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Articles 1 - 7 of 7
Full-Text Articles in Education
Anth101.Com: A Free And Open Course That Works With Or Without A Classroom, Michael Wesch
Anth101.Com: A Free And Open Course That Works With Or Without A Classroom, Michael Wesch
Journal of Archaeology and Education
Anthropology is not just a discipline or a body of knowledge. It also contains a different “ethos” for seeing and being in the world. It is often this “ethos” that is what anthropology teachers are actually trying to “teach.” Anth101.com is a free and open textbook, and a hub for anthropology teaching resources, which are dedicated to this kind of transformative learning. The course and text are broken up into 10 lessons that connect to 10 challenge assignments that allow students to practice and embody the core ethos of anthropology.
Meeting Students (And Subjects) Where They Are: Perspectives In Teaching, Learning, And Doing Archaeology And Anthropology Online, David Pacifico, Rebecca Robertson
Meeting Students (And Subjects) Where They Are: Perspectives In Teaching, Learning, And Doing Archaeology And Anthropology Online, David Pacifico, Rebecca Robertson
Journal of Archaeology and Education
This article introduces a special issue of Archaeology and Education that explores teaching and learning anthropology online. We argue that effective online teaching requires course design that supports participant interactivity, instructor presence, and student-centered opportunities for 'doing, not viewing.' Online modes of teaching, learning, and doing anthropology and archaeology address issues of educational equity and access in addition to providing opportunities for authentic learning that are not available through face-to-face instruction.
Grand Challenge No. 4: Curriculum Design – Curriculum Matters: Case Studies From Canada And The Uk, John R. Welch, Michael Corbishley
Grand Challenge No. 4: Curriculum Design – Curriculum Matters: Case Studies From Canada And The Uk, John R. Welch, Michael Corbishley
Journal of Archaeology and Education
Archaeology in the 21st century faces outward more than inward, with many archaeologists working on projects that actively involve young people, descendant communities, diverse colleagues and clients, and the general public. The ways and means of learning and teaching about the past, as outlined in the curricula of primary, secondary, and post-secondary schools, always reflect the prevalent pedagogies of the age. Our paper comments upon two different ways of learning about archaeology. First, it presents an online university graduate program in Canada for post-Baccalaureate Cultural Resource Management (CRM) practitioners and a module on archaeology and education, which may form part …
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 …
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.
Service Learning In Archaeology And Its Impact On Perceptions Of Cultural Heritage And Historic Preservation, Kyle P. Freund, Laura K. Clark, Kevin Gidusko
Service Learning In Archaeology And Its Impact On Perceptions Of Cultural Heritage And Historic Preservation, Kyle P. Freund, Laura K. Clark, Kevin Gidusko
Journal of Archaeology and Education
This paper focuses on a for-credit cemetery recording class taught at Indian River State College (IRSC) and on the impact of the project on student perceptions of cultural heritage and historic preservation. One of the goals in creating this service learning course was to promote student awareness of the destructive risks that many historic cemeteries face and to impart the importance of stewardship over the archaeological record. To assess the effectiveness of the course in meeting this goal, a series of five interviews with students enrolled in the class were conducted to get participants to discuss their motivations and perceptions …
Archaeology In The Classroom At A New England Prep School, Ryan Wheeler
Archaeology In The Classroom At A New England Prep School, Ryan Wheeler
Journal of Archaeology and Education
In 1901 Robert S. Peabody lamented the lack of instruction in archaeology at his high school alma mater Phillips Academy, a prestigious New England boarding school. To rectify the situation, he used family funds and artifacts amassed by his personal curator Warren K. Moorehead to establish a Department of Archaeology at the school. A building was constructed and Moorehead and Peabody’s son, Charles, set about teaching classes. The pattern established by Moorehead and Peabody, however, was disrupted in 1914 when the school refocused the program exclusively on research. Classes were offered periodically over the next decades, and some students were …