Active Online Reading, AI, ALT, Conference, pedagogy, reading, Teaching History, Technology, UCL

Digital Reading in the Age of AI

Along with Jon Chandler (UCL), I’ve just had a blog published with ALT. It previews a presentation that we’re giving at the ALT conference (ALT-C) in Glasgow tomorrow. Our paper is entitled “Reimagining Historical Thinking: Aspiring Teachers, GenAI, and the Future of Learning” and in it we report on some research into History students’ viewsContinue reading Digital Reading in the Age of AI

asynchronous, E-learning, EMC, history, History UK, pandemic, pedagogy, Post-Pandemic Pedagogy, Publications, RHS, Royal Historical Society, Technology

Post-Pandemic Pedagogy update

Marcus Collins (Loughborough) and I just published some of the findings of the Post-Pandemic Pedagogy project. We investigated what history students and lecturers thought about teaching during the Covid-19 pandemic and their preferences for how teaching and learning should be delivered afterwards. The paper was published a couple of weeks ago in the History EducationContinue reading Post-Pandemic Pedagogy update

Active Online Reading, ALT, annotation, anxiety, digital literacy, digital reading, online reading, reading, social annotation, Talis Elevate

What is discussion in social annotation?

I just had a post published on the ALTC (Association for Learning Technology) blog in which I share a few observations on what it means when students engage in ‘discussion’ when annotating digital texts online. Here is the opening to the blog: While social annotation can be an effective means of engaging students in readingContinue reading What is discussion in social annotation?

Accessibility, anxiety, engagement, imposter syndrome, Student research, students, transition, transitions

Imposter Syndrome and History: a student project

Gemma McLean-Carr is a PhD student at the University of Edinburgh working on a project about smell, odour, and British perceptions of China and ‘Chinatowns’ (1842-1946). She studied for a BA in History at the University of Lincoln from 2019-2022 and went on to do an MSc in Contemporary History at the University of Edinburgh.Continue reading Imposter Syndrome and History: a student project

active learning, Active Online Reading, AI, annotation, artificial intelligence, digital reading, online reading, pedagogy, reading, social annotation

New blog post published: Assessing reading in the age of AI

I had a post published on the SEDA (Staff and Educational Development Association – the professional association for staff and educational developers in the UK) blog the other day. In it, I talked about some of my experiences of using online reading platforms as a means of assessing students engagement in the process of learning.Continue reading New blog post published: Assessing reading in the age of AI