The roots of the original Making Digital History project lay in a number of digital History education projects that members of the team have been involved with over the past few years, as well as the University of Lincoln’s Student as Producer initiative (funded by the Higher Education Academy [HEA] from 2010-2013). Previous events and projects include:

Teaching History in Higher Education in the UK: E-Learning Challenges and Opportunities: this report by Dr Jamie Wood and Dr Antonella Luizzo Scorpo on e-learning in History is based on a literature review and online research with staff and students at 5 UK HE institutions.

Teaching pre-modern history: e-learning challenges and opportunities: Dr Jamie Wood and Dr Antonella Luizzo Scorpo organised this workshop, funded as part of the HEA Discipline Workshop and Seminar Series, at the Institute of Historical Research in February 2012. Materials from the workshop can be found here.

Theology and Religious Studies looking outwards: knowledge transfer as a strategy for learning and assessment in the T&RS curriculum: this workshop, organised by Dr John Zavos (University of Manchester), Katja Stuerzenhofecker (University of Manchester) and Dr Jamie Wood as part of the HEA Discipline Workshop and Seminar Series, aimed to share experience and discuss potential for the development of ‘outward looking’ learning and assessment strategies.  This meant focusing learning and assessment on the production of resources designed for use beyond the university. Online learning environments provided a vital means for achieving these aims. This activity provided a powerful stimulus to thinking about how technology can be used to engage students in learning that has outputs beyond the tutor’s inbox and how this can have a powerful effect on motivation and quality of work. To learn more about this project see the webpage and blog.

Greek and Latin papyri as generative learning objects: This project, funded by the HEA Subject Centre for History, Classics and Archaeology from 2008-2010, sought to create resources and consider strategies to support independent student research on papyri using generative learning objects (GLOs) made with the GLO Maker tool. In collaboration with students, two GLOs were made for use with MA and first year undergraduate students. These were based on the objects in the John Rylands Library Manchester and the Manchester Museum. For more information on the project click here and here for more on GLOs.

IBL Informed Teaching: taking Salford students out of the classsroom and onto the streets, into the libraries and onto the net: on this project business informatics students from the the University of Salford developed and displayed digital artefacts as part of their independent inquiry-based learning. To learn more about this project, read the following article:

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