academic misconduct, assessment, EMC, exams, history, History UK, lockdown, Post-Pandemic Pedagogy, RHS, student as partner, Student research, student researchers | Leave a Comment on Perspectives on assessment from the Post-Pandemic Pedagogy project

Perspectives on assessment from the Post-Pandemic Pedagogy project

In this blog post, Bethany Stokes and Olivia Hennessy, third-year History students at the University of Lincoln, share their perspectives on some research that they did as part of the Post-Pandemic Pedagogy project. Recently, we analysed some data as part of the wider Post-Pandemic Pedagogy survey of History students and staff that was carried outContinue reading Perspectives on assessment from the Post-Pandemic Pedagogy project

active learning, Active Online Reading, asynchronous, Blackboard, critical reading, digital history, digital reading, EMC, history, History UK, online learning, online reading, pedagogy, Post-Pandemic Pedagogy, QAA, reading, research, social annotation, students, survey, Talis, Talis Elevate | Leave a Comment on Post-pandemic reading

Post-pandemic reading

The Post-Pandemic Pedagogy project, which I’ve been working on with Marcus Collins (Loughborough), Aimee Merrydew (Keele) and others for the past year (funded by the EMC, History UK and the RHS), involved a survey of History staff and students at UK universities. We asked them about their experiences and perceptions of teaching and learning duringContinue reading Post-pandemic reading