Sjoerd Joost van Riel

• Riel, Sjoerd Joost van (2024). Archaeological Perspectives on the Norwegian-Dutch Timber Trade (1500–1700 CE). International Journal of Historical Archaeology. ISSN 1092-7697. doi: 10.1007/s10761-024-00758-2. Full text in Research Archive Show summary

  During the sixteenth and seventeenth centuries, the Dutch Republic heavily relied on imported timber for the construction of its cities, dikes, and ships. This timber originated from the Baltic Sea, the German Rhineland, and the "Little East," but primarily from the coastal areas of southern Norway. This article examines the archaeological remains of the timber trade between the Dutch Republic and Norway, emphasizing the study of material culture recovered from archaeological excavations and dendrochronology to complement historical sources from the era.

• Riel, Sjoerd Joost van (2024). Applying 3D stratigraphic reconstruction to a large rescue archaeology site. A case study of the medieval and early modern submarine topography in Oslo, Norway. Digital Applications in Archaeology and Cultural Heritage. 34. doi: 10.1016/j.daach.2024.e00357. Full text in Research Archive Show summary

  The site B8b in Oslo, Norway, measured over 10,000 cubic metres and was excavated by the Norwegian Maritime Museum (NMM) and the Norwegian Institute for Cultural Heritage Research (NIKU) in 2022–2023. This paper presents the workflow for the 3D reconstruction of the stratigraphic phases on NMM's part of the site. The challenges that come with 3D reconstructing a site of this size are discussed and compared to other sites where 3D stratigraphic reconstruction has been attempted. For this study, solid meshes of the stratigraphy were created in Blender, then integrated with other excavation data in ArcGIS PRO. The 3D dataset of the stratigraphy was subsequently used for analysing the inclination of the former seafloor and the relationship between the site's stratigraphy and finds such as a late medieval boat wreck.

• Grue, Marja-Liisa Petrelius; Riel, Sjoerd Joost van & Wammer, Elling Utvik (2023). Reconstructing the Underwater Topography in the Medieval Harbour of Oslo. Acta Archaeologica. ISSN 0065-101X. 94(1), p. 68–84. doi: 10.1163/16000390-09401049. Full text in Research Archive
• Riel, Sjoerd Joost van (2019). Viking Age Combs. Local Products or Objects of Trade? Lund Archaeological Review. ISSN 1401-2189. Vol. 23 (2017). doi: https:/journals.lub.lu.se/lar/article/view/21656. Full text in Research Archive Show summary

  Hair combs of bone and antler were commonly used personal items during the Viking Age (AD 800-1000). However, many specifics regarding their production and distribution are still unclear, and the discussion of local production or itinerancy has not been closed. In this paper, I argue that a combination of raw material analysis and emperical study of decoration can lead to new insights regarding local fashions and regional manufacturing. As a case study, an empirical analysis of comb material from three major Viking Age central places (York, Dorestad and Birka) is presented. The study suggests that although many decoration types occur on combs from all three sites, regional patterns can be distinguished that can be interpreted as indicators for local fashions as well as for itenerant comb makers.

View all works in NVA

• Brouns, Francis; Rusman, Ellen; Firssova, Olga; Waagen, Jitte; Feuser, Stefan & Jacobs, Hanna [Show all 11 contributors for this article] (2026). Students’ Perspectives on and Experiences with Seamless Learning Scenarios for Virtual Worlds in Archaeology and Arts History. Full text in Research Archive Show summary

  Re-constructing the past through interpretation of historical and cultural artefacts and material knowledge is inherent to teaching and learning in domains such as archaeology and arts history. Students need to acquire knowledge and skills to deal with past and present contexts, for example develop analysis and excavation skills as well as applying historical and natural science knowledge (Barbara, 2022; Pollalis et al., 2018). Although students gain understanding and insights on artefacts, buildings, sites, and landscapes from paper-based information - text, photographs, images -, the subject matter is inherently three-dimensional (3D) and material. While some of the sites, structures, objects and artefacts are still available, it is not always possible or feasible to view or handle these. In addition, students need to acquire (inter)disciplinary and collaboration skills when dealing with many aspects of the domain, such as materiality of objects, to understand the way people lived and worked in the past (US department of the interior, 2025). In short, these are complex domains in which students – in particular novice students – may face some learning issues. The advances in technology enable the use of virtual reality and 3D models to potentially counter issues or improve learning. Visualisations of archaeological sites, structures, objects and materials and the use of virtual environments can offer benefits for teaching and learning (DiNatale et al., 2020). In the ‘Virtual Worlds in Teaching Archaeology’ project we investigated if virtual worlds in which students can reconstruct historical and cultural practices and that facilitate action, interaction and knowledge development of the past, could assist in teaching and stimulate learning. We used the seamless learning design approach for embedding virtual worlds into teaching and learning about archaeology. Seamless learning design (Looi et al., 2012; Rusman, 2019; Rusman et al., 2024) is an active learning approach that applies technology to support learning process(ess) in as well as across contexts. As archaeologists through their occupation naturally move through and participate in a range of contexts, for example between a physical excavation site, an (online) library with 3D-models or literature and museum, this learning design approach was deemed particularly feasible in the Virtual Worlds for Learning and Teaching in Archaeology project. Context as understood within the Seamless Learning Design (SLD) paradigm refers to the mental models people create through interaction within an environment and which are partly influenced by the emotional state of the learner. Context is not ‘automatically’ there, but is actively created by learners through their (inter)action within an environment and related mental “meaning making” processes (Wager & Atlas, 2015; Westera, 2012). This understanding of the word ‘context’ differs from the connotation in the archeological domain, where if often refers to the circumstances and the characteristics (e.g. natural surroundings, soil etc.) of the place where an artefact is recovered, that may facilitate the interpretation of an object. The SLD design approach aims to activate students and guides them to use affordances offered in each of the environments in an attempt to stimulate and promote the learning process. Affordances are attributes of something, e.g. an object, instrument or environment, that provide an opportunity for executing some action or activity (Gibson, 1979; Rusman et al., 2024; Westera, 2012). The universities involved designed several seamless learning scenarios for learning problems identified in existing courses that may improve understanding and learning performance of students. The learning scenarios offered various digital alternatives for handling and experiencing historical objects, extended possibilities to experience and study material closely (e.g. by magnifying and turning them), enhancing 2D written material with 3D models and VR, and participating in (intertwined and designed physical and digital) activities offering alternative perspectives on the past, with the purpose to facilitate individual and collaborative sensemaking processes and thus potentially facilitate more effective, efficient and attractive learning. Learning scenarios were implemented in various archaeology and arts history courses at the University of Amsterdam (Netherlands), the University of Oslo (Norway) and the University of Bonn (Germany). In most cases, learning scenarios were implemented as part of a course, e.g. as specific cases or a dedicated number of activities. In one instance - the course about the double chapel of Bonn-Schwarzrheindorf - the course was designed as a blended learning course with activities involving a 3D-modeled virtual world of the ancient Chapel every week, combined with site visits of the Chapel nowadays. Course assessment was aligned with each universities’ assessment model. We explicitly gathered students’ perspective on the use of virtual worlds and 3D‑models through focus group conversations and an online questionnaire that students completed after using the learning scenario at the end of the course. A first analysis of (part of) the data indicates that students were quite positively evaluating the alternative seamless learning scenario’s using virtual worlds or 3D‑models to facilitate their learning and the majority would prefer the use of virtual worlds and 3D‑models in combination with regular teaching and textual resources.

• Brouns, Francis; Rusman, Ellen; Firssova, Olga; Waagen, Jitte; Feuser, Stefan & Jacobs, Hanna [Show all 10 contributors for this article] (2026). Students’ Voices for the Design of Virtual Worlds and Seamless Learning Scenarios in Archaeology, Ancient and Art History. Full text in Research Archive Show summary

  The domains of archaeology, ancient history and art history are all about context: students need to learn how to understand and interpret perspectives on the past, making use of various types of artefacts and environments, to e.g. understand the use of objects or the significance of historical events. Obtaining knowledge and skills is not limited to the classroom but develops through interaction with resources in various spaces and across time. While they can rely to some extent on material remains, written and pictorial resources, quite a lot of knowledge remains tacit and has to be inferred or deduced. In this sense the concept of ‘context’ is very important, but context is distinguished and deduced at various levels, e.g. from the material and surface of single historical objects or from complete archaeological sites. The development of this contextual awareness and analysis skills can pose some difficulties for students, as it requires the combination and application of multidisciplinary and interdisciplinary knowledge and skills to assess, interpret and construct various perspectives of the past and present. Other complicating factors are constraints in time and resources. It is not always possible or feasible to travel to archaeological sites, artefacts are not always available or accessible, interpretation of written representations of historical events and resources is difficult, because it no longer fits our current views and visions, or there are not sufficient lab facilities for students to engage in practical hands-on inquiry activities. Existing educational research suggests some benefits for teaching and learning from virtual reality (VR) and 3D models. The current advances in technology also make this affordable. However, the use of technology in itself does not necessarily make it an effective educational technology to enhance learning. Literature on educational theories indicate that the technology should have a pedagogical purpose and be aligned with envisioned learning objectives, activities, outcomes and assessment, thus supporting effective learning processes (Dron, 2023; Januszewski & Molenda, 2008; Mayer, 2008; Mayer, 2017; Morel & Spector, 2023). Current trends in education show the advantages of educational models that activate learners and stimulate individual and collaborative knowledge construction (Laurillard, 2009). This together with the importance of context in archaeology and related domains, makes the seamless learning design paradigm a feasible approach for the design of virtual world learning scenarios. Seamless Learning Designs (SLD) facilitate (cross-)contextual and cross-boundary learning through technology-supported learning scenario’s using mobile and wearable devices and online technology, looking at the potential learning affordances of each environment and opportunities to facilitate learners in making meaningful connections (‘binding’) between them (Rusman et al., 2024). Context as understood within the Seamless learning design (SLD) paradigm refers to mental models learners create through interaction within an environment, which are partly influenced by the emotional state of the learner. Context is not ‘automatically’ there, but is actively created by learners through their (inter)action within an environment and related mental “meaning making” processes. Research also shows the relevance of involving all stakeholders in education, both in the design of the course as well as in learning activities. Co-design and participatory design approaches involve all stakeholders to capture their perspectives, leading to new design insights. For example, students involve stakeholders as part of course activities to stimulate understanding, for example in landscape architecture, campus archaeology or archaeology community projects (Jeffra et al., 2020; Kempenaar, 2021; Kroot & Panich, 2020; Shakour et al., 2019). In education the value of involving teachers as designers of learning material and scenarios has been acknowledged and stimulated (Garcia, 2014; Garcia et al., 2018; Muller-Schoof et al., 2023; Persico et al., 2018). Students of the ‘High Tech High Graduate School of Education’ even published a guide for teachers on how to involve students in course design and class activities to improve their learning experiences and performance (Bhakta & Meza-Ehlert, 2022). Therefore, we organised two Spring Schools as part of the Virtual Worlds project with 20 students. Each Spring School lasted five days. Students received literature and documentation to study beforehand. These documents were then discussed in a world café format, introducing students to relevant concepts. Teachers then gave lectures and workshops about virtual reality environments, 3D documentation and models, seamless learning design and course design methodology. Next, students worked in groups on the assignment for two days. On the last day they presented their findings. In the first spring school, students were asked to design learning scenarios for the use of virtual worlds in teaching archaeology. Teachers provided the learning problem and the design constraints, such as educational level, target group and learning objectives. Students received handouts and templates related to course design, but were given the freedom to design the learning scenario completely from their perspectives. In the second spring school, students learned about methods to scan and document 3D objects, applied these in various environments (e.g. a church, an excavation) and made these available in a virtual environment. At the last afternoon, students submitted an online questionnaire about their expectations and experiences of the Spring School. Students were quite positive about both Spring Schools. They valued the discussion with teachers and students, experiencing other cultures and international settings. The majority found the information they received in advance sufficient as preparation for the activity, although some participants would have welcomed information on learning design beforehand as well. They would also have welcomed more practical experiences with VR to assist them in designing the learning scenario. When asked what they liked most about the Spring School, respondents indicated the international and cultural aspects, discussion with teachers, discussing and working with fellow students and the group work; learning about VR as an educational application, and experiences with VR environments. They were satisfied with (practicing) the creation of 3D models and making these available in VR environments and learning activities. The Spring School was found successful as one of the participants remarked in the online questionnaire: “in making the students feel secure enough to brainstorm with complete strangers”. As take-home outcomes, participants mentioned the value of designing learning scenarios, the knowledge and application of VR in general and its application in education; the knowledge and application of VR to archaeology; the interdisciplinary approach and possibilities for their future studies and research; and the concept of seamless learning. Even within the short period of time, students were able to design valuable learning scenarios according to the seamless learning paradigm. They proposed a variety of learning activities, combining individual and group work both in-class and out-of-class, using VR to elaborate on and apply theoretical knowledge. Central in their designs were the didactical approaches that promoted learning processes and stimulated active learning, such as inquiry-based and collaborative learning. They ensured that prompts were used in their learning scenarios to direct the learning process. Although teachers saw the benefits of students’ suggested scenarios, they were faced with practical constraints that prevented the full implementation of the proposed scenarios. Nevertheless, the student learning scenarios provided sufficient inspiration to adapt their current learning scenario designs and implementations of (new elements in) virtual worlds.

• Riel, Sjoerd Joost van; Pantos, George Alexis; Handberg, Søren; Berg-Hansen, Inger Marie; Damlien, Hege & Kimball, Justin (2026). Facilitating Teaching with Digital 3D Models of Archaeological Artefacts. Full text in Research Archive Show summary

  A fundamental part of teaching archaeology at a university level revolves around the analysis of artefacts. Access to these artefacts for teaching purposes can be limited by practical or safety considerations. For these reasons, but also to enhance the study of artefacts in ways that physical handling cannot facilitate, the use of digital 3D models of artefacts in teaching archaeology at universities has become commonplace. In our presentation, we will present our experiences using digital 3D models of artefacts for teaching undergraduate students. The cases revolve around the development of two learning scenarios in conjunction with the Erasmus+ project Virtual Worlds in Teaching Archaeology. Using the browser based BItFROST platform, the students got access to 3D models of archaeological artefacts. Through integrated functionalities in the platform, the students were given access to several tools for studying digital 3D models, such as measuring- and sectioning tools. Combined with traditional learning material such as handouts and online reference collections, the students used the integrated spots and notes functions to create spatially located notes. This was considered to be a powerful tool, since the ability of the students to observe characteristic features and describe their spatial relevance, are considered an important learning outcome for the courses. The notes could then be sent to, and opened by, the teachers on their own PC, maintaining the spatial relationship between the written notes and the features in 3D space which they describe. The presentation will focus on the implications of these learning scenarios on the teaching as well as how they were perceived by the students, through the results of a survey conducted after the scenarios were implemented.

• Riel, Sjoerd Joost van; Pantos, George Alexis; Liestøl, Gunnar; Samdal, Magne; Kristensen, Steinar & Bonelli, Letizia (2026). Engaging new audiences through digital dissemination of Norwegian rock art. Full text in Research Archive Show summary

  The Museum of Cultural History (MCH), University of Oslo, has the administrative responsibility for over 2000 petroglyphs in southeastern Norway. The figures range from animal figures representing moose, whales and other wild animals, to boats, people and sun-figures. In the Nordic countries, it was once common to paint rock carvings to give the public the opportunity to see the figures regardless of lighting conditions, but this practice has become controversial for several reasons (Bjelland and Helberg 2006). Since painting is no longer practiced, we must investigate alternative methods to disseminate the figures and create meaningful experiences for visitors. In this presentation, we will discuss several avenues into the use of technology to create such experiences for the public. Methods and materials The MCH is collaborating with local authorities to disseminate rock art in their jurisdiction to the general public. In 2025, work commenced on several sites across southern Norway. 3D documentation produced with an Artec Leo structured light scanner, photogrammetry and Gaussian splats were combined with the detailed interpretations already held in the museum's archives. By exploiting common 3D and GIS toolsets, we were able to bring these interpretations into 3D space, allowing the visitor to switch between the non-painted and digitally repainted versions. Combining this data with publishing platform ESRI StoryMaps and 3D rendering programs provided a powerful tool for communicating some of the hardto experience characteristics of these carvings, such as the dramatic effect the position of the sun, as well as contextualize the rock art and research in simple and accessible ways. Another project at the MCH together with the Department of Media and Communication at the University of Oslo aims to better communicate the people behind the petroglyphs through innovative technologies involves the use of the Unity-based SitSim (Situated Simulations) Augmented Reality platform (Bishop et al. 2025). Still in development, this project will deliver a mobile application which will allow visitors of a stone age rock art site in central Oslo to experience a 3D animated scene of a stone age person carving the petroglyphs, as well as a reconstruction of the surrounding environment around 7000 years ago. Results Although ongoing, some preliminary results have been positive. Firstly, these technologies allow a more interactive form of dissemination. Rather than visitors being passive consumers of information from a sign or brochure, some technologies can include them in the process or exploration and interpretation of petroglyphs. This is especially true for the second project that draws on the potential of Augmented Reality to engage the visitor with their surroundings. Secondly, these technologies allow us to go beyond reality and into the realm of reconstruction and hypothesis testing. By integrating many types of data for the reconstruction of the stone age landscape but, importantly, also considering the people who created the petroglyphs, we are forced to take a holistic approach to rock art. Discussion In the national strategy for protection of cultural heritage, the Norwegian Directorate for Cultural Heritage (Riksantikvaren) specifically mentions method development in the documentation, preservation and dissemination of rock art as a prioritization for cultural heritage management in Norway, as well as a need to further develop documentation methods and to utilize new documentation technologies for less invasive dissemination. Many petroglyphs are situated in vulnerable and remote nature areas that require careful management and benefit from methods that allow visitors to virtually visit the sites. Notable examples from Norway include “Virtuelle Vingen” and the 360° virtual tours at the Alta World Heritage Center for Rock Art. We believe that many of the approaches we employed in our projects can be directly transferred and implemented on other projects related to petroglyphs both in Norway and the rest of the world, and provide a useful base for more advanced, and integrated experiences as mixed realities technologies continue to mature.

• Riel, Sjoerd Joost van (2026). Dissemination of rock art using digital tools. Full text in Research Archive
• Riel, Sjoerd Joost van & Samdal, Magne (2025). Formidling av bergkunst gjennom ny teknologi. Full text in Research Archive
• Pantos, George Alexis; Riel, Sjoerd Joost van; Garau, Øyvind & Harvik, Andreas (2025). 3D bilder (?) -​ Gaussian Splats og NeRF’s. Full text in Research Archive
• Sayej, Ghattas J. & Riel, Sjoerd Joost van (2025). Formidling av helleristningene i Farsund Kommune – et innblikk i Lundesteinen. Full text in Research Archive
• Riel, Sjoerd Joost van (2025). Using 3D data in teaching archaeology at university level. Full text in Research Archive
• Bonelli, Letizia; Magin, Elisabeth Maria & Riel, Sjoerd Joost van (2025). Combining Different Techniques for Documenting Medieval Runic Inscriptions. doi: 10.2312/DH.20253074. Full text in Research Archive Show summary

  This poster aims to discuss the limitations and benefits of different imaging techniques when capturing fine inscriptions on objects made of bone, wood and leather, with the explicit goal of producing models suitable for scientific study. The case study is conducted on a corpus of approximately 60 runic inscriptions from medieval Oslo, dating between the 11th and 13th centuries and will be published through the museums existing online web interfaces, Unimusportalen, and BItFROST.

• Riel, Sjoerd Joost van; Pantos, George Alexis; Andreassen, Ingvild Solberg; Handberg, Søren; Damlien, Hege & Berg-Hansen, Inger Marie [Show all 7 contributors for this article] (2025). Using Virtual Worlds in Communicating Archaeology. doi: 10.2312/dh.20253100. Full text in Research Archive Show summary

  The Museum of Cultural History at the University of Oslo, Norway, has a long history of digitizing cultural heritage in 3D. Applications vary from exhibitions and public outreach to academic research, university and elementary school teaching.To truly engage our audiences, we are forced to think creatively. This poster presents examples from recent projects at the museum that have been exploring ways to facilitate people to look closer and use digital 3D models as a gateway to further exploration.

• Riel, Sjoerd Joost van; Bonelli, Letizia & Pantos, George Alexis (2025). Documenting and presenting material properties of archaeological artefacts in 3D. Full text in Research Archive
• Pantos, George Alexis; Sztal, Aleksandra; Andreassen, Ingvild Solberg; Riel, Sjoerd Joost van; Handberg, Søren & Cyran, Marta (2024). Look Closer:​ Uncovering the Affordances of 3D Data in Learning and Communication. Full text in Research Archive Show summary

  An exploration of attempts to use 3D material accessible to different audiences. Leaning on Universal Design Thinking 'accessible' taken in it's broadest context, to be both engaging and meaningful, not only as a compensation for specific physical or other impairments.

• Riel, Sjoerd Joost van (2024). Challenges and Methods in documenting material properties of archaeological artefacts in 3D. Full text in Research Archive
• Riel, Sjoerd Joost van (2024). Arkeologiske funn som kilde til studiet av trelasthandelen mellom Norge og Nederland i tidlig moderne tid. Full text in Research Archive Show summary

  Trelasthandel med Nederland var en viktig inntektskilde for myndighetene, bønder og handelsmenn i Norge på 1500- og 1600-tallet. Det var en mulighet til å tjene penger på naturressursene fra de utstrakte skogene langs kysten og for å få tilgang til verdens største handelsbyer med sine eksotiske varer og måter å leve på. Nederlenderne var avhengig av å importere norsk tømmer for å bygge og vedlikeholde sine voksende byer, diker og handels- og krigsflåten. Skriftlige kilder forteller oss at de nederlandske skipene som seilte til Norge tok med seg varer som sild, ost, korn, vin, brennevin, salt og tekstiler. Funn av skipsvrak med bevart last, samt gjenstandsfunn i handelsbyene, vitner også om mange andre typer gjenstander som nederlenderne tok med seg, som f.eks. krittpiper, keramikk og fliser. Foredraget vil ta for seg en del av disse gjenstandsfunnene og deres kontekst, og utforske hva de forteller om den sosiale og økonomiske betydning av trelasthandelen.

• Riel, Sjoerd Joost van & Hobberstad, Lin Cecilie (2023). Digital dokumentasjon av båtvrak fra Oslo havn med Bispevika 25 som kasus. Full text in Research Archive
• Grue, Marja-Liisa Petrelius; Riel, Sjoerd Joost Van & Wammer, Elling Utvik (2022). Oslo havns strandsone og undervannstopografi i middelalder og tidlig nytid – et rekonstruksjonsforsøk. Full text in Research Archive
• Riel, Sjoerd Joost van & Hovdan, Monica (2020). «Sjøløven» i Bjørvika. Aftenposten Historie. ISSN 1894-5775. 12. Full text in Research Archive
• Riel, Sjoerd Joost van & Hegdal, Håvard (2019). Revealing the late medieval harbour of Oslo, Norway. Full text in Research Archive
• Grue, Marja-Liisa P; Wammer, Elling Utvik; Fawsitt, Sarah; Hobberstad, Lin Cecilie; Rodum, Christian & Steen, Kristina [Show all 7 contributors for this article] (2026). Bispevika tomt B8a. Del 2: Skipsfunnene. NMMs arkeologiske rapport 2026:4. Norsk Maritimt Museum. Full text in Research Archive Show summary

  Denne rapporten omhandler Norsk Maritimt Museums overvåkning av gravearbeider og dokumentasjon av arkeologiske funn og strukturer, i forbindelse med utbyggingen på tomt B8a i Bjørvika i 2019-2023. Tomta var opprinnelig et sjøområde nært Gamlebyen i Oslo, men ble gjenfylt på 1800-tallet. NMMs undersøkelse foregikk parallelt med NIKUs undersøkelser av området innenfor grensen for Middelalderbyen Oslo. På NMMs del av tomt B8a ble det dokumentert sjøavsatte kulturlag fra byens opprinnelse omkring år 1000 e.Kr. fram til bybrannen i 1624, samt en kort etterfølgende periode med aktivitet. I tillegg til et rikt gjenstandsmateriale, som er en kombinasjon av avfall fra byen og ting som er kastet eller mistet fra fartøyer, ble det dokumentert omfattende ballastavsetninger, fjorten bryggekonstruksjoner og sju skipsvrak. Del 2 av rapporten fra B8a omhandler skipsfunnene, mens feltundersøkelsene av kulturlag og brygger beskrives i del 1. NMMS undersøkelser på tomt B8a gjenspeiler at området i tidlig middelalder lå langt fra land, med svært liten aktivitet. I høymiddelalder lå området i utkanten av den sentrale havna, men sporene tiltar betraktelig og antyder trolig at området var mye benyttet til oppankring. Fra høymiddelalder finnes også et vesentlig antall våpen på tomt B8a, herunder både økser, sverd med mer, som kan stamme fra stridigheter i havna. Våre funn indikerer en nedgang i havneaktiviteten i senmiddelalder, som kan samstemme med den vanskelige perioden etter svartedauden og andre pester fra andre halvdel av 1300-tallet. Perioden fra rundt reformasjonen og frem til den store bybrannen i 1624 er definitivt da det er funnet mest fra på tomt B8a. I denne perioden når utvidelsen av havnekonstruksjonene, som tidligere er dokumentert på tomt B3-B7, også inn på tomt B8a. Samtlige skipsfunn gjort på tomten er også deponert i dette tidsrommet eller senere. Rundt reformasjonen begynner en sakte økning av ballastdumping i området, som øker kraftig i andre halvdel av 1500-tallet og fortsetter inn i første halvdel av 1600-tallet. Vi antar at dette indikerer et område hvor det har vært lov til- og kanskje som til og med har vært designert til å dumpe ballast og annet. Undersøkelsene våre tegner videre et alternativt bilde av Gamlebyen i perioden rett etter bybrannen i 1624; da det vanligvis antas at byen blir flyttet til Akershus-siden.

• Grue, Marja-Liisa P; Wammer, Elling Utvik; Riel, Sjoerd Joost van & Hobberstad, Lin Cecilie (2026). Bispevika tomt B8a. Del 1: Kulturlag og brygger. NMMs arkeologiske rapport 2026:1. Norsk Maritimt Museum. Full text in Research Archive Show summary

  Denne rapporten omhandler Norsk Maritimt Museums overvåkning av gravearbeider og dokumentasjon av arkeologiske funn og strukturer, i forbindelse med utbyggingen på tomt B8a i Bjørvika i 2019-2023. Tomta var opprinnelig et sjøområde nært Gamlebyen i Oslo, men ble gjenfylt på 1800-tallet. NMMs undersøkelse foregikk parallelt med NIKUs undersøkelser av området innenfor grensen for Middelalderbyen Oslo. På NMMs del av tomt B8a ble det dokumentert sjøavsatte kulturlag fra byens opprinnelse omkring år 1000 e.Kr. fram til bybrannen i 1624, samt en kort etterfølgende periode med aktivitet. I tillegg til et rikt gjenstandsmateriale, som er en kombinasjon av avfall fra byen og ting som er kastet eller mistet fra fartøyer, ble det dokumentert omfattende ballastavsetninger, fjorten bryggekonstruksjoner og sju skipsvrak. Del 1 av rapporten fra B8a omhandler kulturlag og brygger, mens feltundersøkelsene av skipsfunnene beskrives i del 2. NMMS undersøkelser på tomt B8a gjenspeiler at området i tidlig middelalder lå langt fra land, med svært liten aktivitet. I høymiddelalder lå området i utkanten av den sentrale havna, men sporene tiltar betraktelig og antyder trolig at området var mye benyttet til oppankring. Fra høymiddelalder finnes også et vesentlig antall våpen på tomt B8a, herunder både økser, sverd med mer, som kan stamme fra stridigheter i havna. Våre funn indikerer en nedgang i havneaktiviteten i senmiddelalder, som kan samstemme med den vanskelige perioden etter svartedauden og andre pester fra andre halvdel av 1300-tallet. Perioden fra rundt reformasjonen og frem til den store bybrannen i 1624 er definitivt da det er funnet mest fra på tomt B8a. I denne perioden når utvidelsen av havnekonstruksjonene, som tidligere er dokumentert på tomt B3-B7, også inn på tomt B8a. Samtlige skipsfunn gjort på tomten er også deponert i dette tidsrommet eller senere. Rundt reformasjonen begynner en sakte økning av ballastdumping i området, som øker kraftig i andre halvdel av 1500-tallet og fortsetter inn i første halvdel av 1600-tallet. Vi antar at dette indikerer et område hvor det har vært lov til- og kanskje som til og med har vært designert til å dumpe ballast og annet. Undersøkelsene våre tegner videre et alternativt bilde av Gamlebyen i perioden rett etter bybrannen i 1624; da det vanligvis antas at byen blir flyttet til Akershus-siden. Spesielt i sør er denne fasen som har mest spor etter aktivitet, i tillegg er det overraskende nok er fra denne fasen det er funnet flest konstruksjoner på NMMs side av tomt B8a.

• Riel, Sjoerd Joost van (2024). Arkeologisk utgravning av tomt B6b i Bjørvika, Oslo. Norsk Maritimt Museum. Full text in Research Archive

View all works in NVA