A blog about digital teaching and learning in History and related subjects
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
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
In this post, Paul Cooke, History Faculty Librarian at the University of Cambridge, offers some really interesting insights into how he teaches students to engage productively with digital texts in History. Paul can be contacted on Pkc24[at]cam.ac.uk. Find out more about the History Faculty Library here: https://www.hist.cam.ac.uk/seeley-library Researchers and students at the University of Cambridge areContinue reading Teaching Active Online Reading at Cambridge University’s History Faculty Library
In the next post as part of the Active Online Reading project, Anna Rich-Abad (staff profile here), Assistant Professor in Medieval History, University of Nottingham, offers her perspective on the challenges of reading (and searching online). I miss the “good old times” when research was done on physical documents and books; visits to libraries andContinue reading Reading online: the double-edged sword
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