Archaeological collections are crucial in heritage studies and are used every day for training archaeologists and cultural heritage specialists. The recent developments in 3D acquisition and visualization technology has contributed to the rapid emergence of a large number of 3D collections, whose production is often justified as the democratization of data and knowledge production. Despite the fact that several 3D datasets are now available online, it is not always clear how the data – once stored – may be engaged by archaeology students, and the possible challenges the students may face in the learning process. The goal of the Dynamic Collections project at Lund University is to develop a novel 3D web infrastructure designed to support higher education and research in archaeology. At the onset of the COVID-19 pandemic in the spring of 2020, all teaching at Lund University moved online, reinforcing the urgency for such an infrastructure. By letting a group of students test an early version of the system as part of their online teaching, we were able to study how they used and interacted with an archaeological collection in 3D and explore the intersection of digital methods and pedagogy in archaeology. This article presents the preliminary results from this experiment.

中文翻译：

---

动态集合：用于工件参与的 3D Web 基础架构

考古收藏在遗产研究中至关重要，每天都被用于培训考古学家和文化遗产专家。3D 采集和可视化技术的最新发展促成了大量 3D 收藏品的快速出现，这些收藏品的生产通常被证明是数据和知识生产的民主化。尽管现在有几个 3D 数据集在线可用，但并不总是清楚考古学学生如何使用这些数据（一旦存储），以及学生在学习过程中可能面临的挑战。隆德大学动态收藏项目的目标是开发一种新颖的 3D 网络基础设施，旨在支持考古学的高等教育和研究。在 2020 年春季 COVID-19 大流行开始时，隆德大学的所有教学都转移到了网上，这加剧了建立这种基础设施的紧迫性。通过让一组学生测试该系统的早期版本作为他们在线教学的一部分，我们能够研究他们如何使用 3D 考古收藏并与之互动，并探索数字方法和考古学教学法的交叉点。本文介绍了该实验的初步结果。