Need or Problem:

The opportunity for this project arose when I was approached by the faculty to help with the preparations for the software and computer setup to teach a class previously taught as "Digital Imaging in Archaeological Computing". The course is on digital technologies in archaeology, especially as they are used for visualization and analysis of archaeological spaces and objects. Goal is to enable students to implement, investigate, evaluate, and utilize computational modeling tools in archaeological research. While archeologists must learn to construct sites and artifacts in three dimensions students usually do not practice the professional use of high-end digital archaeology technologies.

Solution:

I suggested to explore the possibility of moving the entire class into a newly designed experimental learning space, which had been made available recently through the Stanford Center of Innovations in Learning (SCIL). The space is equipped with a technology that would enable us to give students the unique opportunity to simulate a data and computing intensive archaeology research project and prepare them for the complexity of their future work as archaeologists.

Design:

In conversations with the faculty we adapted the class plan and learning activities to the new environment. Together with Dan Gilbert, ATS for SCIL, we brainstormed different uses of the space components. I tested and installed the required software, which included applications like Surfer, ArcInfo, Photovista, and Microstation. During the class I was available for troubleshooting the technology and provided "lab-sessions" with additional technical training for students, if necessary. In order to evaluate our pilot experience I monitored and recorded as many of the sessions as possible and provided immediate and continuous feedback to the instructor as well as responded to his concerns.

Challenges and Changes:

Our approach did impact the way the class used to be taught in the following ways:

• Student participation and activity in class increased dramatically. I observed a number of examples, like sharing and collaborating that would not be possible in a traditional classroom.
• The technology environment challenged traditional (lecturing) teaching style and eventually led to changes in the way the class was taught.
• However, it is important to be aware that:
• Familiarization of instructor and students with the space is crucial and requires some time. Apart from handling the equipment it is difficult to conceptualize how wireless devices exert control over which computer and where files are actually located.
• Different attitudes and comfort levels with technology among students may cause unequal situations, particularly at the beginning.
• Successfully teaching a class that involves this amount of technology is certainly support intensive and does require the presence of an ATS.

For departments that don't participate in the ATS program SCIL can provide limited support through its own ATS.Interestingly the mobile, flexible, comfortable furniture was among the most appreciated components of the space, pointing to the importance of 'low tech' components as integrative part of a learning environment.

Conclusions:

The larger context of this project is an effort to explore new technologies to create opportunities for innovations in learning and teaching (Engel & Steinbeck 2004). Building on these experiences I have subsequently collaborated with other Anthropology faculty to teach three more courses on different subject matter in that space. I am currently exploring strategies how to export the experience into the 'regular' Anthropology classroom.

Reference: C. Engel, R. Steinbeck: Accelerating Innovations in Teaching and Learning. In D. Euler, S. Seufert (eds.): E-Learning in Hochschulen und Bildungszentren. Oldenbourg Verlag 2004