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

Accessibility, Classics, digital reading, Nottingham, online reading, reading | Leave a Comment on Reading in new ways: dealing with deteriorating vision

Reading in new ways: dealing with deteriorating vision

In this post, Professor Helen Lovatt, of the Department of Classics and Archaeology at the University of Nottingham, shares a wonderful personal reflection on her evolving approach to reading and how a variety of technologies have helped (and sometimes hindered) her ability to engage with texts. We’ll be discussing some of these issues at ourContinue reading Reading in new ways: dealing with deteriorating vision

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 Online Reading, Classics, critical reading, digital reading, E-learning, Lincoln, online learning, reading, student researchers, Talis Elevate | Leave a Comment on Reflecting on Reading at University: a student perspective

Reflecting on Reading at University: a student perspective

Samantha Sharman is one of the student researchers on our project. She is in the second year of a Classical Studies degree at the University of Lincoln. She’s written this blog post reflecting on her experiences of reading at university. Each of the members of the team (https://makingdigitalhistory.co.uk/read/active-online-reading/project-team/) will be doing the same, so thanksContinue reading Reflecting on Reading at University: a student perspective

Ancient History, Classics, history, identity, Late Antiquity, Media, Roman History, social media, Video, YouTube | Leave a Comment on Using YouTube to teach ancient identities

Using YouTube to teach ancient identities

What do modern Goths have to do with ancient and medieval ones? In the Autumn semester last year, the students on my third year module in History at the University of Lincoln, The Goths: Barbarians through History?, took a closer look at this question. In the first half of the module we looked at the GothsContinue reading Using YouTube to teach ancient identities