The Geoff Egan Memorial Lecture 2011. Artefacts, art and artifice: reconsidering iconographic sources for archaeological objects in early modern Europe

A first systematic analysis of historic domestic material culture depicted in contemporaneous Western painting and prints, c.1400-1800. Drawing on an extensive data set, the paper proposes to methodologies and hermeneutics for historical analysis and archaeological correspondence

Desire Lines: Open Educational Collections, Memory and the Social Machine

This paper delineates the initial ideas around the development of the Co-Curate North East project. The idea of computerised machines which have a social use and impact was central to the development of the project. The project was designed with and for schools and communities as a digital platform which would collect and aggregate ‘memory’ resources and collections around local area studies and social identity. It was a co-curation process supported by museums and curators which was about the ‘meshwork’ between ‘official’ and ‘unofficial’ archives and collections and the ways in which materials generated from within the schools and community groups could themselves be re-narrated and exhibited online as part of self-organised learning experiences. This paper looks at initial ideas of social machines and the ways in machines can be used in identity and memory studies. It examines ideas of navigation and visualisation of data and concludes with some initial findings from the early stages of the project about the potential for machines and educational work

Location-based and contextual mobile learning. A STELLAR Small-Scale Study

This study starts from several inputs that the partners have collected from previous and current running research projects and a workshop organised at the STELLAR Alpine Rendevous 2010. In the study, several steps have been taken, firstly a literature review and analysis of existing systems; secondly, mobile learning experts have been involved in a concept mapping study to identify the main challenges that can be solved via mobile learning; and thirdly, an identification of educational patterns based on these examples has been done. Out of this study the partners aim to develop an educational framework for contextual learning as a unifying approach in the field. Therefore one of our central research questions is: how can we investigate, theorise, model and support contextual learning

The Southern Frontier of the Meroitic State: The View from Jebel Moya

The site of Jebel Moya, excavated in the early twentieth century, represents arguably the largest pastoral mortuary complex in Africa. Jebel Moya is resituated in relation to the neighbouring Meroitic-era agro-pastoral settlements and the only known Meroitic trading station (Sennar) in the southern Gezira Plain, Sudan. It is the first time that the known localities in the southern Gezira and southern Meroitic cemeteries have been compared, in an attempt to elucidate the different social organisation reflected in mortuary assemblages between the core and the periphery of the Meroitic State. New questions are posed for (1) the applicability of mortuary theory to pastoral cemeteries, and (2) the nature of zones of interaction on the frontier of the Meroitic State, through the application of new statistical and spatial analyses of the mortuary assemblages and the site’s reinterpretation as a pastoral, instead of an agro-pastoral, mortuary complex

Supporting the creation of hybrid museum experiences

This paper presents the evolution of a tool to support the rapid prototyping of hybrid museum experiences by domain professionals. The developed tool uses visual markers to associate digital resources with physical artefacts. We present the iterative development of the tool through a user centred design process and demonstrate its use by domain experts to realise two distinct hybrid exhibits. The process of design and refinement of the tool highlights the need to adopt an experience oriented approach allowing authors to think in terms of the physical and digital “things” that comprise a hybrid experience rather than in terms of the underlying technical components

Introduction to location-based mobile learning

[About the book] The report follows on from a 2-day workshop funded by the STELLAR Network of Excellence as part of their 2009 Alpine Rendez-Vous workshop series and is edited by Elizabeth Brown with a foreword from Mike Sharples. Contributors have provided examples of innovative and exciting research projects and practical applications for mobile learning in a location-sensitive setting, including the sharing of good practice and the key findings that have resulted from this work. There is also a debate about whether location-based and contextual learning results in shallower learning strategies and a section detailing the future challenges for location-based learning

Augmenting the field experience: a student-led comparison of techniques and technologies

In this study we report on our experiences of creating and running a student fieldtrip exercise which allowed students to compare a range of approaches to the design of technologies for augmenting landscape scenes. The main study site is around Keswick in the English Lake District, Cumbria, UK, an attractive upland environment popular with tourists and walkers. The aim of the exercise for the students was to assess the effectiveness of various forms of geographic information in augmenting real landscape scenes, as mediated through a range of techniques and technologies. These techniques were: computer-generated acetate overlays showing annotated wireframe views from certain key points; a custom-designed application running on a PDA; a mediascape running on the mScape software on a GPS-enabled mobile phone; Google Earth on a tablet PC; and a head-mounted in-field Virtual Reality system. Each group of students had all five techniques available to them, and were tasked with comparing them in the context of creating a visitor guide to the area centred on the field centre. Here we summarise their findings and reflect upon some of the broader research questions emerging from the project

Narrative environments: how do they matter?

The significance and possible senses of the phrase 'narrative environment' are explored. It is argued that 'narrative environment' is not only polysemous but also paradoxical; not only representational but also performative; and not just performatively repetitive but also reflexive and constitutive. As such, it is useful for understanding the world of the early 21st century. Thus, while the phrase narrative environment can be used to denote highly capitalised, highly regulated corporate forms, i.e. "brandscapes", it can also be understood as a metaphor for the emerging reflexive knowledge-work-places in the ouroboric, paradoxical economies of the 21st century. Narrative environments are the media and the materialities through which we come to comprehend that world and to act in those economies. Narrative environments are therefore, sophistically, performative-representative both of the corporate dominance of life worlds and of the undoing of that dominance, through the iterative responses to the paradoxical injunction: "learn to live"