| START | *DUE* | CONFERENCE | THEME | LOCATION |
| 14-Apr-13 | 17-Mar-13 | FDG2013 workshop | camera control | Chania, Crete, Greece |
| 07-jun-13 | 17-mar-13 | Emerging Learning | Learning as Disruption | New Jersey USA |
| 10-okt-13 | 21-mar-13 | visweek | Atlanta USA | |
| 11-sep-13 | 25-mar-13 | vs-games 2013 | Games and Virtual Worlds for Serious Applications | Bournemouth UK |
| 03-okt-13 | 29-mar-13 | ECGBL 2013 | 7th European Conference on Games Based Learning | Porto Portugal |
| 06-jul-13 | 02-apr-13 | Digital heritage 2013 Interfaces to the Past | Interfaces with the past | York UK |
| 19-sep-13 | 07-maj-13 | transcending borders | Japanese Association for Digital Humanities | Kyoto Japan |
| 09-dec-13 | 24-maj-13 | icmi2013 | Multimodal Interaction, ICMI | Sydney Australia |
| 28-okt-13 | 01-nov-13 | Digital Heritage 2013 | Digital Heritage | Marseilles France |
| 01-jul-13 | 17-dec-13 | SouthCHI | Human-Computer Interaction (HCI) | Maribor Slovenia |
| 06-jun-13 | ? | DHSI | DH Summer Institute | Vancouver I, Canada |
| 26-jun-13 | ? | DH Summer School Bern | Digital Humanities Summer School Switzerland | Bern Switzerland |
| 08-jul-13 | ? | Digital.Humanities@ Oxford | Digital.Humanities@Oxford Summer School (tentative date) | Oxford UK |
| 21-jul-13 | ? | DH Summer School Leipzig | Culture and Technology | Leipzig Germany |
Category Archives: Conference
SAVE THIS DATE 28 October – 1 November 2013
Digital Heritage2013 International Congress
over 13 Conferences, Symposia, Workshops and Exhibitions under one roof
to be held in the 2013 European Capital of Culture
Marseille, France
WEBSITE www.digitalheritage2013.org
Cambridge Heritage seminar
http://australia.icomos.org/e-news/australia-icomos-e-mail-news-no-573/#17
Cambridge Heritage Research Group Annual Seminar – registration open
Registration is now open for “Heritage Scapes”, the Cambridge Heritage Research Group’s annual seminar, on Saturday 13 April 2013 (NOTE CORRECTED DATE), at the McDonald Institute for Archaeological Research, University of Cambridge.
To register, complete the Heritage Scapes Registration Form and return it to:
Calum Robertson
Division of Archaeology
Downing Street
Cambridge
CB2 3DZ
UNITED KINGDOM
Attendance fees for the 14th Heritage Research Seminar are:
· £25 – Waged
· £15 – Unwaged
The 14th Annual Heritage Seminar also invites you to send in abstracts for papers and presentations that address the issues below. Please send proposals to Leanne Philpot via email or <a href="mailto:cgr23 by 1 March 2013.
Please address all questions regarding the 14th Annual Heritage Research Seminar to Leanne Philpot via email or <a href="mailto:cgr23.
“Heritage Scapes”
Various concepts of ‘scapes’ have been employed within the heritage discourse over the last decade. Stemming from an initial concern with the decontextualisation of heritage sites from their surroundings, more abstract notions of landscapes, including the inter-connections between natural, cultural, social and symbolic dimensions are being debated.
Interest in environs has furthered advances in landscape studies and in contextualizing heritage spatially. At the same time we see attempts at exploring heritage through the effects of space: heritage-scapes, city-scapes, and memorial-scapes.
Behind the vocabulary of ‘scapes’ lies a move towards a broader vision of the networks of meaning that create heritage, linking it with markers in both real and symbolic environments.
Is this suffix, this ‘scape’, an escape or does it reflect a change in how we understand heritage? Is the adoption of spatial terminology advancing how we learn of is it merely metaphorical? How it is attempting to develop conceptual and analytical terms that capture the dynamic between space and heritage? And will the new terminology be inclusive of cross-cultural concepts of space?
Download the Heritage Scapes poster.
Digital Archaeology in Lund
Nicolo Dell’Unto in Lund is doing some very interesting things with Unity, Web GL and GIS that I am not allowed to show anyone ;(
But you can wander through his blog
http://nico-digitalarchaeology.blogspot.se/2012/12/4dgis-ongoing-experiments.html
CAA UK 2013: Game Issues for Scholarly Discourse or for Public Understanding
I just gave a paper via Google hangout to CAU UK 2013 (Computer Applications and Quantitative Methods in Archaeology – UK Conference 22nd – 23rd February, 2013) in London.
Fullscreen Powerpoint did not seem to work but PDF did. Hmm.
I see some of the problems in Virtual Heritage//Digital Archaeology as how to
- involve crowdsourcing
- simulate ritual
- design suitable and contextual interaction
- design and evaluate meaningful learning
- build templates so communities can develop their own interactive 3D environments
- provide for archaeological scholars and the general public (separate environments, separate levels of detail, separate narratives?)
I forgot to say:
- You can download related (free) book chapters in the ETC Press Game Mods book here.
- Aarhus University has a PhD scholarship on Digital Heritage and Virtual Culture for those interested, very lucrative funding!
- We hope to have a cultural heritage workshop in June on related issues.
- End of October, Digital Heritage 2013, a vast collection of heritage conferences, will take place in Marseilles.
- I have a book project on this and very happy to field suggestions about how game studies and game environments can advance to help virtual heritage and digital archaeology.
UPDATE: The slides and audio commentary are online at http://www.lparchaeology.com/caauk/game-issues-for-scholarly-discourse-or-for-public-understanding/
They are also at http://dougsarchaeology.wordpress.com/2013/02/25/game-issues-for-scholarly-discourse-or-for-public-understanding/
I cannot bring myself to listen to my own voice for any length of time (is that what I sound like, at least I did not try to sing) but a big thank you to the organizers.
My thoughts, yes..
A few weeks ago I wrote a somewhat tongue in cheek post about The Ideal Historian of Science. I say somewhat because in reality a historian (and not just a historian of science), who is worth his or her salt, has to be a widely eclectic polymath prepared to mug up on a new discipline or field of human endeavour whenever and wherever the subject he is studying or researching demands it of him or her and believe you me such demands occur much more often than the non-historian would imagine.
I have, for example, over the years many varied reasons as to why I had to confront the subject of mining, mostly, in the early modern period. I have been led there by investigations into alchemy, geology, mineralogy, early European algebra, economics, astronomical instrument manufacture and physics amongst others. Also by people as diverse as Georg Agricola (mineralogist…
View original post 911 more words
Research fellow required in digital heritage Cyprus
http://ec.europa.eu/euraxess/index.cfm/jobs/jobDetails/33843722
The ER will analyze, design, research, develop and validate an innovative system integrating the latest advances in computer vision and learning as well as 3D modeling and virtual reality for the rapid and cost-effective 4D maps reconstruction in the wild for personal use, and support the aim of our EU Commons and the digital libraries EUROPEANA and UNESCO Memory of the World to build a sense of a shared EU cultural history and identity. Specifically we are interested in the development of a fully automated time-varying 3D model engine for CH urban environments from a collection of historical images, in order to fulfill professionals and organizations needs for more versatile functionalities, offering not only access and retrieval of high quality content but also supporting more sophisticated functionalities such as interoperable (metadata) cultural object descriptions, immersion of content into diverse (educational/cultural/research) contexts, 3D reconstruction of damaged artefacts
DARIAH Poster accepted for DIGITAL HUMANITIES 2013 Nebraska
Dear Dr. Erik Malcolm Champion,
It gives me great pleasure to inform you that your submission to Digital Humanities 2013, “DARIAH-EU’s Virtual Competency Center on Research and Education,” has been accepted.
This year the number and standard of abstracts submitted was quite high, but we were pleased to be able to open up a sixth parallel track to accommodate more presentations by members of our growing community. The Program Committee accepted 47% of proposed panels and 65% of paper proposals across the short and long categories. Of the remaining submissions, 33% were accepted in poster format.
The DH2013 conference is at University of Nebraska–Lincoln, 16-19 July 2013
ALLC small grants award for “Cultural Heritage, Creative Tools and Archives” workshop
Email from today:
Dear Erik,
We are happy to inform you that EADH (formerly ALLC) has decided to grant your proposal for the workshop Cultural Heritage, Creative Tools and Archives.
In a nutshell:
We proposed a 2 day workshop involving speakers from Denmark and Greece and other European countries; participants will be drawn in the first instance from DARIAH, ARIADNE and NeDiMAH, with the addition of leading digital academics from outside these projects. We envisage that the workshop will lead to closer cooperation between members and help attendees develop tools and methods that can be used by the wider community, to address a communication gap in 3Drelated Digital Humanities at a European level. This event will be case-study based, participatory in approach, and workshop-based rather than lecturer-driven. Sessions will be conducted with support from key participants / moderators.
This will be an introductory workshop, suitable for both recently started and experienced digital scholars, and aiming to introduce participants to the main tools, techniques, and resources for digital humanities in the field of digital heritage, tools and archives. Workshop methodology and enabling resources will be standardized so that it can be taught by a number of different scholars, and would last 2 days, with the possibility of a social event the night before (that would be funded by us).
Time of completion: 16-17, 23-24, or 27-28 May 2013.
Venue: Denmark, Copenhagen or Aarhus.
Roundup panel for Transformative Learning and Identity
3 layers of learning spoken about today says Thomas in the 3 minutes each panel Institutionalized learning, not sure how transformative learning deals with that
Communities, not institutionalized in the same way, maybe the difference is that former is explicit learning and second is implicit.
Life world learning, beneath the level of communities, the lifeworld learning but the most general one (Wittgenstein or Habermas)
EWT is not sure about the lifeworld layer, how knowledge is transformed or transforming, into the general landscape is not clear.
Space and time are not free and we are all human, but continuity across space and time cannot be taken for granted. Transofrmative is not a universal given, must be negotiated.
Q1 from audience: what would be the best way to allow and help transformative learning in the classroom.
Q2 struggling with authenticity, what is ther difference between identity and authenticity?
Knud Illeris answers:
Q1, and says Q2 is in some way related. Transformative learning cannot be taught in the general sense of the world.
Jacques Meserond, started a program on transformative learning, started all this (note to self, check spelling).
He asked workshop panels to demonstrate transformative learning, if they cannot demonstrate it they cannot teach it. In New York at Teachers College in some way Knut thinks it is too tough.
Authenticity required for TL.
Thomas Ziehe answers:
Theory about Tl can be learnt at a meta-level, as a practice cannot be learnt. There is a productive level of transparence, and a misleading one, where one is a glass human being. A conversation with myself which is not linear, is much better. Self-management from someone else.
“I wouldn’t advise us to be in a theoretical relationship to ourselves”.
EWT
You cannot design learning but you can design for learning.
For a prison guard the TL aspect would be to involve guards but also a prisoner, in situated learning for prison guards. An intervention is likely to be transformative especially if it is a meaning of identity.
Q1 again, what are best practice ways of intervention?
EWT To reflect, to experience strangeness, for a meaningful intervention, you must travel, open boundaries between communities.
For Thomas Ziehe
autonomy is not authenticity, it is a good level of freedom of inner and outer layers.
EWT
authenticity is the key to acting, because if you can fake that you have it made.
In his theory there is no matter of moral judgement. On the other hand, identity is morally neutral. One aspect of authenticity is you don’t have a question of identity.
Notes from talk “Landscapes in and across landscapes of practice”-Etienne Wenger-Trayner
On 28 January I attended a conference on Transformative Learning and Identity at the Emdrup Copenhagen campus of Aarhus University, at the Institut for Uddannelse og Pædagogik (DPU), the audience seemed mostly to be educational consultants, teachers, and “teacher teachers”.
Here are my notes, I also took notes from Thomas Ziehe’s talk which I will add later on but Knut Illeris’ talk in Danish, I don’t have notes for, sorry. And that is a shame as the event was also a book launch of his new book “Transformativ Læring og Identitet”
Etienne-Wenger (seems to be known as Wenger only in most literature but in his powerpoint said Wenger-Trayner so referred to below as EWT).
Where can the theory EWT co-developed in his co-authored famous book on Situated Learning, usefully move to now?
Very little equipment to talk about meaningfulness, in those days.
Once in AI you had the equivalent of a restaurant script, choose from menu and eat..put into computer script as meaning in AI research.
EWT joined an institute of anthropologists, construction of meaning happening in social systems. There is a negotiation of meaning inside the system. The social system! So communities of practices, seemed to be the simplest system where that took place.
Lave studied apprentice tailors in Africa, the master – apprentice system. A simple context where young apprentices negotiated the meaning of being a tailor.
Engaging with a community that had a certain competence, and becoming that person too.
Master-apprentice relationship is only one, it is broader, i.e. a community of practice, a living curriculum.
Social learning, not opposed to individual learning. So concept of identity becomes very important so also a criticism of AI.
Exploring a community, a trajectory, becomes a full member, so cannot separate memory from identity.
Context in which that meaning takes place.
Community establishes over time a certain way of doing things. How to do that?
Social world is a kind of curriculum. But that inherits all the complexity of social systems.
Guru of social theory, Knut, here in Denmark, just published his 200th book, hard to say to him “bullshit”. How is this received? How to debate established authority figures?
From a year long ethnographic study, changed idea of workers don’t know their role, to they understand how to survive as company does not value them.
To make an office an agreeable place to work they created local place to survive meaningless jobs, with a sense of identity. Still, a terrible job.
Worst thing in that job is to think about work after 5. So intellectual way of looking at this, that everyone should know everything is the WRONG way of looking at the workers.
So the EWT’s theory Community of Practice is not a theory of power but a theory where power is central.
Now how do we apply that to teaching?A teacher should say:
Do you understand the history of learning of our community?
Now we will ask you to do something new..what should we include?
Read a dissertation and ask, does this do something new? Does this change my view of the world?
So even in an academic world there is tension between competence and personal experience of the world, so a student must renegotiate the regime of competence whereby members can recognize other members. Whose contribution is recognized as knowledge?
What is the body of knowledge? A librarian might say the repository. EWT would say that is NOT the body of knowledge, the body of knowledge is much more a landscapes of different practices.
So actually it is different communities, body of knowledge of a profession is a very complex system of multiple communities defining multiple competencies, e.g. what defines a good teacher. No practice is SIMPLY an implementation of another’s knowledge.
How are you defined against the landscapes of practices?
NB EWT has an afternoon to learn Copenhagen, does not want rule book or names of all streets, would not get a feeling for Copenghagen. Need to develop a “feel” for subjects etc.
Knowledgeability
negotiating identity in a complex landscape (title of slide)
Many expectations based on you as a teacher: principals, parents, students, governments–teacher is in the middle of many different communities who want to say what will happen in the classroom. A professional dances the dance, translates all of that into a landscape, resolves all tensions of landscape into a moment that is meaningful.
How do you become who you are? (Build on what Thomas is saying, transformation into modernity, an increasing complexity for the process of identification, very important, for showing the worth of an individual to a community, it is what makes you accountable. So far this theory does not include or explain motivation, at least not directly).
So a shift in learning theory, what is the DNA of cultural learning theory, it is the relationship of the agent to the community. If we then project it into a relationship it is a modulation of identification. We go through the world and negotiate meaning, see if we identify with a field. For EWT he moved away from AI.
IMPORTANCE; CENTRAL importance of identity, of the place of what is working out what is meaning for a person. Modernity has shifted the meaning from the community, in some way. Question: Where is the burden of identity today?
Challenge of becoming a successful person in the 21st century, all successful people invest their identity in what they do. They struggle with the problem of being engaged. Learning is not a matter of compliance.
Important: People who are good at complying are not good contributors. Maybe in the Industrial Revolution, “but not in the world today” We need to learn to balance these tensions of identity.
This is something like learning citizenship. How can that identity be useful in creating new learning experience spaces?
He leaves us with this question, are you a learning citizen? If the 21st century is the century of identity, then identity is your most profound pedagogical resource.
(Sorry I will proofread this and add photos later).
CFP: Announcing the second issue of JITP!
We proudly announce the launch of the second issue of the Journal of Interactive Technology and Pedagogy (JITP)! In addition to articles covering video game ethics, 3D virtual anthropology, the trouble with "digital humanities," and more, this issue includes our exciting new “Behind the Seams” feature, in which the editors and one author reflect on the process of reviews and revision in JITP — a subject we trust you’ll find of interest.
The journal can now be reached at a convenient shortcut url: JITPedagogy.org. Additionally, we would like to remind you that in light of Hurricane Sandy we have extended the Issue 3 deadline to November 15th, and we’re are pleased to announce that the submission deadline for Issue 4 will be April 15th, 2013.
We look forward to your responses!
The JITP Editorial Collective
cfp: Centre for Digital Heritage inaugural conference: Interfaces with the Past, YORK
http://www.york.ac.uk/digital-heritage/events/cdh-2013/
Speaker: Speakers will include Graeme Earl (University of Southampton), Douglas Pritchard (Director of Operations, Cyark Europe), and Professor Andrew Prescott (King’s College, London and theme leader for the AHRC Digital Transformations programme).
The Call for Papers is open from now until midnight on 2 April, 2013. Contributions are invited for papers on all aspects of digital heritage, with a focus on interfaces with the past: audio, visual, spatial, or textual. We welcome proposals for 15-minute presentations, posters, and practical demonstrations. Speakers should email a 200-word abstract to cdh-2013 with an indication of their preferred format.
Speakers will be notified if their paper has been accepted by 19 April, 2013.
Location: Department of Theatre, Film and Television, University of York, Heslington East
Email: cdh-2013
cfp: Transmedia storytelling: London, Monday, 17 June
http://ica2013transmedia.wordpress.com/about/
The objective of this preconference is to create an interdisciplinary environment for exchanging research experiences on transmedia storytelling. 21st century media convergence processes – that could be interpreted not only as a concentration of media ownership but as a complex series of operations that involve technological, professional, and cultural aspects – have completely changed the traditional communication landscape. In this context, many contemporary media productions are characterized by: 1) the expansion of their narrative through different media (film, TV, comics, etc.) and platforms (blogs, YouTube, etc.), and 2) the creation of user-generated contents that contribute to expanding the original story. In 2003 Henry Jenkins defined such productions as transmedia storytelling. In this preconference we place transmedia storytelling at the centre of a scientific exchange environment.
Transmedia storytelling is one of the main strategies of media companies, and a significant practice for the consumers that cooperate in the expansion of a narrative. On the other side, transmedia storytelling is an interdisciplinary research object that can be studied under different approaches: Media Studies, Political Economy, Media Economics, Narratology, Ludology, Film Studies, Semiotics, Ethnography, etc. International research on TS is expanding but it is still a fragmented field. In this context the objectives of the preconference are:
- To discuss the state of transmedia research in the world
- To present, diffuse and discuss the cutting edge studies on transmedia around the world.
- To offer an interdisciplinary environment for exchanging methodologies, approaches to and experiences in transmedia research
- To consolidate an international network of transmedia researchers.
The creation of exchange environments like this preconference will facilitate interactions between scholars and consolidate the research of one of the most important experiences of contemporary media.
This preconference will provide a venue for innovative scholars from around the world who are doing research in exploring transmedia storytelling. It will give them a chance to gather and discuss the challenges that transmedia experiences pose not only for the audiences but for those doing research on media economy, media narratives or media anthropology. The one-day preconference will be comprised of formal panel presentations, one keynote panel, opportunities for informal discussions, and time for networking. The preconference is open to anyone who is interested in transmedia storytelling.
Submission by 4 Feb: http://ica2013transmedia.wordpress.com/submission_process/
cfp: ECMLG 2013 – Second call for papers – Porto, Portugal 3-4 October 2013
This is a second call for papers for the 7th European Conference on Games Based Learning – ECGBL 2013 being held at Instituto Superior de Engenharia do Porto (ISEP), Porto, Portugal on the 3-4 October 2013.
This call will close on 14th March 2013.
I would be grateful you could please circulate the call to your network again, to make sure that they have plenty of time to submit to the conference. By the way, if you know of any listservs that I might be able to announce the conference on, do please let me know. You may also like to print out a one page poster about the conference that you could post on your department noticeboard. You can download this from: http://academic-conferences.org/ecgbl/ecgbl2013/ecgbl13-glance.htm
For more information please go to: http://academic-conferences.org/ecgbl/ecgbl2013/ecgbl13-call-papers.htm
Academic research, case studies and work-in-progress/posters are welcomed approaches. PhD Research, proposals for roundtable discussions, non-academic contributions and product demonstrations based on the main themes are also invited. Please feel free to circulate this message to any colleagues or contacts you think may be interested.
Subject to author registration and payment, selected papers will also be considered for publication in a special issue of the Electronic Journal of e-Learning and to the International Journal of Game-Based Learning. The latest issue of the Electronic Journal of e-Learning is available to read online. The Proceedings have an ISSN and ISBN and will be submitted for indexing in the Thompson Web of Science, listed in the EBSCO database, indexed by Google Books and Google Scholar and indexed by the Institution of Engineering and Technology in the UK.
cfp: Future Traditions 2013 eCAADe, @ University of Porto (FAUP) April 4-5, 2013
Cfp: Heritage Conservation Symposium – Carleton University
Can the past and history be shared? Abstract accepted for Digital Past conference
Paper and workshop proposal accepted for Digital Past conference 2013 @ Monmouth Wales, 20-21 February 2013. URL:http://www.digitalpast2013.blogspot.co.uk/
Paper: Can the past and history be shared?
There is an interesting divide between historians and the public that must be debated, how to best use virtual heritage, and digital media in general, to learn and share historical knowledge and interpretation. Heritage and history do not have to be a series of slides; space-time-intention can now be depicted and reconfigured. Teaching history through digitally simulated ‘learning by doing’ is an incredibly understudied research area and is of vital importance to a richer understanding of heritage as lived.
However, the actual spatial implications of siting learning tasks in a virtual environment are still largely un-researched. Evaluation of virtual environments has been relatively context-free, designed for user freedom and forward looking creativity. It is still much more difficult to create a virtual place that brings the past alive without destroying it.
There has been an explosion in virtual heritage conferences this century. In the last year alone, there have been calls for digital cultural heritage or virtual heritage by Graphite, VSMM, New Heritage Forum, VRST, VAST, DIME, Archäologie & Computer, and DACH, just to name a few. An outside observer may believe that such academic interest, coupled with recent advances in virtual reality (VR), specifically in virtual environment technology and evaluation, would prepare one for designing a successful virtual heritage environment. Game designers may also be led to believe that games using historical characters, events or settings, may be readily adaptable to virtual heritage. This paper will advance key contextual issues that question both assumptions.
Beacham, R., Denard, H., & Niccolucci, F. (2006). London charter for the computer-based visualization of cultural heritage. Retrieved from http://www.londoncharter.org/introduction.html
Fredrik, D. (2012). Rhetoric, Embodiment, Play: Game Design as Critical Practice in the Art History of Pompeii. Meaningful Play 2012 conference paper.
Retrieved from http://meaningfulplay.msu.edu/proceedings2012/mp2012_submission_178.pdf
Submission 2: Workshop Suggestion: Prototyping and Visualizing Virtual Places
This workshop will primarily be a primer for using 3D visualisation, modelling, video editing and game technologies as quick prototyping and scenario design tools. If attendees request it, time may also be spent on attendee issues, solutions, previous experience, and case studies in utilizing these or similar tools. As well as an overview of these tools and an explanation of their comparable features , there will also be a brief presentation of the presenter’s work in using these tools for designing for cultural and historical interaction.
The proposed workshop will run for 90 minutes. The purpose will be to overview 3D modelling, rendering and animation packages for creating digital places and visualisations of past cultures . The convener will bring the required applications, and make available applications either from a website or via a USB stick.
Tools Previewed
Google Sketchup
Google Sketch up is both a free and commercial 3D application which offers simple modeling and rendering features, a huge warehouse of free 2D and 3D assets, and can export to Blender, Unity,
Unreal UDK (via kmz4 format) and Google Earth.
Blender 3D runs on MAC PC and Linux, Blender is totally free, and the new version 2.5 and its derivatives offers a much improved interface. The bulk of the workshop will concentrate on Blender, as not only is it an impressive modeling and rendering package, but it also offers interesting compositing and video editing features. Blender also has a simple game engine and has possibilities for exporting to Apple iOS.
UNITY has free and trial versions, runs on MAC, PC, Android and iOS, and game consoles. It can import many formats, and is easy to learn, or to add assets to. Scripting can be by JavaScript, Python or C# but there are standard assets and add-ons that can create 3D objects and environments very quickly. It can also create webplugins that run inside browsers or even inside MOODLE.
BUILT HERITAGE 2013: 1st Call for Papers, Milan
In the framework of the 150th anniversary of the foundation of the Politecnico di Milano and on behalf of the Scientific and Honor Committees, the Centre for Conservation and Promotion of Cultural Heritage announces the 1st Call for Paper of the
International Conference
BUILT HERITAGE 2013 Monitoring Conservation Management
18-20 November 2013, Politecnico di Milano
This conference brings together university researchers, professionals and policy makers to illustrate and discuss the most pressing issues concerning the conservation of archaeological, architectural and urban landscapes. In particular, the main goal of the conference is to discuss multi-disciplinary researches on complex Cultural Heritage sites, ranging from archaeological ruins, historical architecture and centers.
Please see the attached Flyer, BH2013 1st Call.pdf
and view full details about the conference objectives, topics and submission requirements online at: www.bh2013.polimi.it.
Ear Zow Digital