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

active learning, Active Online Reading, AI, annotation, artificial intelligence, digital reading, online reading, pedagogy, reading, social annotation

New blog post published: Assessing reading in the age of AI

I had a post published on the SEDA (Staff and Educational Development Association – the professional association for staff and educational developers in the UK) blog the other day. In it, I talked about some of my experiences of using online reading platforms as a means of assessing students engagement in the process of learning.Continue reading New blog post published: Assessing reading in the age of AI

academic literacy, active learning, Active Online Reading, Ancient History, Classics, critical reading, digital literacy, digital reading, Lincoln, online reading, pedagogy, reading, THE

More on digital reading: barriers and approaches (in Classics)

Just a quick note to announce the publication of a couple of things. First, the report on the workshop that Michael Wuk and I ran in May, Reading Classics Online, which was published on the Council of University Classics Departments Education blog. Second, I wrote a piece for Times Higher Education on the barriers thatContinue reading More on digital reading: barriers and approaches (in Classics)

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

academic literacy, active learning, Active Online Reading, annotation, assessment, critical reading, digital literacy, digital reading, history, large classes, Lincoln, online reading, pedagogy, primary sources, publication, Publications, reading, skills, social annotation, Talis, Talis Elevate

New publication: Reading through the pandemic

Graham Barrett, Jon Fitzgibbons, Michele Vescovi and myself recently had an article published in the IMPact e-journal of Higher Education Research, which is published by the University of Lincoln. In it, we reflected on our experiences of teaching students digital reading (and other!) skills during the Covid-19 pandemic. You can read the full paper here:Continue reading New publication: Reading through the pandemic