Archaeology
Guides for Teaching and Learning in Archaeology
These guides are designed to offer comprehensive overviews of various resources, issues and strategies of relevance to those teaching, learning and researching archaeology within Higher, Further and Continuing Education. The guides are available at no cost, either through downloading electronic copies, or through requesting hard copies. To order hard copies, or to let us know of future guides you would like to see, please email: archea@liverpool.ac.uk
Number 7: Excavating the Archives
Dan Hicks, Gustav Milne, John Shepherd and Robin Skeates
Number 6: Inclusivity in Teaching Practice and the Curriculum
Karina Croucher, University of Liverpool & Wendelin Romer, University of York.
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Number 5: Inclusive, Accessible Archaeology
The Inclusive, Accessible, Archaeology project (FDTL5) was set up to investigate the issues surrounding disability and archaeological fieldwork. The project has produced a set of good practice guidelines for including disabled students in fieldwork training. These are partly based on the observations of the project team, but the main sources of information were the experiences of Archaeology Departments, and disabled archaeology students and professional archaeologists. The guidelines contain details of a self-evaluation tool kit developed by the project team which can be used by all students to identify and track their developing archaeological and transferable skills. Practical advice on making excavations accessible to the visiting general public is also provided.
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Number 4: Employability and Curriculum Design
Kenneth Aitchison, Institute of Field Archaeologists, and Dr. Melanie Giles, University of Manchester.
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Number 3: Teamwork and Archaeology: Developing teambuilding skills in archaeology students
An archaeology degree, it is often said, provides excellent opportunities for students to learn how to work as part of a team. Interestingly, however, this is not how students see it; they dislike working as part of a group. It is wrong to assume that simply allocating students to a group, and giving them an assignment to complete as a group will result in them working effectively or even learning anything about working as a functional team. While employers and professional bodies value and rank very highly the ability to work in a team, it is widely felt that for today's graduates poor logistics and personality clashes often dominate the working environment. But as importantly, students can and do enhance their learning by working together in small groups. To facilitate this, there are some straightforward measures lecturers can do.
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Number 2: Moving Image Resources for Archaeology Teaching, Learning and Research
Cathy Grant, BUFVC Information Service,with a case study by Dr Melanie Giles, University of Manchester
This short guide aims to provide a brief introduction for those studying and teaching Archaeology to a selection of moving image and sound resources and services available to the Higher Education (HE) and Further Education (FE) sector, in particular resources that can be accessed via the British Universities Film & Video Council (BUFVC). These include online databases covering archival and current information on television programmes, newsreels, and commercially available educational DVDs, video tapes and CD-ROMs. Other services offer online delivery of video material to UK HE and FE without charge for use in teaching, learning and research, a members-only Off-Air Recording Back-Up Service, and an information service for advice on such topics as copyright issues and content availability.
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Number 1: Data into Information into Knowledge: Online Resources into Teaching and Learning for Archaeology
Dr William Kilbride, Archaeology Data Service, University of York
This focussed information paper describes the work of the Archaeology Data Service (ADS) and the Arts and Humanities Data Service (AHDS) in the context of teaching and learning for archaeology. It will introduce some of the services available to assist students, and how these might be included in the curriculum. It identifies a set of tools that may be useful to lecturers in supporting their work and the students that they teach. It ends with a short review of tools available to web masters which can be used to embed many of these services within Virtual Learning Environments or departmental websites. At the core of the paper is the basic principle that ADS and AHDS exist to provide a managed service. We may be good at archaeology, at arts and humanities, and at data: but if we are not also good at providing a service then these other aspects are futile.
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