Electronic Media and their implementation in Higher Education teaching and learning.

1. Electronic Media and their implementation in Higher Education teaching and learning. An archaeological prospective

2. The sequence of events • Part I: Introduction; aims and limitations; • Part II: Background to past CAL attempts in the UK; • Part III: Archaeological CAL applications in the UK; • Part IV: The current situation regarding CAL in the UK Universities; • Part V: Putting things in perspective;

3. Part I: Introduction; aims and limitations

4. Aims of the project • To explain and promote the use of e-media in teaching in HE today; • To perform a survey of organisations that have aided or hindered the promotion of CAL; • To focus on the use of CAL in the archaeology undergraduate curriculum; • And finally to examine the current situation of CAL in the UK. Part I: Introduction; aims and limitations

5. How will I achieve these? • By a thorough research on the available literature on Computers in Teaching Initiative (CTI) • By a research on the archaeological CAL applications in the past twenty years and • By a series of interviews with some of the people involved in those early initiatives such as CTICH and TLTP, as well as the LTSN. Part I: Introduction; aims and limitations

6. Part II: Background to past CAL attempts in the UK

7. The birth of CTI • In 1985 the Computer Board for Universities and Research Councils provided funding for the CTI. • Report from the National Committee of Enquiry in HE(the Dearing Report) emphasizing the importance of C&IT in the learning experience. • CTI’s mission:‘to maintain and enhance the quality of learning and increase the effectiveness of teaching through the application of appropriate learning technologies’. Part II: Background to past CAL attempts in the UK

8. The role of CTISS • 24 Subject Centres coordinated by the CTISS. • Promoting the use of CAL in academic departments. • Publishing the journal Active Learning and a handbook in 1997 titled C&IT for teaching and learning in HE. Part II: Background to past CAL attempts in the UK

9. However..., • The CTISS, did not provide any assistance when it came to delivery of the teaching packages. It was left to the institutions. Part II: Backround to past CAL attempts in the UK

10. The birth of TLTP • In March 1992 the UFC and the HEFCs approved funds of £5M for TLTP • The aim of TLTP was ‘to make teaching and learning more productive and efficient by harnessing modern technology. This will help institutions to respond effectively to the current substantial growth in student numbers, and to promote and maintain the quality of their provision’ (UFC, 1992, p1). Part II: Backround to past CAL attempts in the UK

11. The birth of TLTP • The same document goes on to say: ‘…productivity gains should be quantified, in terms of staff time released, additional teaching hours of student learning hours obtained, and through other suitable measures…’(ibid. p2). Part II: Background to past CAL attempts in the UK

12. The birth of LTSN • Established on the 1st January 2000. • It took up the role of the old CTISS • Its aim was ‘to promote high quality learning and teaching by providing subject-based support for sharing innovations and good practices’ (Craft, 2000, no.20, p2) Part II: Background to past CAL attempts in the UK

14. Part III: Archaeological CAL applications in the UK

15. CTICH • CTICH was established in 1989 • It was developed from a CTI phase 1 project, DISH, which begun in 1985 • Its immediate role was to promote the use of computers in the teaching of History Archaeology and Art History. • Two projects gained funding: The SyGraf virtual excavation and the Leicester Interactive Videodisk project. Part III: Archaeological CAL applications in the UK

16. CTICH • CTICH ‘from the start focused on resource based learning through which students learned how to interrogate a primary source (as a database or in another format) in order to develop their own interpretations and challenge those of others’(Craft, 2000, no. 20, p.3). • Craft the centre‘s newsletter, served as a hub of communication and exchange of new ideas. Part III: Archaeological CAL applications in the UK

17. The threefold role of CTICH • Evangelical • Training • Implementing Part III: Archaeological CAL applications in the UK

19. TLTP Archaeology Consortium • TLTP coordinated by the CTICH • The tutorials would ‘…utilise hypertext, numerical dates, image banks, graphics and motion video as appropriate in order to introduce students to basic archaeological concepts as well as computer based methods of data manipulation. It is envisaged that the tutorials will form an “electronic ring-binder” from which departments can pick parts relevant to their widely different syllabi’ (Campbell, 1993, p217). Part III: Archaeological CAL applications in the UK

20. Some TLTP products • ArchTutor-Developed at Edinburgh University • British Prehistory-Developed at York University • Both were used in the 1997 first year undergraduate teaching at Glasgow University Archaeology Department Part III: Archaeological CAL applications in the UK.

31. The benefits of their use at Glasgow University • Fewer practicals and excursions were needed. • Staff productivity increased. You could now teach larger classes with the same teaching burden. • Student access to relevant information has been improved • Teamwork and communication amongst students was encouraged. (Campbell & Shaw, 1998) Part III: Archaeological CAL applications in the UK

32. Windig • It was not designed to teach how to excavate. • Focused on project management and interpretation of data • No correct answers • More realistic • Windig like SyGraf ,teaches how excavation stategies can be developed and modified, and the nature of the relationships between methods data and interpretation. (Richards,1991). Part III: Archaeological CAL applications in the UK

38. Part IV: The current situation regarding CAL in UK Universities

39. To be considered: • The available infrastructure both at institutional level as well as a centralised government level; • how does the student feel towards electronic teaching and whether they will be able to cope with the new resources; • the training that needs to be provided and • how far the resources are available and what will be the cost incurred from the production of e-media teaching and learning packages; both in financial as well as staff availability areas. Part IV:The current situation regarding CAL in UK universities

40. However, already... • Students have a sufficient IT background when entering their fist year; • major government bodies like AHDS and JISC are well funded to support such initiatives; • more datasets are available to lecturers to produce their own courseware if they want to; • LTSN has received generous funding from the HEFCs. It is the continuation of CTI and TLTP and its futurelooks promising. Part IV:The current situation regarding CAL in UK Universities

41. Part V: Putting things into perspective

42. Dates that may matter... • CTI founded in 1985 • CTICH established in 1989/90-1999 • TLTP Archaeology Consortium: 1992-96 • ADS established in 1997 • LTSN established in 2000 Part V:Putting things into perspective

43. The timing of this project • Recent press commenting on similar issues • ADS with JISC funding creating the PATOIS tutorials • Internet Archaeology devoting the next issue on e-media in current undergraduate archaeological teaching • The time is now… Part V: Putting things into perspective