Electronic%20Media%20and%20their%20implementation%20in%20Higher%20Education%20teaching%20and%20learning.

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

• An archaeological prospective

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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

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Part I Introduction aims and limitations
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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.

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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.

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Part II Background to past CAL attempts in the UK
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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 CIT in the learning experience.
• CTIs missionto maintain and enhance the
  quality of learning and increase the
  effectiveness of teaching through the application
  of appropriate learning technologies.

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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 CIT for teaching and
  learning in HE.

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However...,

• The CTISS, did not provide any assistance when it
  came to delivery of the teaching packages. It was
  left to the institutions.

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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).

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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).

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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)

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Part III Archaeological CAL applications in the
UK
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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.

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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 centres newsletter, served as a hub of
  communication and exchange of new ideas.

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The threefold role of CTICH

• Evangelical
• Training
• Implementing

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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).

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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

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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)

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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).

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Part IV The current situation regarding CAL in
UK Universities
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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.

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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 future looks promising.

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Part V Putting things into perspective
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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

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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