BACKGROUND Engaging students in the generation of digital 3D learning objects offers an interesti... more BACKGROUND Engaging students in the generation of digital 3D learning objects offers an interesting ‘students-as-partners’ opportunity (Healey et al., 2014). Both sides of the partnership arguably have similar levels of digital literacy, which makes for an equitable collaboration (Dimon et al., 2019). Co-creating 3D objects allows students to develop digital skills and fluency e.g. skills in scanning, photogrammetry, metatagging and curation of digital and actual objects. Offering core learning objects via platforms such as the Pedestal3D (2019), e.g. https://sydney.pedestal3d.com/, allows multiple students to have simultaneous, close, unsupervised access to virtual objects at any time. To date our work has sat across Faculty of Arts and Social Sciences and the Faculty of Science, focusing on objects in museum collections. ARGUMENT Across STEAM we aspire to develop strategies that improve students’ digital fluencies and at the same time as accommodate different disciplinary perspect...
Over several years, the authors have pursued technology solutions to the difficult arena of movin... more Over several years, the authors have pursued technology solutions to the difficult arena of moving geology practicum work into the online space (e.g., Tetley and Daczko, 2014). Through a partnership of teaching academics with professional staff trained in digitisation and software development, the authors have now solved the problem of verisimilitude and utility and opened a raft of future opportunities including a smooth and seamless transition to online teaching when presented with recent pandemic lockdowns. “Teaching geology with digital tools advances students’ learning experience by providing access to high-quality outcrops, enhancing visualization of 3D geological structures and improving data integration.” (Senger et al., 2021) Our solution required innovation on several fronts. Firstly, 3D digitisation and gigapixel imaging processes and methods were tried, evaluated, abandoned and refined until an ideal solution was developed that could actually replace the physical rock ha...
Abstract Ancient Egyptian shabtis have been described as mass-produced, mould-made objects. We an... more Abstract Ancient Egyptian shabtis have been described as mass-produced, mould-made objects. We analyse the morphology and elemental composition of three sets of seven shabtis using 3D scanning, X-ray fluorescence spectrometry and principal component analysis clustering. The morphology and elemental composition of the shabtis allow us to conclude that these object types were made with different degrees of morphological and compositional standardisation indicating different manufacturing methods. We suggest that mass-production is an oversimplified label to describe shabti manufacturing as our findings demonstrate evidence of batch-processing methods.
The efficacy of videos in anatomy education is still being debated. It appears that one of the ma... more The efficacy of videos in anatomy education is still being debated. It appears that one of the major factors discouraging learners to use videos has been their length. To counteract this, 24 short videos (the longest lasting 1 minute and 13 seconds), were created for a course on musculoskeletal anatomy. Videos focused on identification of muscles of the limbs and their relations by area. The aim of this preliminary study was to assess students' perception of value of the videos and their utilisation. The number of views for each video was recorded. A questionnaire based survey was carried out focusing on students' perception of the educational usefulness of the videos. On average, each video had 339.5 views. Out of 312 students enrolled in the course, 210 completed the survey (67.3 % response rate). A total of 181 respondents (86.2 %) watched the videos and a majority perceived them useful in: Learning about the anatomy of the limbs (68 %), preparation for the laboratory (56.9 %), post-laboratory revision (65.6 %) and preparation for the practical test (66.3 %). Asked for feedback, students requested an increase in the number of videos to include structures other than muscles. Students reported to perceive videos as a useful resource in their musculoskeletal anatomy course. The shortness of the videos made them easy to access and use repeatedly. Future, more in-depth studies, based on the utilisation of the existing and newly produced videos, might throw more light on their full educational potential.
BACKGROUND Engaging students in the generation of digital 3D learning objects offers an interesti... more BACKGROUND Engaging students in the generation of digital 3D learning objects offers an interesting ‘students-as-partners’ opportunity (Healey et al., 2014). Both sides of the partnership arguably have similar levels of digital literacy, which makes for an equitable collaboration (Dimon et al., 2019). Co-creating 3D objects allows students to develop digital skills and fluency e.g. skills in scanning, photogrammetry, metatagging and curation of digital and actual objects. Offering core learning objects via platforms such as the Pedestal3D (2019), e.g. https://sydney.pedestal3d.com/, allows multiple students to have simultaneous, close, unsupervised access to virtual objects at any time. To date our work has sat across Faculty of Arts and Social Sciences and the Faculty of Science, focusing on objects in museum collections. ARGUMENT Across STEAM we aspire to develop strategies that improve students’ digital fluencies and at the same time as accommodate different disciplinary perspect...
Over several years, the authors have pursued technology solutions to the difficult arena of movin... more Over several years, the authors have pursued technology solutions to the difficult arena of moving geology practicum work into the online space (e.g., Tetley and Daczko, 2014). Through a partnership of teaching academics with professional staff trained in digitisation and software development, the authors have now solved the problem of verisimilitude and utility and opened a raft of future opportunities including a smooth and seamless transition to online teaching when presented with recent pandemic lockdowns. “Teaching geology with digital tools advances students’ learning experience by providing access to high-quality outcrops, enhancing visualization of 3D geological structures and improving data integration.” (Senger et al., 2021) Our solution required innovation on several fronts. Firstly, 3D digitisation and gigapixel imaging processes and methods were tried, evaluated, abandoned and refined until an ideal solution was developed that could actually replace the physical rock ha...
Abstract Ancient Egyptian shabtis have been described as mass-produced, mould-made objects. We an... more Abstract Ancient Egyptian shabtis have been described as mass-produced, mould-made objects. We analyse the morphology and elemental composition of three sets of seven shabtis using 3D scanning, X-ray fluorescence spectrometry and principal component analysis clustering. The morphology and elemental composition of the shabtis allow us to conclude that these object types were made with different degrees of morphological and compositional standardisation indicating different manufacturing methods. We suggest that mass-production is an oversimplified label to describe shabti manufacturing as our findings demonstrate evidence of batch-processing methods.
The efficacy of videos in anatomy education is still being debated. It appears that one of the ma... more The efficacy of videos in anatomy education is still being debated. It appears that one of the major factors discouraging learners to use videos has been their length. To counteract this, 24 short videos (the longest lasting 1 minute and 13 seconds), were created for a course on musculoskeletal anatomy. Videos focused on identification of muscles of the limbs and their relations by area. The aim of this preliminary study was to assess students' perception of value of the videos and their utilisation. The number of views for each video was recorded. A questionnaire based survey was carried out focusing on students' perception of the educational usefulness of the videos. On average, each video had 339.5 views. Out of 312 students enrolled in the course, 210 completed the survey (67.3 % response rate). A total of 181 respondents (86.2 %) watched the videos and a majority perceived them useful in: Learning about the anatomy of the limbs (68 %), preparation for the laboratory (56.9 %), post-laboratory revision (65.6 %) and preparation for the practical test (66.3 %). Asked for feedback, students requested an increase in the number of videos to include structures other than muscles. Students reported to perceive videos as a useful resource in their musculoskeletal anatomy course. The shortness of the videos made them easy to access and use repeatedly. Future, more in-depth studies, based on the utilisation of the existing and newly produced videos, might throw more light on their full educational potential.
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Papers by Michael Rampe