academic literacy, active learning, Active Online Reading, annotation, assessment, Classics, Collaboration, critical reading, digital literacy, digital reading, Dissemination, E-learning, history, Humanities, Late Antiquity, online reading, pedagogy, primary sources, Publications, QAA, reading, social annotation, students, Talis Elevate | Leave a Comment on Recent publication – Reading Online during Lockdown: Insights from History and Heritage

Recent publication – Reading Online during Lockdown: Insights from History and Heritage

Matt East, Leah Warriner-Wood and myself have recently had a chapter published in the edited book Agile Learning Environments amid Disruption, edited by Golam Jamil and Dawn A Morley. In it, we reflect on the approach that was adopted to teaching students to read primary sources through annotation across three iterations of a research-led undergraduateContinue reading Recent publication – Reading Online during Lockdown: Insights from History and Heritage

academic literacy, active learning, Active Online Reading, annotation, assessment, critical reading, digital literacy, digital reading, history, large classes, Lincoln, online reading, pedagogy, primary sources, publication, Publications, reading, skills, social annotation, Talis, Talis Elevate | Leave a Comment on New publication: Reading through the pandemic

New publication: Reading through the pandemic

Graham Barrett, Jon Fitzgibbons, Michele Vescovi and myself recently had an article published in the IMPact e-journal of Higher Education Research, which is published by the University of Lincoln. In it, we reflected on our experiences of teaching students digital reading (and other!) skills during the Covid-19 pandemic. You can read the full paper here:Continue reading New publication: Reading through the pandemic

Active Online Reading, Classics, critical reading, digital literacy, digital reading, Lincoln, online reading, pedagogy, QAA, reading, skills, student as partner, student researchers, Talis | Leave a Comment on Reading Classics online: staff and student perspectives

Reading Classics online: staff and student perspectives

Last week, Samantha Sharman, Annabelle Mansell and Jamie Wood published a post on the QAA blog (“Reading Classics online: staff and student perspectives”) that explored student and staff perspectives on online reading in the discipline of Classics. Here’s a short extract on some of the challenges of online reading: Students and staff respondents in bothContinue reading Reading Classics online: staff and student perspectives

active learning, Active Online Reading, annotation, asynchronous, critical reading, digital literacy, digital reading, Dissemination, history, large classes, Lincoln, lockdown, online reading, pandemic, pedagogy, publication, QAA, reading, skills, sources, Talis, Talis Elevate, UCL | Leave a Comment on New Publication: Promoting Active Engagement with Text-Based Resources in Large First-Year Modules in History

New Publication: Promoting Active Engagement with Text-Based Resources in Large First-Year Modules in History

Getting students actively engaging with reading in large classes can be challenging and was doubly so during pandemic lockdowns. This new publication from the Active Online Reading project outlines some of the ways that colleagues teaching large first year courses at UCL and the University of Lincoln sought to address these challenges. Abstract: In largeContinue reading New Publication: Promoting Active Engagement with Text-Based Resources in Large First-Year Modules in History

Active Online Reading, history, pedagogy, reading, schools, Student research, students, Teaching History | Leave a Comment on Teaching History: A Report on Reading

Teaching History: A Report on Reading

In this post, Mitchell Lovewell, a final-year History student at the University of Lincoln, talks us through the findings of a report on reading that he put together for Teaching History a module that he took in the first half of 2022. Introduction ‘Go throw your TV set away, and in its place you canContinue reading Teaching History: A Report on Reading