About this paper

Appears in:
Pages: 4424-4431
Publication year: 2013
ISBN: 978-84-616-3847-5
ISSN: 2340-1095

Conference name: 6th International Conference of Education, Research and Innovation
Dates: 18-20 November, 2013
Location: Seville, Spain


C. Acevedo Pardo1, M. Farjas2, A. Georgopoulos3, M. Mielczarek4, R. Parenti5, E. Parseliunas6, T. Schramm7, D. Skarlatos8, E. Stefanakis9, S. Tapinaki10, G. Tucci11, A. Zazo2

1Hafen City University Hamburg (GERMANY)
2Universidad Politecnica de Madrid (SPAIN)
3National Technical University of Athens (GREECE)
4Nikolaus Kopernikus University (POLAND)
5Univerita degli studi di Siena (ITALY)
6Vilnius Gedeminas Technical University (LITHUANIA)
7Hafen City Iniversity Hamburg (GERMANY)
8Cyprus University of Technology (CYPRUS)
9University of the Aegean (GREECE)
10National technical University of Athens (GREECE)
11Universia degli studi di Firenze (ITALY)
The Erasmus Intensive Programme (HERICT2013) has mobilized students and teaching staff from nine different European Universities, from seven different countries and of three different specializations. The opportunity was offered to students from different countries to meet each other, exchange scientific and cultural experiences and thus plant the seed for getting to know European Culture. The fact that nine different Higher Education Institutions participated has ensured multidisciplinarity, combination of different scientific approaches and a very high standard for the provided educational material. This is enhanced by the fact that the scientific areas and disciplines represented are quite different and cover Archaeology, Architecture, Building Archaeology and Geomatics in general. Hence each participant had a different volume of knowledge to contribute to the IP. It is common knowledge that across Europe, there is a lack of communication and understanding among these disciplines, hence activities like the proposed one, which bring them to cooperation are a pressing necessity.
This also ensured that the necessary scientific ingredients were there for developing innovative solutions for confronting the documentation of archaeological excavations based on ICT implementation (Geomatics) and dictated by the supporting knowledge. This definitely resulted to a unique course of very high standard. The practical application and implementation was carried out in “real life” situation, i.e. in a live excavation.

This gave the participating students the opportunity to:
(a) exchange knowledge and integrate methodologies from different backgrounds and experiences gained in different countries
(b) mould with students and teachers from different disciplines
(c) achieve knowledge transfer and assimilation under real practical circumstances.

Through the implementation of the proposed IP schedule, ICT techniques and knowledge were exchanged, adapted and augmented for the benefit of the participating students, bearing in mind that a real excavation should be supported, while at the same time cultivating and increasing the sense of professionalism to the students.

None of the Universities participating in this Intensive Programme offers in its curriculum exactly a similar course. Geomatics and Surveying Engineering Departments definitely offer their students the knowledge of the various ICT and technical tools, but they do not stress the practical needs that an archaeologist confronts in everyday practice. On the other hand, students of Architecture or Building Archaeology, are more alert and sensitive towards archaeological work, but do not fully master the technological tools for providing the necessary and much needed support. Finally the Departments of Archaeology may offer an odd course on these techniques, but again it is somewhat isolated and neglected by the students themselves. HERICT, in this aspect, is striving to combine the merits of each discipline and make each one understand the needs of the others and work to provide knowledge and support. In this way it is believed that students will have to interact under the supervision of the professors and in this way they will forge a unique knowledge profile at the end of the course. Finally, Cultural Heritage is an integral part of the European’s shared identity and is much desired to establish links of understanding among people of different nationalities within Europe.
author = {Acevedo Pardo, C. and Farjas, M. and Georgopoulos, A. and Mielczarek, M. and Parenti, R. and Parseliunas, E. and Schramm, T. and Skarlatos, D. and Stefanakis, E. and Tapinaki, S. and Tucci, G. and Zazo, A.},
series = {6th International Conference of Education, Research and Innovation},
booktitle = {ICERI2013 Proceedings},
isbn = {978-84-616-3847-5},
issn = {2340-1095},
publisher = {IATED},
location = {Seville, Spain},
month = {18-20 November, 2013},
year = {2013},
pages = {4424-4431}}
AU - C. Acevedo Pardo AU - M. Farjas AU - A. Georgopoulos AU - M. Mielczarek AU - R. Parenti AU - E. Parseliunas AU - T. Schramm AU - D. Skarlatos AU - E. Stefanakis AU - S. Tapinaki AU - G. Tucci AU - A. Zazo
SN - 978-84-616-3847-5/2340-1095
PY - 2013
Y1 - 18-20 November, 2013
CI - Seville, Spain
JO - 6th International Conference of Education, Research and Innovation
JA - ICERI2013 Proceedings
SP - 4424
EP - 4431
ER -
C. Acevedo Pardo, M. Farjas, A. Georgopoulos, M. Mielczarek, R. Parenti, E. Parseliunas, T. Schramm, D. Skarlatos, E. Stefanakis, S. Tapinaki, G. Tucci, A. Zazo (2013) EXPERIENCES GAINED FROM THE ERASMUS INTENSIVE PROGRAMME HERICT 2013, ICERI2013 Proceedings, pp. 4424-4431.