Abstract
Abstract This contribution analyses and discusses the use of 3D technology in education and learning. Basing the discussion on a case study performed during two seasons of a field school for 1st-year archaeology students, we explore how to expand traditional didactic programs by developing and testing a web-based system for educational purposes. We examine how these technologies can be used as educational means and supporting tools during an excavation; how universities can incorporate these technologies into pedagogy. We investigate whether the combination of these technologies with a successful pedagogical theory could promote students’ comprehension of the reflexive approach and engagement with the interpretative process. We introduced the students to a complete excavation methodology, including excavation, documentation, data management, and interpretation. Alongside the traditional documentation, a digital approach was added, with 3D technologies and an Interactive Visualisation System that allows fully three-dimensional reasoning from the beginning and throughout the whole archaeological process. Preliminary results show that students easily incorporate 3D documentation into their toolbox for analysing and visualising the material and understand both the possibilities and limitations of the system. However, we identified some limitations in the students’ use of the system. Together with the students’ feedback, we will use them to develop it further and discuss its use in education.
Highlights
The matter of pedagogy in archaeology has received considerable critical attention: recently, there has been renewed interest in addressing the discussion about the way teaching approaches can affect learning (Ambrose, Bridges, DiPietro, Lovett, & Norman, 2010; Fox, 1983; Kreber, 2002; Trigwell, 2006) and on the importance of deep approach to learning.Recent research has investigated contemporary pedagogical theories (Al Khabour, in press; Colaninno, 2019), emphasising the significance of archaeology pedagogy to produce better archaeological knowledgeArticle note: This article is a part of the Special Issue on Art, Creativity and Automation
This article explores the ways Project-based learning (PBL) activity of archaeological excavation is combined with the use of technology as a means to boost students’ deep and active approaches to learning, increase their confidence with the latest digital methods applied to archaeology, and provide preliminary insight into the development of such tools and undergraduate student use
We aimed at combining the PBL activity of archaeological excavation with the use of technology as a means to boost students’ deep and active learning and to increase their confidence with the latest digital methods applied to archaeology
Summary
The matter of pedagogy in archaeology has received considerable critical attention: recently, there has been renewed interest in addressing the discussion about the way teaching approaches can affect learning (Ambrose, Bridges, DiPietro, Lovett, & Norman, 2010; Fox, 1983; Kreber, 2002; Trigwell, 2006) and on the importance of deep approach to learning. Recent research has investigated contemporary pedagogical theories (Al Khabour, in press; Colaninno, 2019), emphasising the significance of archaeology pedagogy to produce better archaeological knowledge. This article explores the ways Project-based learning (PBL) activity of archaeological excavation is combined with the use of technology as a means to boost students’ deep and active approaches to learning, increase their confidence with the latest digital methods applied to archaeology, and provide preliminary insight into the development of such tools and undergraduate student use
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