Teaching of Archaeological Heritage in the Distance Learning Environment

8/2/2019 Teaching of Archaeological Heritage in the Distance Learning Environment

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Society for American Archaeology, 77th

Annual Meeting, Memphis, TN

Session: Lessons from the Trenches: The Pedagogy of Archaeology and Heritage

TEACHING OF ARCHAEOLOGICAL HERITAGE IN THE DISTANCE LEARNING

ENVIRONMENT

Arek Marciniak

Institute of Prehistory,University of Pozna/Department of Anthropology, Stanford University

([email protected])

April, 2012
mailto:[email protected]:[email protected]:[email protected]:[email protected]


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Abstract

The paper aims to present an overview of experience in teaching archaeological heritage in

the distance learning environment based upon e-learning course Archaeology in

contemporary Europe. In particular, it will discuss content of the training in the light of

changing perspectives on archaeological heritage, strategies of content delivery, use of

interactive multimedia e-learning modules in the learning process, overview of didactic

process among different target groups such as graduate and extramural students as well as

employees of the archaeological heritage sector. The paper will then discuss strengths andweaknesses of this method of content delivery in archaeology and archaeological heritage.


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1. IntroductionE-learning is a form of distance education in which the development of skills and

knowledge is realized through the use of modern electronic technologies. This is a broad

category defined as any type of learning environment that is computer enhanced and

supported by multiple computer and online multimedia technologies. These involve, in

particular, the internet as well as other electronic media such as CD-Rom, interactive TV,

intranet, or extranet. The process of learning is independent in time and place and the trainer

and trainee are bridged through the use of these technologies (see Collison et al. 2000; Horton

& Horton 2003). The content of e-learning courses should be communicated using different

media including text, voice and sound. The efficiency of training directly depends not only on

the quality of training materials but also on interesting and stimulating form. E-learningcourses are characterized by a number of functionalities making it possible to exchange

learning materials, do tests, communicate with each other in many ways, track and trace the

progress, etc.

E-learning education is of a universal character and can be used and directed to a wide

audience. It is particularly suitable for working professionals who lack time for participating

in traditional training and/or are working in remote geographical territories, the disabled, the

unemployed, etc. Selection of methods for e-learning course delivery in the internet

environment can always be directed by the explicitly defined character and expectations of the

target group. Efficiency of any methodology can only be measured and evaluated by its

application to the preparation of training materials and its further testing in training.

E-learning has a long and rich history. The technologies used in this environment

originate directly from more traditional modes of learning at a distance. They have been

increasingly developed and improved reaching their current and most advanced form by being

communicated by the Internet. At the end of the 1990s the learning management systems

(LMS) were implemented making possible the emergence of such solutions as web based

training.

The emergence of these new computer and online technologies and their application in

the domain of education mark a new era in distance learning. They facilitate faster, more

efficient and usually cheaper means of distance education. Different forms of distance

learning are now dynamically growing in different public institutions as well as at schools,

colleges and academic institutions across many disciplines. As indicated by many examples,


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e-learning has proved to be one of the best methods leading to competitiveness among

companies in the knowledge based economy.

E-learning is supported by multiple computer and online multimedia technologies. The

following types of e-learning can be distinguished depending upon the methods of didactic

material acquisition: (a) computer-based training (CBT), (b) videoconferences, (c) mobile

learning (M-learning), and (d) web-based training (WBT).

The two first solutions are relatively simple. CBT refers to the production and

distribution of didactic material on CD-Roms. Videoconferences make it possible for people

in different locations to see and hear each other at the same time. It requires software allowing

audio and video streaming to be coded and decoded (Carliner 2002; Horton 2006). Mobile

learning has different meanings. In the most general terms, it refers to learning with different

mobile devices, including notebooks, pads, MP3 players or mobile phones. The WBT is a

sophisticated approach distance learning in which training is delivered by the internet or

intranet. The WBT course is explicitly designed to be placed on the Internet and provided by

the LMS/LCMS multi-user environment making it possible to create, store, manage, and

deliver digital learning content. It is usually written in an XML-based framework known as

SCORM (Shareable Content Object Reference Model) - a standard making it possible to share

learning objects among different learning management systems.

2. E-learning in archaeologyE-learning solutions in archaeology have been implemented for more than a decade.

A large body of applications comprise M-Learning solutions. These include the use of mobile

devices to teach the general public about the archaeological and historical environment or for

undergraduate and postgraduate teaching and learning in archaeology. GIS, GPS and mobile

technologies are set to deliver information and audio-visual resources of heritage outside

museums or heritage sites, making it possible for their individualized exploration.

Similar results are achieved by the use of podcasts that can take on a number of forms

including audio-only, enhanced audio (i.e. sound with still images), or video. Used to support

learning and teaching in different aspects of archaeology, they are comprised of recordings of

lectures (audio-only), audio-only podcasts for use on fieldtrips, enhanced-audio skills

podcasts, and Interactive Quick time VR and audio soundtrack. The availability of user-

friendly software packages and hardware make the production of such digital resources

increasingly easier.


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A significant field of e-learning applications in archaeology is distance courses offered

by academic institutions. A number of e-learning courses are provided by The Subject Centre

for History, Classics and Archaeology. This is a part of the Higher Education Academy that

aims to support teaching and learning in UK higher education, including archaeology. The

most elaborate e-learning program in academic archaeology is offered by the School of

Archaeology and Ancient History, University of Leicester that has been running since 1997.

It offers a two year long distance learning MA in Archaeology and Heritage and an MA in

Historical Archaeology for students from all over the world.

The current state of e-learning development in archaeology has also been summarised

in the recently published bookE-Learning Methodologies and Computer Applications in

Archaeology (2008) edited by Dionysios Politis. It presents a range of applications of e-

learning solutions in education in archaeology. The book is divided into four sections

including

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Learning Technologies; Strategies, and Methodologies; Spatial-Computational Technologies

and Virtual Reality Reconstructions in Archaeology;Electronic Publishing and Copyright

Protection followed by a section presenting a range of interesting case studies. The first part

is aimed at discussing such issues as open and distance learning tools, teaching and learning

in virtual environments or the emergence of e-learning 2.0. The second part is only very

generally related to e-learning as it is focused upon virtual reconstructions, virtual museums,

the use of expert systems or machine translation systems. The third part covers a range of

issues related to publishing such as the legal issues of electronic publishing in virtual

environments or electronic forums.

3. Teaching archaeological heritage in the distance learning environmentexampleof an e-learning course Archaeology in contemporary Europe

3.1.OverviewThe last two decades in Europe have brought about numerous challenges posed by

recent developments. The upsurge in infrastructure development and urban expansion across

Europe and intensive agriculture have brought about the large scale destruction of numerous

archaeological sites and landscapes. Other developments include the internationalization and

standardization of archaeological heritage management as manifested by the adoption of

international standards and regulations such as e.g. the Valetta Convention or later theEuropean Landscape Convention and their implementation in national legal regulations. It
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became clear that archaeological heritage management should become integrated in planning

(Fairclough & Mller 2008). The public has been recognized as a stakeholder in the decision-

making process of heritage management, and its role as a consumer of the products of

archaeological activity has become increasingly apparent. These changes have resulted in the

move to development funding projects and have brought new concerns for professional

standards and accountability to archaeology.

One way of dealing with the challenges posed by recent developments is education.

The need to develop and upgrade vocational skills in the sector of the protection and

management of archaeological heritage and in the final users, decision-makers and experts at

different levels is a must, taking into account the current state of the heritage sector across

Europe. Doubtless to say, the very nature and consequences of these rapid changes in almost

all domains of archaeological heritage, including its theoretical foundations and practical

regulations, are not sufficiently known among people professionally responsible for the

protection and management of archaeological heritage in particular countries. This refers in

particular to archaeologists with decades of experience who completed their academic training

some time ago.

3.2.An outline of the courseThe major objective of the e-learning course Archaeology in contemporary Europe

was to prepare and get a group of trainees acquainted with the most appealing issues in

archaeological heritage protection and management across Europe and provide them with

practical solutions in their implementation. The course was produced within the Leonardo da

Vinci projectone of the programs of the European Union. The project was conducted by

institutions representing six UE member states including Germany, Latvia, the Netherlands,

Poland, Sweden, and the United Kingdom.

The training was composed of fifteen individual modules covering major issues in

contemporary European archaeological heritage protection and management (see more

A.Marciniak 2009).

Course parts E-learning modules

Part I: Theory of archaeological heritage Theorizing cultural heritage

Mentalities and perspectives in archaeological

heritage management

Part II: Mapping of archaeological heritage

resources

Concepts of understandingspatial

valorisation of archaeological heritageresources


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Aerial survey in archaeological protection and

management systems

Geographic Information System as a method

of management of spatial data

Geophysical prospection in archaeological

protection and management systemsPart III: Valorisation of archaeological

heritage

Images of the past

Cultural biography of landscape

Part IV: Protection and management of

archaeological heritage

International conventions and legal

frameworks

Sustainable development in the archaeological

heritage sector

Management cycle and information systems

in the archaeological heritage sector

Commercial archaeology

Part V: Politicising archaeological heritage A single voice? Archaeological heritage,information boards and public dialogue

Methods of engagement, publicity and media

relationships

Public outreachmuseums, schools, services

Table 1. Themes of e-learning modules in the course Archaeological heritage in

contemporary Europe

The first part of the course, Theory of archaeological heritage, contributed to better

understanding of the changing nature of archaeological heritage as well as economic, socialand political circumstances that shape its character. It further stressed the general public as an

important agent in archaeological heritage policies and discussed the diverse concerns of

numerous public constituencies in the practice of heritage offices (e.g. Skeates 2000; Carman

2005).

The objective of the second part, entitled theMapping of archaeological heritage

resources, was to recognize the principles of mapping archaeological resources with an

historical context of its development. It further aimed to present methods of recognizing and

recording archaeological resources as well as managing and analysing spatial data for the

needs of archaeological heritage protection and management. In particular, the basics of GIS

techniques, aerial photography and geophysics in the practice of the archaeological heritage

sector were presented (e.g. Wilson 2000; Gaffney and Gater 2003 Conolly & Lake 2006).

The third part of the course, Valorisation of archaeological heritage, stressed the

significance of efficient methods of the valorisation of archaeological resources by presenting

how images of the past are created and valorised by using elements of archaeological heritage.

These images are further used in creating and maintaining local and regional identities. In


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particular, significance of the history of landscape and landscape elements was stressed in

sustainable development and in the field of planning. In this respect, the concept of a

biography of landscape as well as the Historic Landscape Characterization, as developed

recently by English Heritage, were presented as examples of innovative understanding of

archaeological heritage by the general public (e.g. Aldred & Fairclough 2002; Edgeworth

2006).

The fourth part of the course, Protection and management of archaeological heritage,

was aimed at discussing issues directly connected with the protection and management of

archaeological heritage. It provided a systematic overview of these international conventions

and regulations that have had significant impact upon archaeological heritage and its

protection and management. It presented also the concept of sustainability as translated to the

field of archaeological heritage. This part of the training also discussed numerous facets and

pitfalls of commercial archaeology (e.g. quality and standard of work, professionalism, ethics,

etc.) (e.g. Cleere 1989; Fairclough, Rippon 2002).

The fifth part of the course, Politicising archaeological heritage, was aimed at

discussing a range of issues related to the production, presentation and popularising of

archaeological heritage, as well as communication with the general public at a site, through

museums, schools, media, and the Internet. It presented several projects that are concerned

with the ways such processes operate in the context of archaeological information as a means

of sharing diverse forms of knowledge with different communities. In particular, it stressed

that multimedia technology and the Internet have created a new era in the way archaeology is

communicated to the public (e.g. Evans & Daly 2006, Richards & Robinson 2000).

The course was explicitly directed to professionals in the sector of archaeological

heritage protection and management. They are usually employed in local branches of the

heritage sector, in participating countries located in provincial capitals, and their branches are

placed in smaller cities. Understandably, the group is widely dispersed and characterized by

varied access to the newest knowledge in the field. This group is professionally very active

and hence methods of vocational training need to combine efficiency of the educational

process with their obvious time constraints. Other specialists working in the archaeological

sector or people somehow related to this sector, such as contract archaeologists, planners,

architects, forest rangers, etc. supplemented this group. Since this was a largely dispersed

group, the Internet provided the most efficient application for communication and high quality

vocational knowledge distribution. The other potential target group comprised graduate andextramural students of universities from participating countries interested in this field of


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expertise. For heritage professionals, the knowledge acquired during the course was meant to

be efficently implemented into their own professional practice. For students, who already had

a body of knowledge produced by leading experts in the field in Europe, the course made it

possible to recognize the most appealing issues in the domain of protection and management

of archaeological heritage across Europe. This would considerably enrich their qualifications

in the job market.

The results of the project clearly stretched out far beyond the direct target groups. Its

products could be used among employees in the sectors of protection and management of

archaeological heritage in all European countries, both new and old EU members and beyond,

as well as among other individuals working in the archaeological sector or otherwise related

to it. Other potential users might comprise graduate students interested in the protection and

management of archaeological heritage. They could either use the project results in languages

of the project partners or translate them into their own languages.

3.3.Methodological issuesAll distance learning activities in the training were provided on the e-learning platform

(LMS/LCMS system) available at www.e-archaeology.org. The e-learning platform refers to

the learning management system Edumatic available at the address above. All partners

conducting the courses in the project used technological solutions physically located and

operated by Adam Mickiewicz University in Pozna, Poland. The technical support w as also

organized centrally in Poland and delivered to the project partners.

The LMS/LCMS system was set to support the organization and conduct of all

elements of the distance didactic process. In particular, it facilitated (a) flexible mechanisms

for course organization by meeting demands of individual trainees, (b) building, managing

and publishing the didactic content, (c) didactic process management and progress

monitoring, and (d) tools for communication between trainees and trainers.

The mechanisms of user management and the management of training process allowed

organization of the entire training in the system and the building of training groups. It secured

necessary flexibility for both the trainees and the course management. It was particularly

significant as the training was composed of several parts, and didactic materials were

provided to trainees in different time slots and were not accessible all the time. The

LMS/LCMS system facilitated also flexibility of constructing, managing and publishing

didactic content directly in the system and organizing it according to the predefined


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requirements. In particular, it made the training content available in the multimedia e-learning

courses form and supported the distribution of all other materials in electronic format and

facilitated delivery of different auxiliary materials (as Word files, pdf files, etc.). The system

also made it possible to support management of the entire didactic process and monitoring of

the progress of all trainees in the form of detailed reports. It also provided efficient tools for

knowledge verification, including managing homework and the self-testing of knowledge.

The LMS/LCMS system also facilitated communication between trainers and their trainees in

the form of forum, chat, electronic mail, and calendar.

The didactic content of the Archaeological heritage in contemporary Europe course

was delivered to trainees in the form of multimedia and interactive e-learning modules. The

trainee was encouraged to participate in the course in the form of interactive simulations, i.e.

learning by doing. The modules were built in DHTML (dynamic HTML) or flash technology,

both of which are recognized by major web browsers. Each e-learning module had a

hierarchical structure and was composed of independent units of knowledge known as

learning objects. The material from a single object required between 5 to 15 minutes of work

for mastering the purpose. The modules could get uploaded in the learning management

system as they had been produced in the popular standard of the didactic content

representation, e.g. SCORM (e.g. Carliner, 2002, Horton, 2008).

As mentioned above, Archaeological heritage in contemporary Europe distance

learning course was made of a package of fifteen multimedia e-learning modules. The first

version of the course was built in English, and then it was translated into the partner

languages (German, Latvian, and Polish). Altogether 60 e-learning modules were built. Each

of them was recorded in the SCORM 1.2 standard, which guaranteed that the course could be

uploaded into practically any professional system supporting the process of education by

distance learning.

Another significant tool facilitating efficient training was the course syllabus. This was

a detailed document describing rules of participation in the training. It covered the entire

course and each of its five parts individually. These documents were delivered to the trainee

prior to the course (or its part) beginning. The guide served as a support for the trainee, who

was unable to ask questions directly, as is possible during traditional meetings. It also

significantly facilitated the work of the trainer. If essential practical information for the

trainee had not been provided in this format, the trainer would have expected to get a large

number of individual enquiries on the same subject. In particular, the syllabus was set toclarify the following issues: (a) aims of the course, (b) course organization, (c) course


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timetable, (d) participation requirements, (e) rules in the course participation, and (f) contact

information.

3.4.Content deliveryThe training process in the course Archaeological heritage in contemporary Europe

was designed and organized to meet requirements of the LMS/LCMS system, the nature of

archaeological heritage, and expectations of the target group (J. Marciniak 2009). The training

was conducted in a fully asynchronous mode to provide trainees with a possibility of working

in available time and convenient place. No traditional meetings took place due to a wide

geographical dispersion of the trainees and their workload. The major activity in the training

comprised individual work on successive modules. This was supplemented by other activities

such as writing entries on the forum, preparing essays, and consulting on their work with the

trainer. The progress of trainees work was systematically monitored by the trainer. The

trainees were also given a possibility of individual consultations with the teacher by e-mail.

The distance e-learning course Archaeological heritage in contemporary Europe was

conducted in five participating countries (Germany, Latvia, the Netherlands, Poland, and

Sweden) in the period between December 2008 and July 2009. In three countries, it was

conducted in national languages (Germany, Latvia, and Poland). Considering the good

command of English among the target group in the Netherlands and Sweden, the course was

delivered there in English. The course structure made it possible to get it organized in a

different pace. Accordingly, it lasted from three (Sweden) to six months (Poland). This

flexibility was needed to meet different expectations of trainees as well as take into account

training traditions in participating countries.

As mentioned above, a major component of the course comprised 15 multimedia

modules placed in five consecutive blocks. They were supplemented by three discussion

forums and two essays (collective and individual). Hence, a number of training solutions

offered in the LMS/LCMS system were applied in the course. The training was conducted in

asynchronous mode requiring individual work of the trainee with multimedia and interactive

e-learning module. In addition, trainees engaged in asynchronous distance conversation in the

form of discussion forums, as well as asynchronous collective and individual homework in

the form of two essays.

The trainees were obliged to get acquainted with the content of all fifteen modules

according to the training timetable carefully designed for each partner. In order to encouragetheir participation in the training, trainees were also obliged to participate in three discussion


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forums. These covered the following themes: (a) What is heritage? (b)Archaeological

heritage. Fact or construction?, and (c) Presenting the past and setting the agenda. The

discussion forums were also provided to the trainees according to the precisely designed

training timetable. The trainees were also urged to prepare one collective homework. It was

supposed to be 3000 words long and address the following theme:Mapping of archaeological

resources in the selected region. They were also obliged to prepare one individual essay

entitledHow would you change / implement (inter)national legislation and policy to meet the

requirements of local heritage?

Availability of individual modules and other resources was different in participating

countries depending upon duration of the entire course. Approximately 7-10 days were

assigned to get acquainted with each module, but actual time needed to complete the task

ranged between 1.5 and 2.5 working hours. While working on subsequent modules, the

trainees obtained access to other resources assigned to this part in the form of different

auxiliary materials. Access to the forum set to accompany the course part was only available

after trainees acquired some knowledge by studying the modules, and it was provided usually

about two weeks after its beginning.

Successful training was only possible thanks to efficient monitoring of all the trainees

activities. The system facilitated tracking the progress of all participants in successive

modules, as well as their parts in forums, and it included such details as a number of entries to

the course/module/forum, time spent in subsequent learning objects and modules, the date of

the first entry, the date of the last entry, etc. The trainer was also in charge of marking both

essays, controlling the work schedule, and motivating participants falling behind this

schedule.

4. Concluding remarks

E-learning in the form of web base training, as a method of vocational training in

archaeological heritage, is a relatively new method. Its potential has hardly been explored and

assessed in any depth. This training mode has certainly a range of advantages, including

flexibility, ease in reaching geographically dispersed trainees, availability of materials in the

most convenient time, and it takes into consideration individual demands of trainees. It

provides a non-sequential use that facilitates navigation of its content in different ways,

allows access to the course structure before getting into details, and provides constant access

to reference and revision material. It has to be underlined, however, that learning at a distance


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requires self-discipline and good personal time management. It is most suitable for highly

motivated and well organized individuals.

An overall very positive experience of preparing and running the course

Archaeological heritage in contemporary Europe can be seen as the first step in exploring

potential of this relatively unknown mode of teaching in archaeology and archaeological

heritage. The proposed technological solutions comprised the latest developments in distance

education and were chosen to best support both trainees and trainers during the training

process. They were verified during the training conducted among the target group in five

European countries.

The carefully designed methodology of the e-learning course preparation and training

of the Archaeological heritage in contemporary Europe course can serve as a model for the

preparation and implementation of similar courses in the field of protection and management

of archaeological protection. It will make it possible to conduct distance courses on a wide

variety of aspects of archaeology and heritage protection.

The experience gained in this project served as a point of departure for further

developing the e-learning solutions in the field of archaeological heritage. These new

activities involve constructing a flexible educational system aimed at providing trainings to

diverse target groups. This has taken the form of a content depository that makes possible

authoring didactic content in response to different needs of a wide range of target groups. The

content of any training curriculum can be constructed from the database of didactic materials

available in the form of learning objects. These can then be uploaded from the database in the

form of ready-to-use SCORM packages. As of today, 40 e-learning modules, covering

different aspects of protection and management of archaeological heritage and made of ca.

1300 learning objects, have been produced. The method of didactic content construction and

delivery is to be tested in a range of pilot trainings among different target groups such as local

administrative entities, teachers, museum staff, the general public, etc., as a part of the second

Leonardo da Vinci project, which is currently under way.


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Documents

Teaching of Archaeological Heritage in the Distance Learning Environment