Application for funding from the Humanities
Teaching Enhancement and Student Success Fund 2011/12

Summarysheet

Title of project / Visualising the past
Outline of project / Students faced with a new discipline at University often feel disorientated and ill-prepared to engage critically with novel subject matter. In archaeology, this has led to poor performance in our level 1 module: Introduction to European Archaeology and an issue with retention.
This project will increase student confidence and enhance performance across a large cohort of students who are new to archaeology. By using visually engaging images, students will be encouraged to critically analyse contrasting sources of information and evaluate the interpretive process through dialogues between artist and archaeologist. The background data, preparatory sketches and final images of 2 archaeological reconstructions will be hosted on-line through Blackboard. Students will be asked to post their own opinions on the images through an on-line discussion group: a debate in which the module director and GTAs will also engage. This will provide a formative assessment for the cohort, which encourages students to use imagery in a critically informed manner in their subsequent assessments.
Name(s) of applicant(s) / Dr Melanie Giles
Email(s) /
Tel: / 0161 275 7698/07855 198823
School / School of Arts, Histories and Cultures
Name of programme(s) or unit(s) / ARGY10121 Introduction to European Archaeology
(This formative assessment will also be linked through the Academic Advisory website PDP pages, as an additional skills exercise to which students at all levels may be referred). See:

Is it credit-bearing? / The module itself is worth 20 credits: this element will encourage critical skills of analysis in a non-credit bearing formative assessment.
Year of study / Level 1 (and levels 1-3 through the Academic Advisory website)
Number of students to benefit? / Cohort size: c. 70 (through Academic Advisory website, this will be made available to all Archaeology programmes, at all levels: c. 180 students)

The Wetwang Slack chariot burial (©Aaron Watson)

Background to the Project

Students faced with a new discipline at University often feel disorientated and ill-prepared to engage critically with novel subject matter. In archaeology, this has led to poor performance in our level 1 module: Introduction to European Archaeology and an issue with retention.

However, images are an excellent way of breaking down cultural barriers and encouraging critical comment upon the ideas and information contained within them. By using two visually engaging reconstructions, students will be asked to offer their own opinions on the archaeological information gleaned from primary sources, as well as the interpretive and creative dimension involved in ‘imagining the past’. This will be enhanced by sound files, featuring the artist and archaeologist, discussing their project. The two images will be:

  1. Prehistoric case study: ‘Burying the dead’ – the chariot burial from Wetwang Slack. (Artist: A.Watson, Company: Monumental:
  2. Historic case study: ‘Entering the city’ – the Micklegate Bar, York. (Artist/Company: ArchHeritage:

These external partners have been approached for their real-world based, professional case studies. Resources will be hosted through the module Blackboard site and linked to a discussion board, where students will be required to post a critique of one of the images. The resulting debate will be moderated by the module director, with contributing comments from the GTAs, resulting in a piece of formative (non-credit bearing) assessment and feedback.

What will the development achieve?

It will:

  • Encourage participation and develop cohort identity through on-line group discussion
  • Support development of critical and analytical skills in a formative environment
  • Raise awareness of a variety of sources of primary archaeological data and increase familiarity with their use
  • Encourage appreciation of the interpretive dimension of archaeological practice and enable students to engage critically with forms of public dissemination
  • Develop confidence in use of imagery within subsequent assessments
  • Enrich blended learning within the Subject Area
  • Further enhance student satisfaction

How do the outputs align with the Faculty or School’s teaching and learning priorities?

These outputs meet key priorities such as:

  • Innovative development of blended learning styles of teaching
  • Develop novel on-line delivery methods for large-scale group activities
  • Enhance provision of on-line assessment
  • Enrich feedback opportunities
  • Enhance employability in relation to real-world case studies: ‘popular’ artists reconstructions, as used in museum settings, news reports and accessible publications

How will the outputs enhance learning?

It will provide a supportive, group-based discussion board in which to share ideas: fostering cohort identity and developing confidence to analyse archaeological information and critique interpretive images. Alongside the formative feedback provided by the module director, it will also foster peer-assisted learning, preparing students for future support through the Peer Mentor and PASS schemes.

How many students will the outputs benefit, actually and potentially, and how are you going to ensure they complete the activities?

In the module itself, c. 70 students will benefit directly. Rolled out to the Academic Advisory website, the impact of this exercise will be broadened to the whole Archaeology cohort (c. 180 students). Module directors will ensure all registered students participate in the discussion board at least once, through use of the on-line register in Campus Solutions.

How will the outputs be sustained after project funding ceases?

The exercise can be ‘rolled over’ between academic years, using Blackboard and the AA website.

How will the outputs be evaluated, by students and by others?

Students will be asked to comment specifically on this exercise, using their on-line module feedback form ‘free text’ section. Academic Advisors will also canvas their Advisees for further feedback.

A brief outline (no specifications needed) of the type of equipment needed and how it will support the project

Fee to Archaeological Units for use of the images: £400 (£200 each)

Provision of archaeological materials for digitisation: £200 (unit photocopying costs/image copyright permission from associated museum/archive collections)

Data recorder for recording dialogues between artist/archaeologist

Preparation of on-line tutorial, digitisation of materials and setting up of discussion group: £250 (Research Assistant cost, working in association with eLearning Technologist) THIS ELEMENT NOT BEING FUNDED THROUGH TESS.