The rise of online education has posed an interesting challenge for traditionally strongly materials based disciplines such as archaeology. How do you create a digital experience for students that essentially offers the same value as face-to-face teaching?

With 90% of their cohort studying online, lecturers in archaeology and history believe they have a solution that not only makes for an engaging learning experience, but also teaches students transferable skills and adds knowledge to existing research.

“Our teaching has become increasingly research-led,” Dr David Roberts, Associate Professor and Head of History in the School of Humanities, Arts and Social Science (HASS) said.

“We are using three dimensional digital technologies, open-source scanning techniques and citizen science to teach archaeology and history in a way that is fundamentally different to what we do in lecture theatres.”

“Archaeology and History students, whether they are studying modern or ancient worlds, need to learn about artefacts and how to extract information from objects. By using 3D scanning techniques and software such as Pedestal 3D for collections management and display we have successfully created a learning experience that is perhaps not identical to face-to-face teaching but captures all of the capacities.”

A/Prof. Roberts underscored that HASS has moved beyond the phase of 3D modelling simply to create objects that rotate on a screen.

“Our 3D digital models are built into our teaching from the ground up, and can be examined, measured and interpreted using the tools in Pedestal 3D, just like students would previously have done with real-world objects.”

Professor Martin Gibbs, Professor of Australian Archaeology explains the distinct learning advantages in presenting teaching artefacts in an online, three dimensional format.

“The majority of our students are studying online while juggling family, work and other commitments. By using 3D technologies, we are able to teach archaeology units remotely without a dramatic loss of the ‘hands-on’ learning experience,” Prof. Gibbs said.

“Students interact with their artefact when convenient so time and location are no longer limiting factors. And if they don’t do it right the first time they can go back and try again.”

“We are mindful that we still have to demonstrate the methodology, all the educational practise and have the students express it in a tactile manner. So students can put theory into practise by buying a chicken or other type of bone and applying what they have learnt.”

The School is currently using two different methods to create the 3D artefacts; namely photogrammetry and laser scanning, each with its own advantages and disadvantages, before uploading it to Pedestal 3D for learning purposes.

Laser scanning uses proprietary software to process images whereas photogrammetry uses open-source software. With photogrammetry the clarity and colour is also better, and you get a very good realisation of the surface of the artefact.

Photogrammetry involves taking a series of photos of an object from numerous angles until a sphere is completed. The process takes between 30-45 minutes. Images are processed and stitched together, a process that can take up to 24 hours, using dedicated software and send to the lecturer for review, comment and approval.  The image is then imported into Pedestal 3D where it is displayed for examination and use by students, academics and other researchers, similarly to how they would examine and use an actual artefact. Researchers in the Discipline of Ancient History are using similar technology to digitise and promote ancient artefacts in the UNE’s Museum of Antiquities, which can be seen here <https://une.pedestal3d.com/>”.

In addition to research-led teaching, the Department of Archaeology, Classics and History, which is part of the vibrant School of HASS, has also been experimenting with citizen science as a way to resource large research projects. A/Prof. Roberts also believes that the combination of citizen science and history is fast becoming a doorway to further study.

“There is a rising trend with digital technologies and how it relates to history in that increasingly more of the research is being done online through websites such as ancestry.com. There is a huge market of people out there doing ancestral research and who are ready advance their skills,” A/Prof. Roberts said.

“Secondly, the work that’s been done on artefacts often relates to the work that’s been done out of museums or historical societies or any other organisation with vast quantities of paper archives. There are as many objects in these institutions that have to be photographed as there are rocks and bones. These records need vast resources to be digitised.”

A/Prof. Roberts mentions old Port Macquarie magistrates bench records as an example of how citizen science can contribute valuable data to historical research.

“We had reams of pages of handwritten magisterial minutes to process so we created a shared spreadsheet and started to crowd source. The response was overwhelming and we collated thousands of rows of data within two weeks – a process that otherwise would’ve taken years. Starting in their first year, we are now teaching our students similar transferable skills.

“Students learn how to collect, analyse, interpret and visualise the data and acquire vital research skills. Currently, there are a number of Higher Degree Research projects underway that are using the magistrates’ data extracted through the citizen science project. The datasets we are building are also archived in RUNE, and so become a resource available for researchers everywhere, including regional community and government organisations.”

Using citizen science to contribute to research has also become important for institutions such as historical societies. Society members are, on average, over 70 years old and are facing a stark choice between providing a digital legacy or fading into obscurity. The Department of Archaeology, Classics and History believes that collaborating with universities on research projects and drawing on students as resources is one way of ensuring sufficient resources to process their vast archives to ensure a lasting legacy.

“Citizen Science is a rapidly evolving field. Not only is it supported by clear pedagogies for online learning and distributed research, it also creates ongoing and meaningful connections with students and alumni in years to come,” A/Prof. Roberts said.

Image: The innovative team from the Department of Archaeology, Classics and History are L-R: Jackey Turner, Emma Watt, Dr Marie Orange, Prof. Mark Moore, A/Prof. David Roberts, A/Prof. Michael Morrison, Prof. Lloyd Weeks, and Prof. Martin Gibbs. Missing from the photo is team member, Dr Melanie Fillios, who had a prior commitment on the day.