assessment, digital history, digital literacy, E-learning, history, Humanities, mapping, Visual literacy | Leave a Comment on An interview with Katherine Fennelly – Digital Mapping of the 18th and 19th-century British Landscape

An interview with Katherine Fennelly – Digital Mapping of the 18th and 19th-century British Landscape

Unfortunately, it’s taken me a while to get the second interview in this series written up. In any case, I’m very please to be able to share my discussions with Dr Katherine Fennelly, an historical archaeologist at the University of Sheffield, about her use of digital mapping technologies when teaching in the School of HistoryContinue reading An interview with Katherine Fennelly – Digital Mapping of the 18th and 19th-century British Landscape

active learning, digital history, digital literacy, E-learning, Making Digital History, Medieval, student as producer, Student research, students, University of Sheffield, wikipedia | Leave a Comment on An interview with Charles West – Using Wikipedia to Teach Medieval History and Digital Literacy

An interview with Charles West – Using Wikipedia to Teach Medieval History and Digital Literacy

The Making Digital History project is particularly concerned with approaches to teaching history online that involve students in constructing things for themselves (including their own knowledge and understanding via more ‘traditional’ text-based approaches) in digital spaces and sharing the results of their endeavours beyond their tutors and peers. I thought it would be interesting toContinue reading An interview with Charles West – Using Wikipedia to Teach Medieval History and Digital Literacy

active learning, digital history, digital literacy, E-learning, essay writing, exams, lockdown, pandemic, student as producer, Student research, students | Leave a Comment on Pandemic Pedagogy – Beyond essays and exams: changing the rules of the assessment game

Pandemic Pedagogy – Beyond essays and exams: changing the rules of the assessment game

This post is part of History UK’s Pandemic Pedagogy project. For more about the initiative, follow HUK’s blog and Twitter feed. Assessment, carrots and sticks ‘Assessment is an integral part of instruction, as it determines whether or not the goals of education are being met.’ (Edutopia, 2008) The centrality of assessment to learning in higherContinue reading Pandemic Pedagogy – Beyond essays and exams: changing the rules of the assessment game

constructive alignment, learning design, learning outcomes | Leave a Comment on Pandemic Pedagogy – Redesigning for online teaching, or Why learning objectives aren’t a waste of time

Pandemic Pedagogy – Redesigning for online teaching, or Why learning objectives aren’t a waste of time

This post is part of History UK’s Pandemic Pedagogy project. For more about the initiative, follow HUK’s blog and Twitter feed. In this post I want to spend a little bit of time thinking in quite general terms about the process for turning face-to-face teaching into an online or blended format. I’ll suggest that rethinkingContinue reading Pandemic Pedagogy – Redesigning for online teaching, or Why learning objectives aren’t a waste of time

asynchronous, Lincoln, lockdown, Reflections, students, survey, synchronous | Leave a Comment on Reflections on a survey of History students’ experiences of lockdown learning

Reflections on a survey of History students’ experiences of lockdown learning

Last month, alongside our survey of staff experiences of teaching during lockdown, we surveyed UG and PGT students in the School of History and Heritage at the University of Lincoln. I mentioned this a couple of weeks ago in History UK’s #PandemicPedagogy Twitter chat.   Yes! @ULHistory did a survey of student views on post-lockdownContinue reading Reflections on a survey of History students’ experiences of lockdown learning