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ARCH41340

Academic Year 2026/2027

GIS, Cultural Heritage and Spatial Thinking (ARCH41340)

Subject:
Archaeology
College:
Social Sciences & Law
School:
Archaeology
Level:
4 (Masters)
Credits:
10
Module Coordinator:
Assoc Professor Rob Sands
Trimester:
Spring
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

Studying the past, or dealing with heritage, will require you to think spatially and to critically evaluate spatial information. Space can be considered as the glue that holds our understanding of the past together. It is the one piece of information that is common to most, if not all, evidence that we have. This module introduces you to a series of concepts and techniques that will allow you to both manage and explore heritage data spatially.

From a practical perspective spatial information in Archaeology, and many other disciplines, is most commonly considered in terms of Geographical Information Systems (GIS) and this module will have a focus on introducing you to, and giving hands on experience of, these and related technologies. Although this is a module that focuses on heritage it may suit other postgraduate students who require an introduction to spatial methods as part of their research.

The module caters for both ArcGIS and QGIS software. Most students are able to run these on their own laptops. However, a computer lab is booked in case this is not possible.

You may choose to use Generative AI in this module’s assessments ONLY for brainstorming e.g. creating initial structures and generating initial ideas for improving work. Irrespective of whether or not you use AI in this way, all work MUST fully and accurately acknowledge verifiable sources. NO AI content is allowed in the final submission.

NOTE: If you are undertaking MSc Geospatial DataAnalysis this module is designed as an introduction to the software and concepts for Archaeology and Heritage students and researchers. You may find it valuable to gain a different perspective on use and the final assignment can allow you to explore the application of GIS to heritage. However, the module is not designed to teach you archaeology of heritage. Please be in contact if you have any questions before you sign up.

About this Module

Learning Outcomes:

1. Demonstrate a practical understanding of the fundamentals of GIS
2. Appreciate the potential for more advanced analytical steps in GIS
3. Appreciate the place of GIS in the context of broader spatial concepts
4. Evaluate and discriminate between key types of spatial data and their use
5. Critically assess the use of spatial methods used in heritage research & management

Indicative Module Content:

WEEK 1: Core skills 1: Why GIS? & Creating your first “map”
WEEK 2: Core skills 2: Data sources, constructing queries and basic SQL
WEEK 3: GIS Analysis 1: Location, proximity and relationships
WEEK 4: GIS Analysis 2: Extracting, combining & creating summary statistics
WEEK 5: PRESS PASUSE Catch up session
WEEK 6: GIS Analysis 3: Visibility
WEEK 7: GIS Analysis 4: Movement I
FIELDWORK BREAK: Use this time to work on your project and ask questions – the lab will be available
WEEK 8: GIS Analysis 4: Movement II
WEEK 9: Core skills 3: GIS Automation Model building – how to automate a sequence in GIS
WEEK 10: GIS Analysis 5: Dipping our toes into a little bit of statistics
WEEK 11: Reserved for project work
WEEK 12: Reserved for project work

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Collaboration

 The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Competent

Critical Thinking

 The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Proficient

Systems Thinking

 The ability to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty. Proficient

Normative

 The ability to understand and reflect on the norms and values that underlie one’s actions; and to negotiate values, principles, goals, and targets, in a context of conflicts of interest and trade-offs, uncertain knowledge and contradictions. Proficient

Digital Literacy and Judgement

 The ability to access, evaluate, create and communicate information in digital environments; to engage critically, ethically and responsibly with digital technologies and digital information; to understand their opportunities, limitations, risks and impact on individual’s digital identities; and to exercise informed judgement in digital participation and decision-making. Expert

AI Literacy & Agency

 The ability to understand, critically evaluate and responsibly engage with artificial intelligence; to recognise how AI systems are shaped by human values; to assess their ethical, social and environmental implications; and to exercise human judgement, agency and accountability in AI-related contexts. Competent

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


Goal Name Description Coverage

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 1

Take urgent action to combat climate change and its impacts 1

Conserve and sustainably use the oceans, seas and marine resources for sustainable development 1

Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss 1
 

Student Effort Hours:
Student Effort Type Hours
Lectures

8
Computer Aided Lab

18
Specified Learning Activities

80
Autonomous Student Learning

80
Online Learning

14
Total

200

Approaches to Teaching and Learning:
This module is taught through practical engagement with the topic, face to face and online materials and group work. There is a strong component of problem based learning. The second assessment can be tailored to align with the student's own research.

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Portfolio: Portfolio completed through the trimester - based on in class tasks and critical reflection/reading Week 10 Graded No
40
 No
Student Negotiated or Choice of Assessment: A critical review of a GIS application in archaeology OR a critical GIS pilot study for a Heritage/Archaeology research project Week 14 Graded No
60
 No

As part of UCD's student support, under the Additional Consideration policy, extensions may be available for the following assessments in the module: Assignment (including essay/poster), Portfolio, Reflective Assignment, Report(s), and Individual Project.


Carry forward of passed components
Yes
 

Resit In Terminal Exam
Summer No
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment
• Peer review activities

How will my Feedback be Delivered?

UCD School of Archaeology uses standard feedback for all modules - now using Brightspace Rubrics. Feedback will also contains feed forward details - this will help you think about how you could improve your approach in future assignments.

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Spring Lecture Offering 1 Week(s) - 20, 21, 22, 23, 24, 25, 26, 29, 30, 31, 32, 33 Wed 11:00 - 13:50
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