Skip to main content
logo
Shibboleth Login   Login as Guest  
Forgotten your username or password?
HomeContact
About
  • The #dariahTeach Project
  • The IGNITE Project
Testimonials

Digital tools for the research and study of ancient writing cultures

Guest access

Digital tools for the research and study of ancient writing cultures

Teacher: Tom Gheldof

Click to enter this course


Skip Course Custom Menu
Course Custom Menu
Introduction
  Aim of the ENCODE project
  Intended learning objectives
  Competences
  Instructions
  Acknowledgements
Unit I - Digital Greek and Latin Epigraphy
  1.1 Why Digital Epigraphy?
  • 1.1.1 Digital competences as an add on to epigraphy or as a way to learn how to work with Inscriptions?
  • 1.1.2 Teaching and learning epigraphy together with digital epigraphy
  Test 1.1.1 The Challenges of Digital Epigraphy
  Test 1.1.2 Traditional Epigraphy and Digital Epigraphy
  1.2 Mapping the Field of Digital Epigraphy
  • 1.2.1 Digital epigraphic corpora and databases
  • 1.2.2 The collaborative dimension of digital epigraphy: EAGLE
  • 1.2.3 Digital bibliographic tools and concordances
  Test 1.2.3a Digital Corpora and Databases
  Test 1.2.3b Digital Corpora and Databases
  Test 1.2.3c Digital Corpora and Databases
  1.3 From user to maker: learning by doing
  • 1.3.1 Learning by doing
  • 1.3.2 I.Sicily
  • 1.3.3 SigiDoc
  • 1.3.4 InsLib
  Test 1.3.4 Explore an Epigraphic Database
  1.4 From user to maker: principles and standards
  • 1.4.1 Principles and standards
  • 1.4.2 Communities of practice
  Test 1.4.2 The FAIR Principles
  1.5 From user to maker: effective pedagogies
  • 1.5.1 Effective pedagogies
  • 1.5.2 Teaching and learning methods
  Test 1.5.2 Teaching Digital Epigraphy
  1.6 The digital epigraphic workshop: Editing
  • 1.6.1 What is a digital critical edition? What do we mean with markup?
  • 1.6.2 Digital editions of ancient inscriptions and EpiDoc
  • 1.6.3 Encoding of metadata, text and relevant semantic features
  Test 1.6.2 The rules of XML
  1.7 The digital epigraphic workshop: structuring data
  • 1.7.1 Structuring data
  • 1.7.2 Linking your project to external resources: repositories of images and controlled vocabularies for the description of metadata
  • 1.7.3 Linking your project to external resources: geographical gazetteers and prosopographical/onomastic repertories
  • 1.7.4 Indexes and Concordances
  Test 1.7.3 Digital Epigraphy and Authority Lists
  1.8 The digital epigraphic workshop: contextualising
  • 1.8.1 Reconstructing contexts and objects: 3D technologies and thick mapping
  • 1.8.2 Travelling objects
  • 1.8.3 Decolonizing ancient cultural heritage
  Test 1.8.1 Inscriptions in Context
  1.9 The digital epigraphic workshop: disseminating
  • 1.9.1 Scientific Dissemination: International Digital Infrastructures
  • 1.9.2 Scientific Dissemination: Publication Tools
  • 1.9.3 Digital Tools for Public Engagement
  Test 1.9.3 Epigraphy and Public Engagement
  1.10 AI and ancient inscriptions
  • 1.10.1 The application of AI in Epigraphy: The example of some projects
  • 1.10.2 Challenges and best practices
  Test 1.10.1 Ithaca
Unit II - Digital Papyrology
  2.1 Mapping the Field of Digital Papyrology
  • 2.1.1 Introduction
  • 2.1.2 Digital bibliographical resources
  • 2.1.3 Metadata catalogues
  • 2.1.4 Indexes and Dictionaries
  • 2.1.5 Textual Databases
  Test 2.1.2 Bibliographical resources
  Test 2.1.3 Metadata catalogs
  Test 2.1.4 Indexes
  2.2 From user to maker
  • 2.2.1 Text encoding as the core of Digital Papyrology
  • 2.2.2 The Papyrological Navigator
  • 2.2.3 The Papyrological Editor
  Test 2.2.1 Text encoding
  Test 2.2.2 The PN
  Test 2.2.3a The Papyrological Editor
  Test 2.2.3b Catch the error!
  2.3 Beyond Text Encoding
  • 2.3.1 AI in Papyrology
  • 2.3.2 Quantitative analysis of data and metadata
  • 2.3.3 Virtual Papyrology and Digital Paleography
  Test 2.3.1 QA of data and metadata
  Test 2.3.2 AI
  2.4 Digital Herculaneum Papyrology
  • 2.4.1 The Herculaneum papyri in the digital panorama
  • 2.4.2. The challenge of opening Herculaneum scrolls. From the early techniques to virtual unwrapping
  • 2.4.3 From the current fragments to the original scroll. Techniques for reconstructing the Herculaneum papyri
  • 2.4.4 Documentation and analysis of opened fragments. From drawings to 3D models
  • 2.4.5 Texts and databases. From paper to digital editions
  • 2.4.6 Existing digital resources on the Herculaneum collection
  Test 2.4.2 HPap
  Test 2.4.4 HPap
  2.5 Appendix: Digital Critical Editions
  • 2.5.1 What is a Scholarly Digital Edition?
  • 2.5.2 Examples of Scholarly Digital Editions
  • 2.5.3 Challenges and future developments of Scholarly Digital Editions
  Test 2.5.1 SDE
  Test 2.5.3 SDE
Unit III - Multilingual-Multicultural Digital Infrastructures
  3.1 Database Infrastructures
  • 3.1.1 What is a database?
  • 3.1.2 Relational databases
  • 3.1.3 XML databases
  • 3.1.4 Sustainability
  Test 3.1.1 Relational databases
  Test 3.1.2 Storing relational databases
  Test 3.1.3a XML databases
  Test 3.1.3b XML databases
  3.2 Database GUI and visualization tools
  • 3.2.1 Graphic user interfaces and visualisation tools
  • 3.2.2 User Experience
  Test 3.2.1 GUI and visualization
  3.3 Databases and digital corpora
  • 3.3.1 Survey of databases and digital corpora
  • 3.3.2 Aegean scripts
  • 3.3.3 Old Norse
  • 3.3.4 Languages of Ancient Italy
  • 3.3.5 Paleohispanic
  • 3.3.6 Bibliotheca Polyglotta
  • 3.3.7 Trismegistos
  Test 3.3.2 DAMOS
  Test 3.3.4 CEIPoM
  Test 3.3.7 Trismegistos
  3.4 Summary and best practices
  • Summary and best practices
Unit IV - How to create Linked Open Data (LOD)?
  4.1 Why use LOD for ancient written artefacts?
  • 4.1.1 The Semantic Web
  • 4.1.2 LOD in a bibliographic context
  • 4.1.3 LOD in a cultural heritage context
  • 4.1.4 Finding a suitable classification system
  Test 4.1.1 How do I write "Homer" in other languages?
  Test 4.1.3 Nomisma.org
  Test 4.1.4 Wikidata Query Builder
  4.2 Models for data: triples and RDF
  • 4.2.1 Triples
  • 4.2.2 RDF serialisations
  • 4.2.3 Shared models
  • 4.2.4 RDFS and vocabularies
  • 4.2.5 Web Annotation Data Model
  Test 4.2.5. Hypothesis as Web Annotation tool
  4.3 Models for triples: OWL and ontology design basics
  • 4.3.1 The Web Ontology Language: OWL
  • 4.3.2 Designing your own ontology
  • 4.3.3 Building an ontology with Protégé
  • 4.3.4 Setting up a triplestore with Fuseki
  Test 4.3.2 Who is the mother-in-law of Aline?
  Test 4.3.3 Protégé
  Test 4.3.4 Set up and query your own triplestore
  4.4 Ask questions to data: SPARQL and visualizations
  • 4.4.1 SPARQL queries and responses
  • 4.4.2 SPARQL tables and visualizations in Wikidata
  • 4.4.3 Updating triplestores with SPARQL Update
  • 4.4.4 Principles of data visualization
  • 4.4.5 Visualization tools
  4.5 An example of LOD: The Online Lexicon Linguae Aethiopicae as RDF
  • 4.5.1 Introduction
  • 4.5.2 The new version of the Online Lexicon Linguae Aethiopicae
  • 4.5.3 The Online Lexicon and the OntoLex-Lemon Lexicography Module
  • 4.5.4 The Online Lexicon and the modelling of bibiographic information
  • 4.5.5 The Online Lexicon and the integration of additional lexicographic resources
  • 4.5.6 TraCES annotations
  • 4.5.7 Examples
Skip Navigation
Navigation

  • Home

    • Search

    • Courses

      • ENCODE

        • Participants

        • Introduction

        • Unit I - Digital Greek and Latin Epigraphy

        • Unit II - Digital Papyrology

        • Unit III - Multilingual-Multicultural Digital Infr...

        • Unit IV - How to create Linked Open Data (LOD)?

Back

You are not logged in. (Log in)