Archaeology and the MOOC: Massive, open, online, and opportunistic

Alcock, Susan E.; Dufton, J. Andrew; Durusu-Tanrıöver, Müge

doi:10.1177/1469605315609017

Cited by 11 publications

(6 citation statements)

References 28 publications

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“…Some features were common to all courses listed. Despite the fact that MOOC discussion forums are considered by many reviewers to be one of the best aspects of the online experience (Alcock et al 2016; Conolly 2012), in my courses these forums remained silent most weeks. The course creators were not actively present either, so despite the quality of the video lessons and the content, my learning experience was passive, and engagement with concepts depended entirely on the student.…”

Section: Experience As a Studentmentioning

confidence: 89%

MOOCs and Archaeological Advocacy

Rodríguez-Álvarez

2017

Adv. archaeol. pract.

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This review assesses the capabilities of the technology of Massive Open Online Courses (MOOCs) as tools for increasing the presence of archaeology in our digital society. Instead of focusing on the academic value of the content of these courses, I explore their usefulness as promoters of rigorous archaeological practices and ethics, as well as the protection and preservation of cultural heritage. After enrolling as a student in six MOOCs, I have analyzed whether these courses successfully provided students with an informed and critical understanding of the field, as well as creating networks of advocates that can share this knowledge across their communities.

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Section: Experience As a Studentmentioning

confidence: 89%

MOOCs and Archaeological Advocacy

Rodríguez-Álvarez

2017

Adv. archaeol. pract.

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“…In contrast, archaeological MOOCs are used predominantly as an outreach tool with the aim to disseminate local expert knowledge to the general public (Alcock et al 2016). Thus, they target wide audiences beyond the home institution and are not integrated into the curricula of regular degree programmes .…”

Section: Massive Open Online Courses (Moocs)mentioning

confidence: 99%

Digitally Teaching Digital Skills: Lessons Drawn from a Small Private Online Course (SPOC) on ‘Modelling and Simulation in Archaeology’ at Leiden University

Scherjon

Romanowska

Lambers

2019

Journal of Computer Applications in Archaeology

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With the proliferation of online learning, the future of classroom teaching has been called into question. However, the unfaltering popularity of brick-and-mortar courses indicates that direct access to expert knowledge and face-to-face engagements remain key considerations for students. Here we showcase a combination of these two worlds in a Small Private Online Course (SPOC). Compared to Massive Open Online Courses (MOOCs), SPOCs are developed for smaller and more dedicated target groups and depend on close engagement between teachers and students. This format enables educational providers to involve internal and external students and teachers alike and to make ample use of online resources. This paper is based upon our experiences of running a SPOC on 'Modelling and Simulation in Archaeology' at Leiden University. We review the process of developing and running the course aimed at teaching archaeology students computer programming skills, while supporting their development as professional archaeologists and responsible academics.

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“…We can discuss issues that impact on public engagement with knowledge outputs, as well as issues such as Open Access and the publication of papers outside of journals, books, and academic paywalls. We can explore ways in which internet technologies have impacted the presentation of academic work to the public (Holtorf 2004), and the use of Massive Open Online Courses for archaeological pedagogy and public engagement (Alcock et al 2016). We can also explore more recent technological innovations that impact digital professional practice and have the power to disrupt or diverge professional practice, such as the use of online GIS, photogrammetry and 3D -image capture, which can be accessed by anyone with an internet connection, and no longer require expensive software and licensing.…”

Section: Bringing Sociology and Digital Archaeology Togethermentioning

confidence: 99%

Online Tribes and Digital Authority: What Can Social Theory Bring to Digital Archaeology?

Richardson

Lindgren

2017

Open Archaeology

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From early discussions of the disruptive potential of computer technologies for archaeological applications, to the present era of digital archaeology as the technical underpinning of modern archaeological practice, we have continued to debate the potential impacts of digital communication and digital capture and storage on our knowledge, profession and communications. The increased use of digital tools and methods for archaeological research and dissemination, as well as what Roosevelt (2015) has referred to as the shift to the digital paradigm within archaeological practice, leads us to suggest that the impact of this paradigm shift requires careful and critical examination. This article will examine the edges of the disciplines of archaeology and sociology, where we aim to advance our understanding of the relationship between digital technologies and archaeological knowledge from a uniquely social perspective, using the theoretical approaches of both classic and modern sociologists. The application of this lens of sociology to digital archaeology equips us to understand how archaeology and archaeological practice is situated in a social world, which is especially relevant in the Global West, where digital technology is ubiquitous. Through a critical consideration of the complexity of use of digital technologies within digital archaeology, we can begin to shift our focus away from the character and method of tools and workflow, to the background of intellectual power and influence.

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Archaeology and the MOOC: Massive, open, online, and opportunistic

Cited by 11 publications

References 28 publications

MOOCs and Archaeological Advocacy

MOOCs and Archaeological Advocacy

Digitally Teaching Digital Skills: Lessons Drawn from a Small Private Online Course (SPOC) on ‘Modelling and Simulation in Archaeology’ at Leiden University

Online Tribes and Digital Authority: What Can Social Theory Bring to Digital Archaeology?

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