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IS41850

Academic Year 2026/2027

AI & Digital Cultural Heritage (IS41850)

Subject:
Information Studies
College:
Social Sciences & Law
School:
Information & Comms Studies
Level:
4 (Masters)
Credits:
5
Module Coordinator:
Dr Sun Park
Trimester:
Spring
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

This module explores the interrelations between Artificial Intelligence (AI) and cultural heritage in two parts: (1) the use of AI for the digital preservation of cultural heritage from the past; and (2) the deployment of AI to create new cultural objects and knowledge which can become heritage for future generations. Beginning with a critical examination of the definitions of World Heritage, Intangible Cultural Heritage and Document Heritage, the module addresses the multi-dimensional nature of Digital Cultural Heritage, focusing on digitalised heritage and born-digital heritage. Drawing on theoretical understandings of heritage, the module examines the ethics, policies and regulations that policy-makers and practitioners in the GLAM (galleries, libraries, archives, and museums) fields and cultural institutions should consider when supporting the use of AI in the heritage sector. The rest of the module takes a more exploratory approach, raising the question of whether AI-generated works produced today will be heritage in the future. Are AI-generated works merely data-processing outcomes rather than culturally meaningful content? Or will those data-processing outcomes and associated human craftsmanship be culturally meaningful heritage for future generations?

About this Module

Learning Outcomes:

On successful completion of the course, students will be able to demonstrate:

1) A critical understanding of the definitions of ‘tangible’, ‘intangible’ and ‘digital’ cultural heritage from inter/trans-disciplinary perspectives;
2) An in-depth familiarity with various AI technologies for the preservation of cultural heritage and for the creation of cultural content;
3) An analytical lens of the benefits and limitations of ethics, policies and regulations on AI and cultural heritage;
4) A practical ability to plan an AI-heritage project which considers the economic, social, cultural and political aspects of cultural institutions, tech companies, local communities and stakeholders;
5) An insightful perspective on the value of AI-generated works as future heritage.

Indicative Module Content:

1) UNESCO World Heritage, Intangible Cultural Heritage, Documentary Heritage
2) Digitalised Heritage, Born-digital Heritage
3) Heritage as information systems
4) AI technologies in visualisation, documentation, curation and creation
5) Heritage value in AI-generated works
6) Ethics, policies and regulations on AI and heritage
7) Prospective roles of social scientists and computer scientists for future heritage

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. Competent

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

Strategic

 The ability to collectively develop and implement innovative actions that further sustainability at the local level and further afield. Competent

Integrated Problem Solving

 The overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive and equitable solution options that promote sustainable development, integrating the competencies in this list. Proficient

Self-awareness

 The ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires. Competent

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. Competent

Anticipatory

 The ability to understand and evaluate multiple scenarios for the future – possible, probable and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes. Competent

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. Proficient

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. Proficient

Wellbeing

 Wellbeing is having the resources and skills to meet life's challenges, including attributes such as personal development skills, resilience, stress management, strengths, lifestyle skills, nutrition, physical activity, sleep, alcohol/substance use, academic skills, time management, goal setting, interpersonal skills, group work, communication. Competent

Student Effort Hours:
Student Effort Type Hours
Lectures

24
Autonomous Student Learning

101
Total

125

Approaches to Teaching and Learning:
This module consists of lectures and class activities, along with case-based learning, reflective learning, critical reading and project work.

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 Component repeat (in-module) Offered
Group Work Assignment: A 1,500-word project plan on using AI to promote the economic, social and cultural value of heritage
 Week 10 Graded No
40
 No
Assignment(Including Essay): A 3,000-word essay on the extent to which existing policies on AI and heritage can manage AI-generated works as 'proper' heritage in future
 Week 15 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?

Not yet recorded.

Indicative reading list

- Harrison, R. (2018). On Heritage Ontologies: Rethinking the material worlds of heritage. Anthropological Quarterly, 91(4), 1365-1383. https://doi.org/10.1353/anq.2018.0068
- Park, S. (2023). The Safeguarding of Intangible Cultural Heritage with Generative Artificial Intelligence: Practical and Ethical Issues. UNESCO ICHCAP Intangible Cultural Heritage Courier, pp. 16-17. https://ichcourier.unesco-ichcap.org/wp-content/uploads/2023/06/ICH-Courier-54high_eng.pdf
- Park, S. (2024). The Registration of AI-generated Works as UNESCO heritage: Human-algorithmic Common Heritage of Mankind. Proceedings of XXVII Generative Art Conference, pp. 99-109. https://www.artscience-ebookshop.com/ga2024_book.htm
- Thwaites, H. (2013). Digital Heritage: What Happens When We Digitize Everything?. In: Ch'ng, E., Gaffney, V., Chapman, H. (eds) Visual Heritage in the Digital Age. Springer Series on Cultural Computing. Springer, London. https://doi.org/10.1007/978-1-4471-5535-5_17
- UNESCO. (2022). Recommendation on the Ethics of AI. https://www.unesco.org/en/articles/recommendation-ethics-artificial-intelligence

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 Tues 16:00 - 17:50
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