Using 3D Modeling and Printing for Teaching Archaeology and Ancient History

Using 3D Modeling and Printing for Teaching Archaeology and Ancient History

Grant:
Lecturers' Professional Development Fund (LPDF)
Academic Year:
2017 - 2018 (June 1, 2017 through May 31, 2018)
Funding Requested:
$1,138.00
Project Dates:
-
Applicant(s):
hitsai
Overview of the Project:
Funding is requested for the development of a collaborative project connecting 3D technology with archaeology. After working with the UM 3D Lab in scanning and printing museum artifacts, I propose to establish a network link with the Virtual Curation Laboratory (VCL) at the Virginia Commonwealth University. This is a one-of-a-kind laboratory dedicated to 3D technology in archaeology. The objectives of my project are (1) to learn the technology and methodology used by Dr. Means in his 3D lab; (2) to understand their application of 3D modeling, scanning, and printing to research and teaching in archaeology; (3) to connect our UM 3D Lab with VCL to facilitate a free flow of ideas and methods; and (4) to formulate models of incorporating this technology to teaching by developing 3D lesson modules.
Final Report Fields
Project Objectives:

The overall goal of the project was to expand the pedagogical potential of 3D scanning and printing technology, especially pertaining to courses in archaeology and ancient history. Funding was sought to establish a network link with the Virtual Curation Laboratory (VCL) at the Virginia Commonwealth University, a unique laboratory dedicated to 3D technology for use in archaeology. The specific objectives of my project were (1) to learn the technology and methodology used by Dr. Means in his 3D lab; (2) to understand their application of 3D modeling, scanning, and printing to research and teaching in archaeology; (3) to connect our UM 3D Lab with VCL to facilitate a free flow of ideas and methods; and (4) to formulate models of incorporating this technology to teaching by developing 3D lesson modules.

Project Achievements:

I had already known of the two types of 3D image capture -- handheld scanning and photogrammetry -- but I was more familiar with the handheld scanning technology. Dr. Means demonstrated to me that high-quality 3D models could indeed be generated from photogrammetry, which is basically using multiple (200 or more) digital images of one object, taken from many angles, to generate a 3D model. Our own 3D Lab at the UM has been extremely helpful; Stephanie O’Malley at the 3D Photogrammetry Lab has spent much time making photogrammetry models based on my photos of Peruvian artifacts. Dr. Means has years of experience utilizing 3D objects for museum and K-12 outreach. I have benefited greatly from my conversation with him about developing lesson plans and outreach strategies. This has proved to be crucial since our center (Center for Latin American & Caribbean Studies) has just submitted a four-year Title VI grant proposal, and my 3D project has played a prominent part in the proposal.

Continuation:
Yes -- the incorporation of 3D technology in university teaching is still at a very early stage. I am now collaborating with UM faculty from the School of Engineering and the Department of Classics to apply for funding to build a university-wide database of 3D models of cultural heritage objects from around world. I am still seeking ways to improve classroom use of 3D digital models and printed objects.
Dissemination:
One of the most important aspects of my 3D project is the dissemination of open, free resources to instructors and students. Dr. Means has introduced me to the online 3D database “SketchFab,” a great online platform that allows uploading of 3D models and posting of “annotations” or descriptions of the object. I have now made available 3D digital models of Peruvian pottery on the Center for Latin American & Caribbean Studies sketchfab website:

https://sketchfab.com/umichlacs

The accompanying lesson plans/modules can be found on our center website:

https://ii.umich.edu/lacs/outreach/edu-resources.html

As part of our center’s Title VI mandate, these are free, open resources that instructors and students can view and even download. If the instructor or student has access to a 3D printer, they can download the 3D model from SketchFab and then print a copy of the Peruvian pottery to use as an instructional replica. They can then use the lesson plans or modules I have developed to teach subject contents in archaeology, ancient history, and material culture.
Advice to your Colleagues:
One of the main challenges of my project is the combination of seemingly disparate institutions, departments, and fields, like the 3D Lab, Museum of Anthropological Archaeology, and Center for Latin American Studies. The completion of certain project requires working with all these units and successful coordination of tasks and assignments. But I believe the rewards of this collaboration outweigh the logistical difficulties as it has resulted in the creation a new media, a new kind of pedagogy. Another challenge is that it takes time and continuous experimentation to incorporate new technology into one’s courses. So I guess the advice to my colleagues is that innovative and experimental teaching with technology requires time, patience, and a lot of trial and error.
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