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

academic literacy, active learning, Active Online Reading, annotation, critical reading, digital reading, E-learning, Humanities, reading, skills

Reading Digital Texts for University Study (Study Matters podcast)

Last week, the brilliant Aimee Merrydew (Keele University) shared a Study Matters podcast in which she interviewed me about the work of the Active Online Reading project on digital reading pedagogies and practices. You can watch the podcast below- enjoy! Study Matters Podcast · Episode 13: Reading Digital Texts for University Study

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

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

active learning, Active Online Reading, Collaboration, critical reading, digital reading, E-learning, online reading, pedagogy, QAA, reading, social annotation, student researchers, students, Talis

Social Annotation and Student Learning

In this post, the final in a series of three that survey literature on online reading, Rachel Bartley (UCL) offers an overview of pedagogic research into the use of social annotation in higher education. You can read the first and second parts of the literature review here and here. In negotiating the advantages and challengesContinue reading Social Annotation and Student Learning

Active Online Reading, annotation, Collaboration, critical reading, digital reading, E-learning, Keele, online reading, QAA, reading, skills, social annotation, students, Talis, Talis Elevate

Confidence is key: Building students’ academic reading literacies through collaborative annotation

In this guest post, Aimee Merrydew, a Curriculum Developer at Keele University, shares her experiences and reflections on teaching using a collaborative annotation approach in the School of English there. We hope that you enjoy the post! I spend a lot of my time helping students to understand the differences between reading texts for funContinue reading Confidence is key: Building students’ academic reading literacies through collaborative annotation