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Building on this success, the possibilities provided by the Blended Learning initiative have been embraced by the 4DRL in a series of projects which experiment with incorporating 3D elements into 2D digital environments. This 4G GIS walk provides first year students with historical and archaeological maps and data in real time while walking to help them become acquainted with the city of Amsterdam and its historical layers.
LINKEDIN EMBEDDING SKETCHFAB MODELS 2015 SOFTWARE
One of these initiatives from 2016 to 2019, a tablet guided walk, was developed which made use of fast mobile internet (4G) and geographical information system software (GIS). From within ACASA there has been a build-up through various innovation initiatives. The Blended Learning initiative at the UvA is aimed at developing a sustainable and dynamic capacity for innovation in teaching. Why then should the study of our past material culture remain as static as pots in a glass display case? Thanks to the Blended Learning funding initiative at University of Amsterdam (UvA), the authors were able to develop an app with the 4D Research Lab to allow Masters (MA) students to supplement their traditional learning via academic texts and lectures with a more visually immersive experience. This is an age of institutional digital study resources (Canvas is used at ACASA), where lectures are archived, assessments submitted and graded, specific topics discussed in chat forums, and links to further online resources (such as digital journals and e-books) are posted.
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More importantly, as their education progresses, students become used to accessing that information in their own timeframe and on their own terms. The use of smartphones, tablets, and laptops as a primary means of notetaking in lectures has risen exponentially over the past 15 years, in tandem with the rise of digital presentations by instructors. Modern society is fundamentally audiovisual, and there is a growing expectation that complex information is made accessible in audiovisual formats. Chief among these implications is the democratisation of responsibility for learning outcomes, which is explored in greater depth below. Despite this contrast, there are interesting implications for museums who host material ripe for further similar supplementary media.
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While this is not from a museum perspective exclusively it is instead an exploration of the pedagogy of intensification of learning within a museum setting. In contrast to Paardekooper's paper, this collaborative project focused upon student users within a traditional museum. This project brought together members of the 4D Research Lab at the University of Amsterdam (Jitte Waagen, Tijm Lanjouw, and Markus Stoffer), the Allard Pierson museum and knowledge institute (Laurien de Gelder), the experimental archaeologist of the Tracing the Potter’s Wheel Project (Dr Caroline Jeffra), MA-level archaeology students (Myung Ju Kim), and Amsterdam Centre for Ancient Studies and Archaeology (ACASA) pedagogical practice (Dr Jill Hilditch). In the latter half of 2019, the authors collaborated on a project which aimed to build a bridge between low-tech and high-tech by using traditionally presented ceramic objects from behind the glass of a museum display within an augmented reality (AR) learning app. In a recent issue of this Journal, Roeland Paardekooper raised several meaningful discussion points relating to the relationships between high-tech initiatives from the private sector and the low-tech approaches espoused by many open-air archaeological museums (2019).
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LINKEDIN EMBEDDING SKETCHFAB MODELS 2015 REGISTRATION
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