Apps in the Practice and Teaching of Conservation and Restoration of Cultural Heritage

Abstract

Abstract A literature search of the topics new technologies, innovation, conservation, restoration and heritage, will reveal an abundance of articles and publications on these subjects: some cover discussions on the progress that has resulted from implementing one or more technological components into cultural heritage professional and research practices, whilst others simply offer descriptions of new devices, how they operate, and their potential applications. Few, if any, explore what happens when formal academic training is completed and job hunting begins, when essentially the infrastructure and support offered by the university or institution is no longer readily available for research purposes. If professionals need to make use of the university's services and expertise after having graduated, they will incur significant costs. Logically, many try to avoid these costs, but then find themselves lacking the expertise required for the project to run smoothly from the get go, or shelving studies entirely because they cannot secure sufficient funding to pay for this expertise or other associated resources. In order to address this issue and help university graduates in the field of cultural heritage conservation and restoration overcome such challenges once they graduate, a detailed study was performed aimed at establishing how to introduce students to ICT and LKT (Learning and Knowledge Technologies) content and training that specifically relate to the needs of practicing professionals in this field, and thus increase their autonomy upon graduation. As such, the study covers two elements: firstly, the direct and real applications of hardware and software available to the professional conservator-restorer in the field of cultural heritage conservation and restoration, and secondly, their role in the training of future professionals in this field. With regards to the first element - the practical applications of current hardware and software - we first had to compile a comprehensive list that detailed: available physical devices; compatible software and applications together with their descriptions; and the field applications of said devices. We then had to produce technical reports that detail the correct use and implementation of said devices. These reports were produced having first performed the necessary data collection and testing. With regards to the second element - the training of students – we attempted to address the demand for multidisciplinary work in the field of cultural heritage conservation and restoration. More often than not, higher educational degrees of this type do not offer students training regarding multidisciplinary collaboration, nor how to maximize its potential through the use of appropriate methodologies. As such, this study explores how different content could be taught using pre-existing subjects belonging to different degree programmes. Students also receive training in the use of new technologies, and experience innovative teaching techniques as a result of the inclusion of these state-of-the-art tools in the classroom. Teaching and learning is optimized via the use of virtual tools, collaborative online/offline tasks, as well as problem-based learning strategies (PBL). During the training period, the collaborative work that is required of the students and the problem-based learning tasks they perform are very much aimed at addressing the demand for multidisciplinary work in this field.