No specific prior skills are required.

The course begins with an introduction to the theories, methods, and practices of archaeology, providing the conceptual and methodological framework necessary to understand how archaeological knowledge is produced. Building on this foundation, the course focuses on the principles, methods, and tools for the digital management of archaeological data. It addresses the entire data lifecycle, from data acquisition and documentation to organization, analysis, long-term preservation, and dissemination. Particular attention is given to data standards, interoperability, metadata, 3D documentation, and digital repositories, as well as to issues of data quality, sustainability, ethics, and open science in archaeology. International Digital Curation strategies for the communication and enhancement of archaeological heritage will be analysed during the lessons.

Practical examples and case studies are included to illustrate current best practices in digital archaeology.

·  Knowledge and understanding — Advanced understanding of the historical development of archaeology as a discipline, including contemporary processes of pluralization and decolonization of the past; comprehensive knowledge of categories of archaeological evidence, natural and cultural formation processes, taphonomy, and experimental archaeology; familiarity with survey practices, site location strategies, assessment of stratigraphic conditions, excavation techniques, and artefact classification; solid grasp of the foundations of archaeological informatics, digital accessibility standards, and the theoretical principles underpinning digital communication and digital curation of cultural heritage.

·  Applying knowledge and understanding — Ability to design and implement advanced processes for the digitalization of archaeological heritage, including photographic acquisition for photogrammetry, generation of high‑definition 3D models, digital modelling and virtual restoration; application of international standards to ensure quality, transparency, and reproducibility of digital workflows; implementation of complete Digital Curation pipelines, encompassing digital documentation, long‑term preservation, publication, and dissemination of digital heritage assets.

·  Making judgements — Capacity to critically evaluate digital techniques, methodologies, and technologies, selecting the most appropriate tools for heritage conservation, enhancement, and communication; awareness of the ethical, identity‑related, and professional implications of digital archaeology, with explicit reference to normative and programmatic documents (Faro Convention, MiBACT Digitalization Plans, ICOM Technology Glossary); ability to integrate reflections on professional responsibility, accessibility, and the representation of the past within digitalization processes.

·  Communication skills — Ability to design digital narratives for cultural heritage, applying principles of digital storytelling and digital curation; competence in communicating complex datasets clearly, rigorously, and accessibly through 3D models, immersive visualizations, multimedia content, and outreach materials; proficiency in engaging diverse audiences, integrating identity‑related, ethical, and cultural dimensions into heritage communication.

·  Learning skills — Capacity for autonomous updating in relation to emerging technologies for heritage digitalization, specialist literature, and normative frameworks; ability to integrate new digital tools into documentation and curation workflows; competence in managing complex projects, collaborating within interdisciplinary environments, and adapting to ongoing transformations in digital archaeology.

 

Theoretical lectures and practical group activities.

The exam constists in an oral discussion of a project work, structured to ensure a coherent and transparent assessment of the achievement of the intended learning outcomes. The oral examination is based on the study of the texts listed in the bibliography, as well as on the teaching materials provided during the lectures, and is designed to verify:

• Knowledge and understanding - The oral examination assesses mastery of theoretical content through questions based on the reference texts, lectures, and teaching materials provided by the instructor. The questions are designed to evaluate the student’s understanding of the historical development of archaeology, data‑formation processes, categories of archaeological evidence, the foundations of archaeological informatics, and the principles of digital curation.
• Applying knowledge and understanding - The discussion of the project work verifies the student’s ability to operationally apply the knowledge acquired. The project requires the design and implementation of processes for the digitalization of archaeological heritage (photogrammetry, 3D modelling, virtual restoration, digital curation workflows), demonstrating technical and methodological competence as well as the ability to integrate international standards.
• Making judgements - During both the oral examination and the project presentation, the student is asked to justify methodological and technological choices, critically discussing possible alternatives, ethical implications, professional responsibilities, and relevant normative frameworks (Faro Convention, MiBACT Digitalization Plans, London Charter). This allows assessment of the development of autonomous and informed judgement.
• Communication skills - The presentation of the project work and interaction during the oral examination enable evaluation of the student’s ability to communicate clearly, rigorously, and appropriately. Assessment focuses on the quality of the exposition, the correct use of specialist terminology, and the ability to present complex data (3D models, visualizations, digital content) and to engage effectively with different interlocutors.
• Learning skills - The oral examination and project work allow verification of the student’s ability to autonomously integrate new knowledge, technologies, and bibliographic references. The quality of the project, the ability to update oneself on digital tools, and the command of specialist literature serve as direct indicators of learning capacity.

 

The exam score is assigned using a grade expressed in thirtieths (or through a pass/fail assessment).

 

In the evaluation of the exam, the determination of the final grade considers the following elements:

 

30 with honors: excellent evaluation; comprehensive and rich preparation; in the presentation, accurate expression, confident knowledge of the topics, clarity of exposition,.

 30: very good evaluation; comprehensive preparation, with good ability to make connections; in the presentation, proper expression, fairly confident knowledge; clarity of exposition.

29-28: very good evaluation; comprehensive preparation with connections; in the presentation, some uncertainty in expression, fairly confident knowledge, not entirely clear exposition.

 27-26: good evaluation; comprehensive preparation; reasonably confident presentation, uncertainties in exposition.

25-24: moderately good evaluation; approximately complete preparation, occasional inaccuracies and/or gaps; in the presentation, occasional terminological or conceptual confusions.

23-22: more than sufficient evaluation; nearly complete preparation, gaps and/or inaccuracies; in the presentation, some confusion of terms and concepts.

 21-20: sufficient evaluation; approximately complete preparation, inaccuracies, gaps; in the presentation, approximate use of terms and concepts.

 19-18: barely sufficient evaluation; limited preparation (many inaccuracies and various gaps); in the presentation, confusion of terms and concepts.

 < 18: insufficient evaluation; insufficient preparation; insufficient presentation.

 

Assessment sessions are scheduled through the EasyTest platform, in

accordance with the number of sessions and time windows set by the

Teaching Calendar approved by the Department Board.

Examination board: Prof. Carola Gatto (Chair); additional members will be appointed according to Department procedures.

Office hours: by appointment, to be arranged by e-mail. Please send an e-mail to carola.gatto@unisalento.it to arrange a meeting.

 

Teaching materials (slides, exercises, examples, and project instructions) will

be made available through the institutional channels indicated by the lecturer

at the beginning of the course.

1. History of Archaeology

• Archaeology as a Discipline
• From first scholars to Modern Archaeology
• Classification and Consolidation
• The New Archaeology
• The Pluralization of the Past
• Decolonizing the Pasts

2. Diversity of Archaeological Evidence

• Categories of Evidence
• Formation Processes and Taphonomy
• Natural Formation Processes
• Experimental Archaeology

3. Survey and Excavation of Archaeological Sites

• Site Localization
• Assessment of Site Layout and Conditions
• Excavation Techniques
• Classification of Artifacts

4. Archaeology and the Public

• Identity and Heritage
• Ethics in Archaeology
• Public Outreach
• Professional Responsibility

5. The Future of Heritage

• Management
• Publication, Archiving, and Resources
• Strategic Planning and Future Perspectives

6. Computing for Archaeology

• History of Archaeological Computing
• Fundamental Concepts of Computing Applied to Archaeology
• Digital Accessibility Standards
• Geographic Information Systems (GIS, WebGIS, Google Earth, Arts & Culture)

7. From 3D Modelling to Site Visualization

• Introduction to 3D Modelling in Archaeology
• Creation of 3D Models of Artifacts and Archaeological Sites
• Practical Exercises with Modelling Software
• Virtual Restoration in Archaeology
• Use of Extended Reality (XR) for Site Visualization

8. Digitalization for Archaeology

• Principles and Techniques of Photogrammetry
• Image Acquisition for Photogrammetry
• Generation of Detailed 3D Models from Photographs
• Practical Exercises with Photogrammetry Software

9. Digital Curation and Storytelling

• Introduction to Digital Communication for Cultural Heritage
• Principles of Digital Curation in Archaeology
• Theory and Techniques of Digital Storytelling for Archaeological Contexts
• Case Studies and Best Practices in Digital Heritage Dissemination
• Group Exercise: Creating Digital Narratives for Archaeological Contexts

 

Non‑attending students: the programme is the same. Non‑attending students must study the indicated materials, arrange any clarifications about the project with the lecturer, and submit the same deliverables required of attending students.

1. Renfrew, C., & Bahn, P. G. Archaeology: theories, methods, and practice. Zanichelli, 2024
2. Lecture slides, referred to the following bibliography:

• Plan for the Digitalization and Innovation of Museums, MiBACT, 2018

• Framework Convention of the Council of Europe on the Value of Cultural Heritage for Society (Faro Convention, 2005)

• National Plan for the Digitalization of Cultural Heritage, MiBACT, 2022

• Accessibility Notebooks, General Directorate for Museums

• The London Charter

• Technology Glossary, ICOM, 2020

• Il museo oggi. Modelli museologici e museografici nell’era della digital transformation, L. Cataldo, M. Paraventi, Hoepli, Milan, 2023

• Limoncelli, M. Il restauro virtuale in archeologia. Carocci, 2012.

• Digital Humanities. Metodi, strumenti, saperi: P. Moscati, Archaeological Informatics in the Post-Digital Era, 2023.