Mixed Reality (MR) headsets offer the promise of greatly enhancing the ways that archaeologists collect and interact with their data during fieldwork. Archaeology is inherently spatial, visual, and grounded in the 3D reality of the world, which makes immersive MR headsets a natural fit for our discipline. However, none of the existing MR headsets are suitable for continuous practical use during archaeological fieldwork. Therefore, we here undertake the important creative exercise of laying out a design for an ideal MR headset for archaeologists of the future. We base this design upon our own practical experiments with existing technology during our field excavation. First, we provide our motivation for pursuing this project, to enhance how archaeologists interact with their 3D data. We then present both a vision of how MR headsets could be used to support fieldwork, and we document the limitations of the current MR headsets that work against achieving this vision. Next, we present specific details for several different requirements for an ideal headset that could overcome these limitations. Our goal is to encourage other archaeologists to engage in experimentation with MR headsets during their own fieldwork in order to better understand the future possibilities. We also hope to encourage technologists and archaeologists to collaborate towards building new MR headsets that can achieve at least some aspects of our ideal design.

Most prior uses of mixed and augmented reality (MR/AR) in archaeology have focused on tourism, museums, and education, but we see bright potential for using 3D immersive technologies directly during active excavations. As a first step towards this vision, we ran four experiments with three different head-mounted hardware devices during our fieldwork in the South Caucasus. The devices are the Vuzix Blade 2 AR smart glasses, as well as the Microsoft HoloLens 2 and Meta Quest Pro MR headsets. Our first experiment aims to replace our smartphone data collection workflows with the hands-free AR and MR headsets using gesture interaction and voice recognition. Our second experiment used MR to allow us to view precisely placed 3D models of previously excavated remains in situ in the trench for stratigraphic comparisons. Our third experiment implemented a novel depth-guidance system in the HoloLens 2 to guide real excavation towards a precisely flat surface. In our fourth experiment, a user wearing the HoloLens 2 joined real and virtual pottery sherds in the excavation lab. Although the currently available hardware devices are not yet sufficient for regular use during fieldwork, our experiments demonstrate significant potential. Therefore, we plan to continue building towards our vision for the future where MR and AR immersive technologies provide enhanced vision and data interaction to working archaeologists in the field.

This study examines how authentic assessment could nurture students' epistemic agency: their sense of agency in using, evaluating and producing knowledge. Authentic assessment commonly emphasises 'realism' and 'employability skills'. As important as these ideas are, this approach to authentic assessment neglects the key academic value of knowledge, a gap we address by adding epistemology into the conversation. Our qualitative case study explores an archaeology course whose authentic assessment design relied heavily on digital technologies. We empirically analyse students' sense of epistemic agency after articulating the affordances of the course's authentic assessment design. Our findings show that digitally-mediated authentic assessment promoted students' relationship with knowledge in three ways. Students understood themselves as (i) active learners, (ii) active users of knowledge and (iii) epistemic agents who contributed to public archaeological knowledge. We reframe authentic assessment as a catalyst for students' epistemic agency, enabling students to contribute to social good.

The mountainous topography of the Armenian Highlands and the South Caucasus accentuates the importance of valleys as areas of habitation and as conduits among these interspersed settlement areas. The Vedi River Valley of Armenia, located along the southeastern edge of the Ararat Plateau (Plain), serves as one such important transportation route in and through these highland areas. At the center of the mouth of this valley sits the prominent Vedi Fortress, ideally situated for defense of this route and landscape. The site was first fortified during the Late Bronze Age, perhaps during the centralization of power by a local polity contained within the valley. Burned down and abandoned at the end of the Iron Age I, the fortress would then see varied reuse through several later periods given its prominent location and proximity to other local power centers. Of particular importance is its refortification during the Early Medieval (Late Antique) period, when Armenia was under Sasanian Persian suzerainty. This article presents the results of archaeological fieldwork in this valley and at the fortress, followed by a discussion of the landscape's fortification and refortification during these two periods. The Vedi River Valley provides a case study for examining control, mobility, and the negotiation of local and remote power within the specific contained landscape of a river valley in mountainous terrain.

Immersive technologies and 3D modeling hold the potential for improving how we teach students about archaeological topics, especially the spatial and visual aspects of the past. This article presents a rapid exploratory pilot experiment that deployed virtual reality (VR) devices for remote group tours of sites within an introductory Mesopotamian archaeology university course. Creating the 3D models of the sites took the most time, so it is hoped that future publication norms will encourage the direct sharing of models for reuse. Through student interviews, the authors found that students could remember and explain the spatial layouts of the sites presented in VR better than those presented by traditional means. Students also informed about challenges with using the technology and their enjoyment of interacting with the sites and other students in this new way. Future archaeological teaching with VR will build upon the practical knowledge gained from this initial pilot.

3D reconstruction techniques have widely been used for digital documentation of archaeological fragments. However, efficient digital capture of fragments remains as a challenge. In this work, we aim to develop a portable, high-throughput, and accurate reconstruction system for efficient digitization of fragments excavated in archaeological sites. To realize high-throughput digitization of large numbers of objects, an effective strategy is to perform scanning and reconstruction in batches. However, effective batch-based scanning and reconstruction face two key challenges: 1) how to correlate partial scans of the same object from multiple batch scans, and 2) how to register and reconstruct complete models from partial scans that exhibit only small overlaps. To tackle these two challenges, we develop a new batch-based matching algorithm that pairs the front and back sides of the fragments, and a new Bilateral Boundary ICP algorithm that can register partial scans sharing very narrow overlapping regions. Extensive validation in labs and testing in excavation sites demonstrate that these designs enable efficient batch-based scanning for fragments. We show that such a batch-based scanning and reconstruction pipeline can have immediate applications on digitizing sherds in archaeological excavations. Our project page: https://jiepengwang.github.io/FIRES/.

Overview We have all read the headlines heralding, often hyperbolically, the latest advances in text- and image-based Artificial Intelligence (AI). What is perhaps most unique about these developments is that they now make relatively good AI accessible to the average Internet user. These new services respond to human prompts, written in natural language, with generated output that appears to satisfy the prompt. Consequently, they are categorized under the term “generative AI,” whether they are generating text, images, or other media. They work by modeling human language statistically, to “learn” patterns from extremely large datasets of human-created content, with those that specifically focus on text therefore called Large Language Models (LLMs). As we have all tried products such as ChatGPT or Midjourney over the past year, we have undoubtedly begun to wonder how and when they might impact our archaeological work. Here, I review the state of this type of AI and the current challenges with using it meaningfully, and I consider its potential for archaeologists.

ABSTRACT Writing for publication will be central to students’ future careers, so learning this skill should be integral to their graduate training. In a recent graduate seminar, we set up an assignment for which students would write a digital review (DR) and receive periodic feedback on their work through an innovative mock peer-review roundtable workshop. Each student wrote a DR intended for actual publication in the journal Advances in Archaeological Practice . Students worked closely with the instructor and the journal editor on their individual topics, outlines, and abstracts. They also peer-reviewed each other's drafts and discussed their feedback as part of the roundtable workshop, which simulated real reviewers. Finally, each student wrote cover letters and prepared images for submission to the journal. This exercise demystified the peer-review process for students who had little prior knowledge about publication, prepared students for responding to reviewer comments from varying viewpoints, and helped students understand the additional steps involved in publication. Although it was challenging to scale this exercise to a large class, we hope that others will also try and share results from these types of authentic real-world training experiments to advance graduate pedagogy in our discipline and beyond.

The interdisciplinary field known as digital humanities (DH) is represented in various forms in the teaching and research practiced in iSchools. Building on the work of an iSchools organization committee charged with exploring digital humanities curricula, we present findings from a series of related studies exploring aspects of DH teaching, education, and research in iSchools, often in collaboration with other units and disciplines. Through a survey of iSchool programs and an online DH course registry, we investigate the various education models for DH training found in iSchools, followed by a detailed look at DH courses and curricula, explored through analysis of course syllabi and course descriptions. We take a brief look at collaborative disciplines with which iSchools cooperate on DH research projects or in offering DH education. Next, we explore DH careers through an analysis of relevant job advertisements. Finally, we offer some observations about the management and administrative challenges and opportunities related to offering a new iSchool DH program. Our results provide a snapshot of the current state of digital humanities in iSchools which may usefully inform the design and evolution of new DH programs, degrees, and related initiatives.

The digital humanities (DH) is an emerging field of teaching and research that invites modern technologies to address traditional humanities questions while simultaneously making space for humanistic critiques of those technologies. A natural relationship exists between DH and the field of information studies (the iField), particularly surrounding their common focus on the interface between humans and computers, as well as subfields such as the organization of information, libraries and archives, data preservation, and information in society. Thus, we propose that iField programs in universities should take an active role in DH education. We are particularly interested in programs that are officially Information Schools (iSchools), members of the international iSchools Organization. Our research began as part of a DH curriculum committee convened by the iSchools Organization. To support iSchool engagement in DH education, we have inventoried and analyzed the degrees and supplemental credentials offered by DH education programs throughout the world. Our study deployed multiple data collection methods, which included conducting both ad hoc and comprehensive website surveys, querying an online DH catalog, and inviting members of the iSchools Organization to participate in an online questionnaire This work has revealed several common patterns for the current structure of DH programs, including the various types of degrees or supplemental credentials offered. We observe that iSchools have a significant opportunity to become more engaged in DH education and we suggest several possible approaches based on our research.

This poster presents the “Intergenerational Participatory Co-design Project,” an interdisciplinary initiative at the University of Hong Kong for facilitating collaboration among different age groups to design digital historic preservation. This project reimagines the global challenge of aging as an opportunity to enhance cultural heritage when older and younger members of society share their unique knowledge and perspectives. Over the course of the 2019–2020 academic year, four mixed-age groups co-designed a variety of innovative digital products to support the preservation and appreciation of Hong Kong's historic culture. The guiding principle of the project was to engage the participants as co-creators of both their own learning outcomes and learning processes. The participants also had opportunities to develop skills with new technologies for documenting, preserving, and presenting cultural heritage. The University of Hong Kong Libraries served as the central space (both physically and virtually) for facilitating these activities, in partnership with the University's Sau Po Centre on Ageing, the Common Core program, and the Faculty of Education. This project can serve as a model for how libraries can support local communities to digitally embrace an aging society for enhancing cultural heritage.

Ceramics are one of the major sources of information about the past for archaeologists, with a typical archaeological dig unearthing 1000’s of pottery fragments (sherds) each day. However, archaeologists often are not allowed to remove these sherds from their home countries. Therefore, logging data (e.g., mass, color, decoration) in the field is the only way to record valuable information about these sherds. Currently, this laborious process is done manually, using up much of the valuable time at a dig site. This project aims to automate the data collection process, freeing up archaeologists to spend their limited time in the field on other tasks, and to create a large-scale digital database of sherd information, allowing archaeologists to take advantage of new computational tools to make discoveries. The contribution of this paper is an automated system, consisting of several reconfigurable data collection stations and a robotic arm to transport objects between stations, that can rapidly generate a large database of archaeological artifacts. We validate our system in simulation, using high-resolution models of sherds. In other contexts, our system may help to expand the use of automation in materials handling, parts sorting, and more.

The process of mapping provides an active approach for students to engage with landscapes of the past. As part of a graduate-level class called Spatial Analysis of the Past, students were given an assignment to create online maps of nineteenth-century travelers’ accounts about western Anatolia (Turkey). Travelers often record their experiences of journeying through foreign landscapes. Although usually written from the perspective of an outsider, these first-hand accounts can serve as valuable primary source documents for geographical information about these regions. The participation of students in mapping these accounts can prompt deep reflection in the classroom regarding the subjectivity of spatial representations and understandings. This class assignment served as the initial step in a larger research undertaking called the Anatolian Travelers Project, an ongoing, open access initiative. This project attempts to collect, organize, and visualize regional travelers’ accounts through online mapping, to improve our understanding of how people interacted with this landscape and its inhabitants. The project records and compares, among other things, the travelers’ modes of transportation, the routes they chose, their observations about the land and people, and what they felt was worth recording and publishing. Here, we reflect on the use of web mapping as a pedagogical method in teaching the past by reporting on the results of our classroom experimentations. Specifically, we focus on four learning goals: the integration of historical and archaeological methods, an increase in digital literacy among humanities students, experimentation with visualization decisions, and an investigation of landscape and spatial perspectives. Our experiences in the classroom will help inform our future implementations of online mapping as a teaching tool. In terms of technology, we utilized the Neatline plugin to Omeka for mapping, though we consider infrastructure ultimately interchangeable.

The methodical recording and representation of spatial data are central to archaeological fieldwork and research. Until recently, centimeter-level precise geolocation equipment was the exclusive domain of researchers who could afford setups costing tens of thousands of dollars. However, high-quality measurements are being made more accessible by rapidly evolving technologies. These new tools, when used together with mobile technology for efficiently recording field data, open up the possibility of capturing the precise location of every find during an archaeological surface survey. An important step in reaching the desired outcome-centimeter-level recording for all-is experimentation with a variety of emerging low-cost setups. Accordingly, we tested the Reach and Reach RS, differential global navigation satellite systems (dGNSS) equipment produced by the company Emlid, during a surface survey in Armenia in June 2018. Our field application demonstrates that the use of dGNSS is already possible and that the described advances in precision enable improved recording and representation of spatial data.

Digital methods provide archaeologists with ever-increasing opportunities to collect more data about the past in new formats. These larger evidentiary datasets, in turn, help us to address questions about the human past with increasing precision. To take full advantage of these opportunities, archaeologists must develop digital literacy skills and learn how to lead digital projects. Here, we describe seven digitally-based projects we have undertaken at the University of Pennsylvania in order to create new tools for archaeological data collection and sharing, as well as to test collaborative models for the digital humanities programming process. In these projects, archaeology students work directly with engineering students. Through this interface, the students from both areas gain valuable transdisciplinary experience while experimenting with new ways to accomplish programming goals and to collect archaeological data. The learning potential for these students was a key motivation for our initiative. Our projects have already led to several websites and digital applications that are available as open source downloads. We present our impressions of this collaborative process with the goal of encouraging other archaeologists to form similar digital humanities partnerships.

Diachronic survey in the Marmara Lake basin of western Turkey confirms long-term settlement activity from the 5th millennium B. C. to the present. Here we present the results from a study of ceramics and settlement distribution pertaining to the Chalcolithic through the Iron Age periods (ca. 5th/4th-1st millennium B. C.). Our dataset confirms the value of a multi-pronged approach when establishing ceramic typologies from survey datasets, incorporating distribution in the landscape with macroscopic, microscopic (petrographic), and chemical (Instrumental Neutron Activation) analyses. Our results offer valuable insights into continuity as well as change of ceramic recipes in western Anatolia during the rise of urbanism in the Middle to Late Bronze Age followed by the establishment of an imperial realm in the Iron Age. From a methodological perspective, our results illustrate the value of macroscopic and chemical approaches, including principal component, distribution, density, and discriminant analyses that can be refined further by petrography, for the interpretation of surface survey ceramics.

This article modifies an old archaeological adage-"excavation is destruction''-to demonstrate how advances in archaeological practice suggest a new iteration: "excavation is digitization.'' Digitization, in a fully digital paradigm, refers to practices that leverage advances in onsite, image-based modeling and volumetric recording, integrated databases, and data sharing. Such practices were implemented in 2014 during the inaugural season of the Kaymakci Archaeological Project (KAP) in western Turkey. The KAP recording system, developed from inception before excavation as a digital workflow, increases accuracy and efficiency as well as simplicity and consistency. The system also encourages both practical and conceptual advances in archaeological practice. These involve benefits associated with thinking volumetrically, rather than in two dimensions, and a connectivity that allows for group decision-making regardless of group location. Additionally, it is hoped that the system's use of almost entirely "off-the-shelf'' solutions will encourage its adoption or at least its imitation by other projects.

Digital eXtended Reality technologies enable users to view and interact with spaces and objects in three dimensions (3D), thus supporting a variety of potential innovative embodied applications in archaeology. Here, we review the Apple Vision Pro as a Mixed/Augmented Reality (MR/AR) headset to determine where it might fit within current archaeological practice. Our interest in this device spans primary field data collection, in situ visual–spatial interpretation, and public education and tourism. Overall, we find that although it makes certain advances on prior eXtended Reality hardware, it does not yet represent a significant enough shift forward to have a major impact on archaeology. However, we do plan to continue our field experiments with this technology to push its limits and to prepare for future improvements to this product and its competitors.