Search for: All records

The transition to digital approaches in archaeology includes moving from 2D to 3D images of artifacts. This paper includes a discussion of creating 3D images of artifacts in research with students, formally through a course, and informally in a 3D lab and during field research. Students participate in an ongoing research project by 3D digital imaging objects and contextualizing them. The benefits of 3D images of artifacts are discussed for research, instruction, and public outreach (including making 3D printed replicas for teaching and exhibits). In the 3D digital imaging course, students use surface laser scanners to image small objects that would be encountered in an archaeological excavation, with objects of increasing difficulty to image over the course of the semester. Mid-way through the course, each student is assigned an artifact for a project to include 3D laser scanning and photogrammetry, digital measuring, and research. Students write weekly blog updates on a web page they each create. Students learn to measure digital images and manipulate them with other software. Open source software is encouraged, when available. Options for viewing 3D images are discussed so students can link 3D scans to their web pages. Students prepare scans for 3D printing in the Digital Imaging and Visualization (DIVA) Lab. This paper includes a discussion of research and instruction in the DIVA Lab, the Maya field project that created the need for the DIVA Lab, and the use of 3D technology in research and heritage studies in the Maya area.