Issue: Internet Archaeology 12

Publication Type:
Title: Internet Archaeology 12
Year of Publication: 2002
Volume: 12
Number of Pages: 0
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John Collis
Recommends that archaeology should move to a flexible, modular education system, in describing courses and training, in defining the skills needed to operate as archaeologists and professional career structures, and in describing people as archaeologists. A 'thesaurus' of skills and knowledge can be constructed, with levels of expertise, which will give us a simple and flexible tool for describing the range of activities necessary to the profession. Two or three examples are discussed, and ways in which quality can be controlled without too much bureaucracy. Potentially this approach has a world-wide application.
E S Lohse
R Schlader
D Sammons
An overview of efforts to provide online training and educational resource materials in lithic analysis for beginners to intermediate level university students. A CD-ROM entitled Digital Stones was scripted by two of the authors. It presents an interactive introduction to analysis of stone tools (Lohse and Sammons 1998; 1999). The analytical system presented in the CD has been used at Idaho State University as part of standard laboratory and field training for the past decade (Lohse 1998). In the Fall semester of 1999, these materials were used as the basis for a completely online course entitled 'Anthropology 491: Stone Tool Analysis'. This course included online chat rooms with recognised experts in lithic analysis and these conversations are preserved as online documentation. Some aspects of the work have added to a solid foundation for future building of this online lab course. Some aspects need to be drastically revised and others need refinement. The online experience in teaching a hands-on subject has reinforced some concerns expressed for online education in general and has led to some strong conclusions regarding the potential for this type of teaching.
William Kilbride
Michael J Reynier
William Kilbride
Kate Fernie
Peter McKinney
Julian D Richards
Ian Johnson
Time-enabled interactive mapping and map animation.
Kenneth R Aitchison
In the UK, increased levels of developer funding has led to increased demand for archaeological fieldworkers, the producers of the primary data upon which all archaeological work and research depends. But archaeologists entering the profession are underskilled -- while increasing numbers of students are receiving archaeological degrees, recent graduates do not have the levels of practical knowledge that are required to work on major projects. This skills shortage is not restricted to junior fieldstaff. Throughout the profession there is a lack of structured vocational learning, and training is undervalued both by organisations and individuals. This article discusses archaeologists' engagement with the challenge of creating a skilled archaeological profession in the UK. The Institute of Field Archaeologists (IFA), as the professional association for all archaeologists in the UK, advocates the development of a co-ordinated training structure in archaeology which connects skills across a range of disciplines with formally recognised qualifications and defined professional roles. It envisages that this structure should have the potential for a link with pay and conditions and could lead to the development of a stronger career structure in professional archaeology. The IFA has set out an agenda, identifying that structured training is required in terms of basic training (e.g. for undergraduates); entry-level (equipping graduates for the workplace) and progressive training through continuing professional development (enabling practitioners to progress in their careers by maintaining and updating their skills).
Pamela Wace
Frances Condron
Elaine Mowat
This article discusses the potential of digital resources to add value to learning. It will consider current ideas about learning in order to identify some of the key ingredients of a good learning experience. It will then identify the different ways in which a digital resource base can contribute to such an experience. Specifically, it will discuss how the resources contained within the Scottish Cultural Resources Access Network (SCRAN), an online multimedia resource base for education, can be used in the context of learning and teaching in archaeology.