Tools of data comparison and analysis are critical in the field of archaeology, and the integration of technological advancements such as geographic information systems, intelligent systems, and virtual reality reconstructions with the teaching of archaeology is crucial to the effective utilization of resources in the field. E-Learning Methodologies and Computer Applications in Archaeology presents innovative instructional approaches for archaeological e-learning based on networked technologies, providing researchers, scholars, and professionals a comprehensive global perspective on the resources, development, application, and implications of information communication technology in multimedia-based educational products and services in archaeology.

This book is a contribution to a growing body of e-learning applications in archaeology and archaeological heritage. Its main aim is to discuss various facets of the Leonardo da Vinci project 'E-learning as a tool of knowledge transfer in the field of protection and management of archaeological heritage, ' completed in the years 2007-2009 by six European partners in the context of other undertakings in distance learning solutions in archaeology over the last few years. The project's explicit objective was to exchange the best practices and innovative solutions in the field of the archaeological heritage of northern Europe. In particular, its major purpose was to design, develop, test, assess and implement web based training solutions in developing and upgrading vocational skills in this sector by preparing and conducting a multimedia e-learning course composed of fifteen interrelated modules. Furthermore, the project developed and implemented new methodology including the transfer of knowledge from the conventional to the e-learning format and the elaborated training methodology. The book is composed of an introduction and eleven chapters. Seven of them refer directly to various facets of the project such as its design, methodology, implementation, and evaluation. The remaining four contributions discuss current initiatives in implementing different distance and e-learning solutions in archaeology. The introductory chapter written by Mark Pluciennik debates extensively the benefits and failures of distance learning and e-learning as well as pressures for convergence between them as well as between e-learning and traditional learning. For the author e-learning is a complement mode of content delivery, which in places proves to be the most efficient one. However, it is clear that not all learning can be done through digital presentation, video or the manipulation of processed data. This is especially so in the discipline such as archaeology where one has to learn a range of practical and embodied skills. If we choose to implement e-learning solutions, however, it is necessary to provide a serious structural, resource and staff support being a prerequisite for supplying and maintaining high-quality and up-to-date education. The following seven papers cover various aspect of the project itself. They discuss the training content as well as methodology of the course production and training. In particular, they refer to the models and methods of distance training and their applicability for the sector of archaeological heritage and tools used in the distance learning process, use of multimedia, learning management systems supporting conducting distance learning, in particular the LMS/LCMS system's functionality as well as details of the course's preparation and implementation and the training process. An important part of the book is aimed at evaluating the course content and training process. It is based upon careful and systematic questionnaires that were collected among trainees in all participating countries after the completion of the course. This section contains also personal accounts of both trainers and trainees. The last two papers present two ongoing e-learning programme in archaeology implemented. These comprise project Arkeonet conducted by the Aranzadi Science Society (Spain) and a Leonardo da Vinci project Archaeology and Construction Engineering Skills (ACES).

​This brief is the proceedings of two roundtables and forums organized by Eszter Bánffy, Peter Biehl, Douglas Comer, and Christopher Prescott and sponsored by the European Association of Archaeologists (EAA) and the Society for American Archaeology (SAA) held at the 76th SAA annual conference in Sacramento in April 2011, and the 17th EAA annual conference in Oslo in September 2011. The book is organized around five main issues with the goal to stimulate discussion, research and practices within the field: Traditions and legal regulations of heritage and its management The teaching of cultural heritage; public outreach and university training Heritage and national identity The future of cultural heritage in a globalized and digitized world This book is thus be an exploration of the various experiences in Europe and the Americas to better understand, in the vast field of archaeology and cultural heritage management, where we are today, where we might be, and where we hope to be in the near future.

As more and more people are recognizing the need for accurately representing the story of the United States in public narratives, especially those told at museums and historic landmarks, heritage studies is emerging as an important program of study in universities across the country. These two collections are timely and valuable resources on the theory and practice of heritage education and its relationship to the discipline of archaeology. History and Approaches to Heritage Studies explores the historical development of cultural heritage theory and practice, as well as current issues in the field. This volume brings together archaeologists who are deeply engaged with a range of stakeholders in heritage management and training. Chapters contain useful reflections on working with descendant communities, local residents, community partners, and students in a variety of settings. With a focus on pedagogy throughout, topics include the importance of critical thinking skills, how technology has transformed education, gender issues in archaeology, minorities in heritage careers, NAGPRA and ethics education, archaeology field schools, and e-learning. Pedagogy and Practice in Heritage Studies presents teaching strategies for helping students think critically about the meanings of the past today. In these case studies, experienced teachers discuss ways to integrate heritage studies values into archaeology curricula, illustrating how the fields enrich each other. They argue that encouraging empathy can lead to awareness of the continuity between past and present, reflection on contemporary cultural norms, and engagement with issues of social and climate justice. These practical examples model ways to introduce diverse perspectives on history in pre-college, undergraduate, and graduate contexts. Emphasizing the importance of heritage studies principles and active learning in archaeological education, these handbooks provide tools to equip archaeologists and heritage professionals with collaborative, community-based, and activist approaches to the past. Volumes in the series Cultural Heritage Studies, edited by Paul A. Shackel

In the last decade, due to factors of ICT infrastructural and broadband maturation, rising levels of educational attainment and computer literacy, and diversification strategies, e-learning has exploded in the Middle East and North Africa (MENA) region. However, significant barriers remain in the region’s e-learning development: lack of research on outcomes and effectiveness, paucity of Arabic language learning objects, monopolies and high cost of telecommunications, cultural taboos, accreditation, censorship, and teacher training. This unique volume is the first comprehensive effort to describe the history, development, and current state of e-learning in each of the 20 MENA countries from Algeria to Yemen. Each entry is expertly written by a specialist who is acutely familiar with the state of e-learning in their respective country, and concludes with a bibliography of key reports, peer-reviewed books and articles, and web resources. E-Learning in the Middle East and North Africa (MENA) proves itself as a vital compendium for a wide readership that includes academics and students, transnational program directors, international education experts, MENA government departments, commercial vendors and investors, and ICT development and regulatory agencies involved in e-learning in the Middle East.

Heritage, as an area of research and learning, often deals with difficult historical questions, due to the strong emotions and political commitments that are often at stake. In this, it poses particular challenges for teachers, museum educators and the publics they serve. Guided by a shared focus on these “sensitive pasts,” the contributors to this volume draw on new theoretical and empirical research to provide valuable insights into heritage pedagogy. Together they demonstrate the potential of heritage as a historical-educational domain that transcends myopic patriotism, parochialism and simplistic relativism, helping to enhance critical and sophisticated historical thinking.

This book constitutes the refereed proceedings of the First International Conference on E-learning and Games, Edutainment 2006, held in Hangzhou, China in April 2006. The 121 revised full papers and 52 short papers presented together with the abstracts of 3 invited papers and those of the keynote speeches cover a wide range of topics, including e-learning platforms and tools, learning resource management, practice and experience sharing, e-learning standards, and more.

The main focus of this book is presenting practical procedures for improving learning effectiveness using note taking activities during e-learning courses. Although presentation of e-learning activities recently has been spreading to various education sectors, some practical problems have been discussed such as evaluation of learning performance and encouragement of students. The authors introduce note taking activity as a conventional learning tool in order to promote individual learning activity and learning efficacy. The effectiveness of note taking has been measured in practical teaching in a Japanese university using techniques of learning analytics, and the results are shown here. The relationships between note taking activity and students’ characteristics, the possibility of predicting the final learning performance using metrics of students’ note taking, and the effectiveness for individual emotional learning factors are evaluated. Some differences between blended learning and fully online learning courses are also discussed. The authors provide novel analytical procedures and ideas to manage e-learning courses. In particular, the assessment of note taking activity may help to track individual learning progress and to encourage learning motivation.