Goal: Increase prior knowledge
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https://maken.wikiwijs.nl/178139/Goal__Increase_prior_knowledge
With video you can increase the prior knowledge of your students, so that they are better prepared for face-to-face education. This also prevents major differences in prior knowledge among your students.
1. Land ice in the Netherlands
By using this knowledge clip, the teacher wants to make his teaching more interactive and experienceable and activate the students more during contact time. The explanation during lectures was already narrative, but by adding images it comes to life even more, and the theory can be conveyed more powerfully.
1.1 Intake Land ice in the Netherlands
Intake form Video in Education
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Faculty
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Humanities
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Course
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Landscape Archeology
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Contacts
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Sylvia Moes, Sjoerd Kluiving
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Email and telephone
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s.moes@vu.nl
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Start date course(s)
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Spring 2016
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End date course(s)
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June 2016
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Studentenaantal
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3-20
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Content
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Course learning objectives
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The aim of the course is an introduction to landscape archaeology:
- Students understand the distinction between natural and cultural landscape archaeology, and can see how they complement each other.
- At the end of the course you will be able to understand and reproduce the basic concepts of the processes involved in the formation of the land.
- In addition, at the end of the course, students should understand the importance of all processes and the formation of the land over time in relation to the location of archaeological sites by identifying the characteristics of the formation of the land by geological factor and/or process.
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What do you want to improve and what do you expect to achieve with the redesign? (= target intervention)
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Make education more interactive and experienceable; to activate the students more; the story was already narrative, but by adding images it comes to life even more, it is conveyed more powerfully.
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Which didactic scenario do you want to use?
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Knowledge clip in the form of spoken animation.
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Function of video deployment in realizing learning activities/achieving the learning objectives?
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To give the student a better understanding of landscape archaeology.
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Organizational & practical (ICT)
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What do you need to renew the course (hardware, software, facilities, support)
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Equipment and software to create animation, plus audio recording.
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Organisational aspects
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The knowledge of an AV expert is required to make a good running animation.
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Schedule
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(Continued) appointments
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Intake spring 2015
Registration clip September 2015
Delivery clip November 2015
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Space for general report, comments/other
The animation was made for 1st year Landscape Archeology students, but can be used more widely within the VU, including FALW, where the teacher also gives lectures.
1.2 Study guide Landijs in the Netherlands
Introduction to Landscape Archaeology
Course code: L_BABAARC110
Period of time: Period 2+3
Credits: 6.0
Main language: Dutch
Faculty: Faculty of Humanities
Coordinator: dr. S.J. Kluiving
Examiner: dr. S.J. Kluiving
- Teachers: prof. dr. G.L.M. Burgers, dr. S.J. Kluiving
- Teaching method(s): Lecture
- Level: 200
- This module appears in the following studies: Archeologie - [a-b] - Vrije Universiteit Amsterdam
Goal course
The aim of the course is an introduction to landscape archaeology: you understand the distinction between natural and cultural landscape archaeology, and can see how they complement each other. At the end of the course you will be able to understand and reproduce the basic concepts of the processes involved in the formation of the land. In addition, at the end of the course you should understand the importance of all processes and the formation of the land over time in relation to the location of archaeological sites. At the end of the course you will know the characteristics of the formation of the land over time for each geological factor and/or process.
Content of the course
What is Landscape Archaeology? (WIL?): Spatial scale: landscape scale; Landscapes as object of study; The time dimension: the (very) long term; Methods and techniques (the survey; Remote Sensing, GIS); Interdisciplinarity Land Formation (VVHL): Introduction, geological timescale, plate tectonics, vegetation and climate; Land ice (landforms from the penultimate ice age: Saalian); Rivers (filling the delta in the Pleistocene and Holocene); Wind (landforms from the last ice age: Weichselien, incl. periglacial processes); Sea (Pleistocene and Holocene, sea level rise and coastal landforms); Peat formation (Holocene, peat covers the land); Man as a geological factor (Holocene: man intervenes).
Educational form
Lectures and exercises with paleogeographic maps during every lecture and beyond.
Presentations students.
Assessment
Written exam at the end of the course, atlas exercises during the course, and presentations at the end of the course.
Literature
(mandatory) Berendsen, H.J.A. 2011. De vorming van het land – Inleiding in de geologie en geomorfologie. 6e geheel herziene druk. Van Gorcum, Assen.
(mandatory) Bazelmans, J. Meulen, M. van der, Vos, P. & Weerts, H. 2011. Atlas van Nederland in het Holoceen. Uitgeverij Prometheus/ Bert Bakker
(mandatory) Renfrew, C & Bahn, P. 2012 Archaeology: Theories, Methods, and Practice, Thames & Hudson; 6th edition (April 2012)
(choice) De Mulder, E.F.J., Geluk, M.C., Ritsema, I., Westerhoff, W.E. & Wong, T.E., 2003. De Ondergrond van Nederland.
Target audience
1st year students Archeology (compulsory), 1st year students Antiquity (optional).
1.3 Evaluation and dissemination Land ice in the Netherlands
1. Background and Problem
The teacher wants to make the introductory course Landscape Archeology more interactive and give students more the feeling of “giving an experience”. He wants to convey his story more powerfully, so that students are better able to distinguish between natural and cultural landscape archaeology, and to show how they complement each other.
2. How
The teacher had a knowledge clip in mind to transfer this knowledge. He had also written a script for this, but it did not lead to a short and powerful story that he had in mind. The AV expert has made an animation based on his script and conversations.
3. Results
A clip was made of more than 8 minutes.
The teacher was so enthusiastic about the result that he will also use it in other subjects, but will also make the clip available for reuse with other teachers.
3.2 Lessons Learned
The development of the script took quite some time. The avc has gained experience in how you can guide teachers (better) or give advice earlier not to let the teacher but the editor work out/think about the script.
- The creation of the animation took a lot of time (4 working days) but the result is worth it. The clip can be used in education for a long time and can be used more widely.
2. Magic of Symbols
An English knowledge clip about the meaning of symbols. The teacher has used this video to convey concepts about rituals to students at an earlier stage, so that they can go deeper into the matter during the contact time. This allows students to see connections between rituals and manifestations. They can then recognize, name and work these out.
2.1 Intake Magic of Symbols
Intake form Video in Education
| Faculty |
FSW, Anthropology |
| Course |
Rituals |
| Contacts |
Peter Versteeg |
| Email and tel. |
p.g.a.versteeg@vu.nl, 020 - 5983664 |
| Start date course(s) |
September 2015 |
| End date course(s) |
Mid October 2015 |
| Student Number |
+/- 40 |
Content
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Course learning objectives
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Gain a deeper insight into rituals, the cohesion within rituals and the manifestations in current events.
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What do you want to improve and what do you expect to achieve with the redesign? (= target intervention)
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Use video to transfer concepts about rituals to an earlier stage, so that the subject can be explored more deeply during the contact time. This allows students to see connections between rituals and manifestations. They can then recognize, name and work out these.
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Which didactic scenario do you want to use?
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Video in the form of knowledge clips in combination with mind maps (students make themselves, this is a higher order learning objective)
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Function of video deployment in realizing learning activities/achieving the learning objectives?
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Make a clip about rituals (students must view these in advance, 'flipped classroom', so that there is more time for guidance and activating teaching methods).
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Organizational & practical (ICT)
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What do you need to renew the course (hardware, software, facilities, support)
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AVC recording with green screen. Instruction from Sylvia on creating mind maps and the tool.
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Organisational aspects
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Point of attention: online instructional material should become available about various mind map tools.
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Schedule
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Follow-up appointments
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AVC recording is planned.
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Space for general report, comments/other
- The teacher initially had 3 clips in mind to make, but due to time constraints, he went back to 1 clip.
2.2 Disseminatie Magic of Symbols
Dissemination Cultural Anthropology: Making the difference
The clip of Making the difference was used for the first time during a lecture (master Theoretical Orientation on Human Security deel 2). The theme of the meeting was to discuss the importance of anthropological research. The clip was a nice introduction to literature:
- Mosse, D. (2015). Misunderstood, Misrepresented, contested? Anthropological knowledge production in question. Focaal 72:128-137.
- Harrison, E. (2015). Anthropology and Impact Evaluation: A Critical Commentary. Journal of Development Effectiveness 7(2) 146-159.
- Roerig S., Wesel van F., Evers S. J.T.M. and Krabbendam L. (2015) Researching children's individual empathic abilities in the context of their daily lives: the importance of mixed methods. Frontiers in Neuroscience 9:261.•Astuti, R. (2015). Implicit and explicit theory of mind. Anthropology of this Century, 13 (May).
- Evers, S.J.T.M., J. Vadeboncoeur & B. Weber (2015) Situating Children’s Rights in Cultural Perspectives on Childhood: Intermedial Dialogue. Canadian Journal of Children’s Rights.Doel
The clip inspired the students to think about how they think they can make a difference themselves as anthropologists and how they would like to express this in their work after their education.
Each student discussed his/her ambitions and how they think they can make it clear to potential employers that they can thrive as an anthropologist in the position and think they can make a difference.
This exercise helped the students to flesh out their general plans more concretely. Last year the clip was not there and the story was not told to the students. The clip has made the students think very differently about how, as anthropologists in the making, they acquire attitudes and skills that they can use to create a clear profile of themselves that makes them different from other students.
Lessons learned
The teacher felt uncomfortable to see himself so large on screen. Afterwards she quickly moved on to the further goals of the college. While the students came afterwards to say that they thought it was a very good idea to highlight the work in this way. The students think that the clip makes the message more memorable and they also want to share the clip with other people they know to show them how anthropology can be used and why it is important to study anthropology in a time where diversity is more the rule than the exception.
