1 / 7

Making Digital History: students as partners in online learning, teaching and research

Making Digital History: students as partners in online learning, teaching and research . Dr Jamie Wood, School of Humanities, University of Lincoln http://makingdigitalhistory.blogs.lincoln.ac.uk/. Why? institutional context. Student as producer at Lincoln

maik
Download Presentation

Making Digital History: students as partners in online learning, teaching and research

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Making Digital History: students as partners in online learning, teaching and research Dr Jamie Wood, School of Humanities, University of Lincoln http://makingdigitalhistory.blogs.lincoln.ac.uk/

  2. Why? institutional context • Student as producer at Lincoln • “The focus of Student as Producer is the undergraduate student, working in collaboration with other students and academics. Undergraduate students will work alongside staff in the design and delivery of their teaching and learning programmes, and in the production of work of academic content and value. Curriculum review in History” • http://studentasproducer.lincoln.ac.uk/ • New staff • Curriculum review in History

  3. What?(see http://bit.ly/12D80ts) • Develop a suite for resources to support the use of Xerte across the History department (and more widely) • Develop students’ capabilities as producers of digital History for a variety of public and academic audiences • Students (individually and collaboratively) to make Xerte objects for assessed work and for audiences beyond academia

  4. Where? modules and activities • Modules • L1, L2, MA • Different types: • Historical periods • Types of sources • Survey/ thematic • Kinds of activities • Individual/ collaborative • Compulsory/ optional • Different levels of assessment

  5. Who?the team • 5 members of academic staff • Support from Centre for Educational Research and Development • Support from Library • Student interns • Training in September • ‘first responders’, dealing with queries and running office hours

  6. When?is it happening • Summer 2013: development phase • Semester 1: 3 modules • Semester 2: 1 module • Activities within modules • Training workshop(s) • In-class activities, e.g. storyboarding in seminars • Tutorials

  7. How?challenges • Assessment criteria • Task criteria and comparability • Minimum criteria/ traffic lights • Ensuring parity across levels/ modules • Not reinventing the wheel • Motivating the students (or, not scaring them off with Xerte)

More Related