Douglas Bamforth


I am working on using the material we have covered in two classes.  One is a large (150 students) introduction to archaeology that enrolls first year students through seniors; the other is a smaller (40 to 45 students) upper division class on the archaeology of the Great Plains that enrolls mainly juniors and seniors.

My plans are most concrete for the intro class.  I will be away for the first two class meetings, so I will definitely be using Camtasia to record presentations that my TAs can show.  I will also be posting my Powerpoints on D2L.  In the past, I have had discussions about what makes us human at the point in the class where we turn from method and theory to human history.  In the Fall, I think I will have students post comments on that to D2L in advance so that I can pull them together into categories, and then ask the students to look at the categories and think about how we might see them in archaeological data; we can discuss that in the large class.  Discussing either of these topics is good, but I think that the change focuses the class more on the threshold concept of linking things and people.  And I want to see if there are other points in the class where I do this.  I have the lecture schedule organized in detail, but I also require students to attend recitations, so that would be a context where a mechanism like this might work well.  Students also do small internet-based projects on archaeology in the recitations, and posting links to D2L for everyone to see might be useful.

I am much less concrete about using tools we have learned about here for my other class, and I am more focused on the more general uses of collectives and play in learning.  But I can imagine having students set up wiki pages on specific topics in Plains archaeology as class projects, drawing together basic information, the archaeological literature, relevant images, etc. 


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