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Costas Papadopoulos

Digital Archaeology teaching has the potential to empower students with the skills required to become producers rather than passive consumers of knowledge (Cocco 2006). Project-based and Problem-based Learning (PBL) construct a framework through which students engage with authentic challenges (Bell 2010; Herrington & Herrington 2007) in a collaborative, engaged, and reflective environment. The ethos of maker culture that emphasises creativity and learning through doing, enables a collaborative and experiential learning through which students work together to complete an end product that materialises their knowledge and understanding (Helle et al. 2006). In this process, reflective learning approaches and peer-feedback make them responsible for their own learning and their weaknesses become strengths to improve their practice (Ertmer & Simons 2005). Finally, the process of co-creation and the management challenges that collaborative projects pose, provide them with new mechanisms to critically respond to different situations as well as with the necessary competencies for careers in academia and industry (Cain & Cocco 2014). This paper draws from the author’s experience in teaching digital archaeology courses within a digital humanities (DH) setting. Using examples from his own practice and discussing the challenges that a diverse DH classroom poses, it will argue that project- and problem-based approaches to learning equip students with the necessary skills to respond to an increasingly competitive digital and creative economy in academia and beyond.
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