENT DOMAINS y MANAGE EXPECTATIONS u MINDFUL IN CROSS-CULTURAL OR INTERNATIONAL SETTINGS z
83. @captain_primate BEST PRACTICES... TREAT STUDENTS AS COLLABORATORS NOT MANUAL LABOR w v UNDERSTAND & RECOGNIZE DIFFERENT DISCIPLINARY NORMS & VALUES ESTABLISH FRAMEWORKS FOR ASYNCHRONOUS COLLABORATION x COLLABORATION BEYOND CONTENT DOMAINS y MANAGE EXPECTATIONS u MINDFUL IN CROSS-CULTURAL OR INTERNATIONAL SETTINGS z
84. @captain_primate BEST PRACTICES... TREAT STUDENTS AS COLLABORATORS NOT MANUAL LABOR w v UNDERSTAND & RECOGNIZE DIFFERENT DISCIPLINARY NORMS & VALUES ESTABLISH FRAMEWORKS FOR ASYNCHRONOUS COLLABORATION x COLLABORATION BEYOND CONTENT DOMAINS y MANAGE EXPECTATIONS u MINDFUL IN CROSS-CULTURAL OR INTERNATIONAL SETTINGS z
85. @captain_primate BEST PRACTICES... TREAT STUDENTS AS COLLABORATORS NOT MANUAL LABOR w v UNDERSTAND & RECOGNIZE DIFFERENT DISCIPLINARY NORMS & VALUES ESTABLISH FRAMEWORKS FOR ASYNCHRONOUS COLLABORATION x COLLABORATION BEYOND CONTENT DOMAINS y MANAGE EXPECTATIONS u MINDFUL IN CROSS-CULTURAL OR INTERNATIONAL SETTINGS z
86. @captain_primate BEST PRACTICES... TREAT STUDENTS AS COLLABORATORS NOT MANUAL LABOR w v UNDERSTAND & RECOGNIZE DIFFERENT DISCIPLINARY NORMS & VALUES ESTABLISH FRAMEWORKS FOR ASYNCHRONOUS COLLABORATION x COLLABORATION BEYOND CONTENT DOMAINS y MANAGE EXPECTATIONS u MINDFUL IN CROSS-CULTURAL OR INTERNATIONAL SETTINGS z
87. @captain_primate BEST PRACTICES... TREAT STUDENTS AS COLLABORATORS NOT MANUAL LABOR w v UNDERSTAND & RECOGNIZE DIFFERENT DISCIPLINARY NORMS & VALUES ESTABLISH FRAMEWORKS FOR ASYNCHRONOUS COLLABORATION x COLLABORATION BEYOND CONTENT DOMAINS y MANAGE EXPECTATIONS u MINDFUL IN CROSS-CULTURAL OR INTERNATIONAL SETTINGS z
88. FIN Dr. Ethan Watrall Department of Anthropology MATRIX: The Center for Digital Humanities & Social Sciences Michigan State University @captain_primate (QUESTION?) speakerdeck.com/watrall