A blog about digital teaching and learning in History and related subjects
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
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
Members of the Active Online Reading project team recently published a short paper on their use of social annotation to develop students’ reading skills. Jamie Wood, Matt East and Hope Williard published the chapter, ‘Social annotation to support students’ online reading skills’ in the volume Designing Courses with Digital Technologies: Insights from Higher Education, edited byContinue reading Paper published: Social annotation to support students’ online reading skills
In the summer, I supported two students from the School of History and Heritage at the University of Lincoln, Joanne Copson and Heather Groves, to complete a research project on the impact of the pandemic on disabled students’ experiences, with a particular focus on online learning. They have written this blog post to summarise theirContinue reading Supporting disabled students during Covid – a student-led research project
This post is part of History UK’s Pandemic Pedagogy project. For more about the initiative, follow HUK’s blog and Twitter feed. Assessment, carrots and sticks ‘Assessment is an integral part of instruction, as it determines whether or not the goals of education are being met.’ (Edutopia, 2008) The centrality of assessment to learning in higherContinue reading Pandemic Pedagogy – Beyond essays and exams: changing the rules of the assessment game