Enhancing the learning of evolutionary anthropology skills by combining student‐active teaching with actual and virtual immersion of Master's students in fieldwork, laboratory practice, and dissemination
Higher education in evolutionary anthropology involves providing students with in‐depth knowledge of biological and cultural heritage sites and collections that are frequently inaccessible. Indeed, most sites, fossils, and archaeological remains can be visited or manipulated only rarely and solely b...
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| Published in | Ecology and evolution Vol. 12; no. 4; pp. e8825 - n/a |
|---|---|
| Main Authors | , , , , , , , , , , , , , , , , , , , , , , , , , , , , , |
| Format | Journal Article |
| Language | English |
| Published |
England
John Wiley & Sons, Inc
01.04.2022
Wiley Open Access John Wiley and Sons Inc Wiley |
| Subjects | |
| Online Access | Get full text |
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| Abstract | Higher education in evolutionary anthropology involves providing students with in‐depth knowledge of biological and cultural heritage sites and collections that are frequently inaccessible. Indeed, most sites, fossils, and archaeological remains can be visited or manipulated only rarely and solely by specialists with extensive experience. Owing to the development of 3D and medical imaging techniques, this fragile heritage is now more widely accessible, and in a dynamic way. However, exclusive adoption of virtual teaching and learning has a negative impact on student engagement and, naturally, on exchanges with instructors, and thus cannot be used without some reservations. In the ITAP (Immersion dans les Terrains de l’Anthropologie biologique et de la Préhistoire) project of the higher education STEP (Soutien à la Transformation et à l’Expérimentation Pédagogiques) transformation program at the University of Bordeaux, we combine student‐active teaching with Master's students fully immersed in ongoing fieldwork, laboratory study, and dissemination of research results in order to develop more individually shaped learning curricula and to foster both professional and new interdisciplinary skills. Here, we present examples of experiments conducted in the ITAP project using both authentic and virtual collections of archaeological, experimental, and reference materials that help to break down the barriers between research activities and higher education, as well as providing a more general appraisal of the appropriate use of virtual tools in higher education by combining them with real‐life situations.
The article describes examples of novel teaching methods that we have developed in our Master's program in evolutionary anthropology, where we combine student‐active teaching with Master's students fully immersed in ongoing fieldwork, laboratory study, and dissemination of research results. |
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| AbstractList | Abstract
Higher education in evolutionary anthropology involves providing students with in‐depth knowledge of biological and cultural heritage sites and collections that are frequently inaccessible. Indeed, most sites, fossils, and archaeological remains can be visited or manipulated only rarely and solely by specialists with extensive experience. Owing to the development of 3D and medical imaging techniques, this fragile heritage is now more widely accessible, and in a dynamic way. However, exclusive adoption of virtual teaching and learning has a negative impact on student engagement and, naturally, on exchanges with instructors, and thus cannot be used without some reservations. In the ITAP (
Immersion dans les Terrains de l’Anthropologie biologique et de la Préhistoire
) project of the higher education STEP (
Soutien à la Transformation et à l’Expérimentation Pédagogiques
) transformation program at the University of Bordeaux, we combine student‐active teaching with Master's students fully immersed in ongoing fieldwork, laboratory study, and dissemination of research results in order to develop more individually shaped learning curricula and to foster both professional and new interdisciplinary skills. Here, we present examples of experiments conducted in the ITAP project using both authentic and virtual collections of archaeological, experimental, and reference materials that help to break down the barriers between research activities and higher education, as well as providing a more general appraisal of the appropriate use of virtual tools in higher education by combining them with real‐life situations. Higher education in evolutionary anthropology involves providing students with in‐depth knowledge of biological and cultural heritage sites and collections that are frequently inaccessible. Indeed, most sites, fossils, and archaeological remains can be visited or manipulated only rarely and solely by specialists with extensive experience. Owing to the development of 3D and medical imaging techniques, this fragile heritage is now more widely accessible, and in a dynamic way. However, exclusive adoption of virtual teaching and learning has a negative impact on student engagement and, naturally, on exchanges with instructors, and thus cannot be used without some reservations. In the ITAP (Immersion dans les Terrains de l’Anthropologie biologique et de la Préhistoire) project of the higher education STEP (Soutien à la Transformation et à l’Expérimentation Pédagogiques) transformation program at the University of Bordeaux, we combine student‐active teaching with Master's students fully immersed in ongoing fieldwork, laboratory study, and dissemination of research results in order to develop more individually shaped learning curricula and to foster both professional and new interdisciplinary skills. Here, we present examples of experiments conducted in the ITAP project using both authentic and virtual collections of archaeological, experimental, and reference materials that help to break down the barriers between research activities and higher education, as well as providing a more general appraisal of the appropriate use of virtual tools in higher education by combining them with real‐life situations. The article describes examples of novel teaching methods that we have developed in our Master's program in evolutionary anthropology, where we combine student‐active teaching with Master's students fully immersed in ongoing fieldwork, laboratory study, and dissemination of research results. Higher education in evolutionary anthropology involves providing students with in-depth knowledge of biological and cultural heritage sites and collections that are frequently inaccessible. Indeed, most sites, fossils, and archaeological remains can be visited or manipulated only rarely and solely by specialists with extensive experience. Owing to the development of 3D and medical imaging techniques, this fragile heritage is now more widely accessible, and in a dynamic way. However, exclusive adoption of virtual teaching and learning has a negative impact on student engagement and, naturally, on exchanges with instructors, and thus cannot be used without some reservations. In the ITAP (Immersion dans les Terrains de l’Anthropologie biologique et de la Préhistoire) project of the higher education STEP (Soutien à la Transformation et à l’Expérimentation Pédagogiques) transformation program at the University of Bordeaux, we combine student-active teaching with Master's students fully immersed in ongoing fieldwork, laboratory study, and dissemination of research results in order to develop more individually shaped learning curricula and to foster both professional and new interdisciplinary skills. Here, we present examples of experiments conducted in the ITAP project using both authentic and virtual collections of archaeological, experimental, and reference materials that help to break down the barriers between research activities and higher education, as well as providing a more general appraisal of the appropriate use of virtual tools in higher education by combining them with real-life situations. Higher education in evolutionary anthropology involves providing students with in‐depth knowledge of biological and cultural heritage sites and collections that are frequently inaccessible. Indeed, most sites, fossils, and archaeological remains can be visited or manipulated only rarely and solely by specialists with extensive experience. Owing to the development of 3D and medical imaging techniques, this fragile heritage is now more widely accessible, and in a dynamic way. However, exclusive adoption of virtual teaching and learning has a negative impact on student engagement and, naturally, on exchanges with instructors, and thus cannot be used without some reservations. In the ITAP ( Immersion dans les Terrains de l’Anthropologie biologique et de la Préhistoire ) project of the higher education STEP ( Soutien à la Transformation et à l’Expérimentation Pédagogiques ) transformation program at the University of Bordeaux, we combine student‐active teaching with Master's students fully immersed in ongoing fieldwork, laboratory study, and dissemination of research results in order to develop more individually shaped learning curricula and to foster both professional and new interdisciplinary skills. Here, we present examples of experiments conducted in the ITAP project using both authentic and virtual collections of archaeological, experimental, and reference materials that help to break down the barriers between research activities and higher education, as well as providing a more general appraisal of the appropriate use of virtual tools in higher education by combining them with real‐life situations. The article describes examples of novel teaching methods that we have developed in our Master's program in evolutionary anthropology, where we combine student‐active teaching with Master's students fully immersed in ongoing fieldwork, laboratory study, and dissemination of research results. Higher education in evolutionary anthropology involves providing students with in-depth knowledge of biological and cultural heritage sites and collections that are frequently inaccessible. Indeed, most sites, fossils, and archaeological remains can be visited or manipulated only rarely and solely by specialists with extensive experience. Owing to the development of 3D and medical imaging techniques, this fragile heritage is now more widely accessible, and in a dynamic way. However, exclusive adoption of virtual teaching and learning has a negative impact on student engagement and, naturally, on exchanges with instructors, and thus cannot be used without some reservations. In the ITAP ( ) project of the higher education STEP ( ) transformation program at the University of Bordeaux, we combine student-active teaching with Master's students fully immersed in ongoing fieldwork, laboratory study, and dissemination of research results in order to develop more individually shaped learning curricula and to foster both professional and new interdisciplinary skills. Here, we present examples of experiments conducted in the ITAP project using both authentic and virtual collections of archaeological, experimental, and reference materials that help to break down the barriers between research activities and higher education, as well as providing a more general appraisal of the appropriate use of virtual tools in higher education by combining them with real-life situations. Abstract Higher education in evolutionary anthropology involves providing students with in‐depth knowledge of biological and cultural heritage sites and collections that are frequently inaccessible. Indeed, most sites, fossils, and archaeological remains can be visited or manipulated only rarely and solely by specialists with extensive experience. Owing to the development of 3D and medical imaging techniques, this fragile heritage is now more widely accessible, and in a dynamic way. However, exclusive adoption of virtual teaching and learning has a negative impact on student engagement and, naturally, on exchanges with instructors, and thus cannot be used without some reservations. In the ITAP (Immersion dans les Terrains de l’Anthropologie biologique et de la Préhistoire) project of the higher education STEP (Soutien à la Transformation et à l’Expérimentation Pédagogiques) transformation program at the University of Bordeaux, we combine student‐active teaching with Master's students fully immersed in ongoing fieldwork, laboratory study, and dissemination of research results in order to develop more individually shaped learning curricula and to foster both professional and new interdisciplinary skills. Here, we present examples of experiments conducted in the ITAP project using both authentic and virtual collections of archaeological, experimental, and reference materials that help to break down the barriers between research activities and higher education, as well as providing a more general appraisal of the appropriate use of virtual tools in higher education by combining them with real‐life situations. |
| Author | Souron, Antoine Masset, Caroline Bessou, Maryelle Bordes, Jean‐Guillaume Knüsel, Christopher Jaubert, Jacques Mesa‐Saborido, Miriam Bayle, Priscilla Cochard, David Rottier, Stéphane Thomas, Marc Beauval, Cédric Couture, Christine Martins, Stéphanie Muth, Xavier Ferrier, Catherine Haget, Cathy Pinson, Raphaël Dutailly, Bruno Armand, Dominique Deguilloux, Marie‐France Thibeault, Adrien Lacrampe‐Cuyaubère, François Vanderesse, Nicolas Ledevin, Ronan Pubert, Éric Hesry, Malo Mora, Pascal Caillo, Arnaud Girault, Thomas |
| AuthorAffiliation | 3 Archéosphère SARL Quillan France 7 UMR 5608 CNRS, TRACES University of Toulouse Jean Jaurès Toulouse France 4 27075 UMS 3657 CNRS, Archéovision Bordeaux Montaigne University Pessac France 2 27086 Mission d'Appui à la Pédagogie et à l'Innovation University of Bordeaux Bordeaux France 6 Get In Situ SARL Riex Switzerland 5 Musée National de Préhistoire (MNP) Les Eyzies France 1 27086 UMR5199 CNRS, MC, PACEA University of Bordeaux Pessac France |
| AuthorAffiliation_xml | – name: 7 UMR 5608 CNRS, TRACES University of Toulouse Jean Jaurès Toulouse France – name: 6 Get In Situ SARL Riex Switzerland – name: 4 27075 UMS 3657 CNRS, Archéovision Bordeaux Montaigne University Pessac France – name: 2 27086 Mission d'Appui à la Pédagogie et à l'Innovation University of Bordeaux Bordeaux France – name: 1 27086 UMR5199 CNRS, MC, PACEA University of Bordeaux Pessac France – name: 5 Musée National de Préhistoire (MNP) Les Eyzies France – name: 3 Archéosphère SARL Quillan France |
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| Copyright | 2022 The Authors. published by John Wiley & Sons Ltd. 2022 The Authors. Ecology and Evolution published by John Wiley & Sons Ltd. 2022. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. Distributed under a Creative Commons Attribution 4.0 International License |
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| Snippet | Higher education in evolutionary anthropology involves providing students with in‐depth knowledge of biological and cultural heritage sites and collections... Higher education in evolutionary anthropology involves providing students with in-depth knowledge of biological and cultural heritage sites and collections... Abstract Higher education in evolutionary anthropology involves providing students with in‐depth knowledge of biological and cultural heritage sites and... Abstract Higher education in evolutionary anthropology involves providing students with in‐depth knowledge of biological and cultural heritage sites and... |
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| Title | Enhancing the learning of evolutionary anthropology skills by combining student‐active teaching with actual and virtual immersion of Master's students in fieldwork, laboratory practice, and dissemination |
| URI | https://onlinelibrary.wiley.com/doi/abs/10.1002%2Fece3.8825 https://www.ncbi.nlm.nih.gov/pubmed/35441006 https://www.proquest.com/docview/2656023290 https://search.proquest.com/docview/2652865791 https://hal.science/hal-03916825 https://pubmed.ncbi.nlm.nih.gov/PMC9012909 https://doaj.org/article/9851350a4ad24658817f3ead27d70262 |
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