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  • The #dariahTeach Project
  • The IGNITE Project
Testimonials
  • Introduction
  • Unit I - Digital Greek and Latin Epigraphy
  • Unit II - Digital Papyrology
  • Unit III - Multilingual-Multicultural Digital Infrastructures
  • Unit IV - How to create Linked Open Data (LOD)?
  • Unit III - Multilingual-Multicultural Digital Infrastructures

    Unit III: Multilingual-Multicultural Digital Infrastructures  

    This unit aims to broaden the scope of the course by placing the encoding practices and technologies which have already been presented in a wider linguistic and technological context. Digital corpora and resources will be described  which focus on languages other than (alphabetic) Ancient Greek and Latin or that include different languages and different cultures and writing traditions. On the technological side we will take a broader look at databases in the fields that study ancient writing cultures, seeking to provide introductory knowledge on how databases are (or should be) structured, designed, built, stored, searched, accessed, shared and made available for dissemination through graphical user interfaces.

    By delving into the theoretical foundations and practical applications of multilingual and multicultural approaches, users will explore how these concepts shape the design, development, and implementation of digital platforms. Through an interdisciplinary lens, we will examine the challenges and opportunities of creating inclusive digital environments that foster meaningful interactions across linguistic and cultural boundaries. By the end of this unit, participants will be equipped with the knowledge and analytical skills necessary to navigate and contribute to the ever-evolving landscape of multilingual-multicultural digital infrastructures.

    The unit will be split into the following lessons:

    • 3.1 Database Infrastructures Lesson
    • Test 3.1.1 Relational databases Interactive Content
    • Test 3.1.2 Storing relational databases Interactive Content
    • Test 3.1.3a XML databases Interactive Content
    • Test 3.1.3b XML databases Interactive Content
    • 3.2 Database GUI and visualization tools Lesson
    • Test 3.2.1 GUI and visualization Interactive Content
    • 3.3 Databases and digital corpora Lesson
    • Test 3.3.2 DAMOS Interactive Content
    • Test 3.3.4 CEIPoM Interactive Content
    • Test 3.3.7 Trismegistos Interactive Content
    • 3.4 Summary and best practices Lesson
◄Unit II - Digital PapyrologyUnit IV - How to create Linked Open Data (LOD)?►
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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
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        • Social Justice in the Digital Humanities

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          • Introduction

          • Unit I - Digital Greek and Latin Epigraphy

          • Unit II - Digital Papyrology

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

            • Lesson3.1 Database Infrastructures

            • Interactive ContentTest 3.1.1 Relational databases

            • Interactive ContentTest 3.1.2 Storing relational databases

            • Interactive ContentTest 3.1.3a XML databases

            • Interactive ContentTest 3.1.3b XML databases

            • Lesson3.2 Database GUI and visualization tools

            • Interactive ContentTest 3.2.1 GUI and visualization

            • Lesson3.3 Databases and digital corpora

            • Interactive ContentTest 3.3.2 DAMOS

            • Interactive ContentTest 3.3.4 CEIPoM

            • Interactive ContentTest 3.3.7 Trismegistos

            • Lesson3.4 Summary and best practices

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

        • Introduction to Knowledge Organisation Systems for...

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Main Language

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Publisher Name

dariahTeach

Licence

CC0

Publication Date

2023-09-05 09:20:00

ECTS

6

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