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Full-Text Articles in Education
Theoretical Foundations For Archaeological Pedagogy With Digital 3d, Virtual, Augmented, And Mixed Reality Technologies, Peter J. Cobb, Elvan Cobb, Jiafang Liang, Ryushi Kiyama, Jeremy Ng
Theoretical Foundations For Archaeological Pedagogy With Digital 3d, Virtual, Augmented, And Mixed Reality Technologies, Peter J. Cobb, Elvan Cobb, Jiafang Liang, Ryushi Kiyama, Jeremy Ng
Journal of Archaeology and Education
Archaeology is inherently a visual and spatial discipline and thus we should strive to center student learning within visual and spatial media. Apart from museum work, site visits, and fieldtrips, the traditional tools of the classroom, however, tend to only convey textual or two-dimensional abstractions of primary archaeological data. The latest digital 3D and eXtended Reality (XR) technologies (Virtual, Augmented, and Mixed) hold the potential for engagement with information in ways that more closely represent the true three-dimensional and visual nature of archaeological objects, spaces, and landscapes. This should allow for an embodied mode of interaction that significantly improves understandings …
Grand Challenge No. 3: Digital Archaeology Technology-Enabled Learning In Archaeology, Meaghan M. Peuramaki-Brown, Shawn G. Morton, Oula Seitsonen, Chris Sims, Dave Blaine
Grand Challenge No. 3: Digital Archaeology Technology-Enabled Learning In Archaeology, Meaghan M. Peuramaki-Brown, Shawn G. Morton, Oula Seitsonen, Chris Sims, Dave Blaine
Journal of Archaeology and Education
Archaeology is traditionally a hands-on, in-person discipline when it comes to formal and informal instruction; however, more and more we are seeing the application of blended and online instruction and outreach implemented within our discipline. To this point, much of the movement in this direction has been related to a greater administrative emphasis on filling university classrooms, as well as the increasing importance of public outreach and engagement when it comes to presenting our research. More recently, we have all had to adjust our activities and interactions in reaction to physical distancing requirements during a pandemic. Whether in a physical …
Introduction The ‘Other Grand Challenge’: Learning And Sharing In Archaeological Education And Pedagogy, Meaghan M. Peuramaki-Brown
Introduction The ‘Other Grand Challenge’: Learning And Sharing In Archaeological Education And Pedagogy, Meaghan M. Peuramaki-Brown
Journal of Archaeology and Education
This article serves as an introduction to a special issue titled "The ‘Other Grand Challenge’: Learning and Sharing in Archaeological Education and Pedagogy." In this introductory article, I briefly discuss the history of university-level archaeological education in Canada, primarily in light of considerations of accessibility and ethics. I then introduce the focus of the conference session I co-organized—dealing with grand challenges for the future of archaeological education and pedagogy, which forms the foundation for this special issue—inspired by a personal existential crisis and the intriguing role of stories and storytelling in archaeological education. The resources presented in this special issue …
Teaching Archaeology With Inclusive Pedagogy, Maxine H. Oland
Teaching Archaeology With Inclusive Pedagogy, Maxine H. Oland
Journal of Archaeology and Education
Introductory archaeology courses are attractive general education offerings at many colleges and universities, and teach students about human diversity in the past and present. Yet many professors struggle to manage the tremendous diversity within the classroom. This article incorporates inclusive pedagogy models, particularly Universal Design for Learning and Teaching Across Cultural Strengths, to propose an inclusive model of education in archaeology classes. An emphasis is placed on large introductory lecture classes, where many students are exposed to academic archaeology for the first time.