• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
Presentation Steven Stegers - MEDEAnet Webinar: Media Resources in the Classroom. Historiana and Europeana
 

Presentation Steven Stegers - MEDEAnet Webinar: Media Resources in the Classroom. Historiana and Europeana

on

  • 62 views

This presentation was given by Steven Stegers as part of the MEDEAnet webinar: "Media Resources in the Classroom. Historiana and Europeana" on 20 February 2014 . MEDEAnet aims to promote media-based ...

This presentation was given by Steven Stegers as part of the MEDEAnet webinar: "Media Resources in the Classroom. Historiana and Europeana" on 20 February 2014 . MEDEAnet aims to promote media-based learning to organisations and practitioners through local training and networking events, online resources and knowledge sharing. MEDEAnet will also exploit best practices of the annual competition MEDEA Awards and extend its existing informal network and support the MEDEA Association, a membership organisation that ensures the sustainability of the MEDEA Awards. More info: http://www.medeanet.eu

Statistics

Views

Total Views
62
Views on SlideShare
54
Embed Views
8

Actions

Likes
0
Downloads
0
Comments
0

2 Embeds 8

http://www.medeanet.eu 7
http://medeanet.eu 1

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    Presentation Steven Stegers - MEDEAnet Webinar: Media Resources in the Classroom. Historiana and Europeana Presentation Steven Stegers - MEDEAnet Webinar: Media Resources in the Classroom. Historiana and Europeana Presentation Transcript

    • Historiana “It is such a big project, you would not expect someone to dare to start it” Timo Vosse, a trainee who worked on Historiana Historiana Webinar 20 February 2014 Steven Stegers, Deputy Director EUROCLIO
    • Why Historiana? The national mirror of pride and pain The need for a balanced approach to history
    • COUNCIL OF EUROPE COMMITTEE OF MINISTERS Recommendation Rec(2001)15 of the Committee of Ministers to member states on history teaching in twenty-first-century Europe (Adopted by the Committee of Ministers on 31 October 2001 at the 771st meeting of the Ministers’ Deputies) Why Historiana? The need for multiperspectivity
    • A European Textbook? EUROCLIO Council of Europe PRIME (Israel/Palestine) France/Germany CDRSEE – Joint History Project Bosnia/Cr oatia/Ser bia Estonia/Latvia Why Historiana?
    • Why Historiana?
    • But: Very little subject specific tools Why Historiana?
    • 2008 The idea arose to develop an online alternative to the idea of a European textbook offering “a framework of windows for educational purposes…without losing a plurality of perspectives and intra- and inter-state diversity”. Maria Grever Joke van der Leeuw-Roord Richard Hermans Supported by the Netherlands Ministry of Education, Culture and Science
    • 2009 The development of the first version of the Historiana website started within the Exploring European History and Heritage Project. Editing Team Community of Contributors (from more than 20 different countries) EUROCLIO Staff and Trainees Supported by the Lifelong Learning Programme of the European Commission and the Anna Lindh Foundation
    • 2009-2013 A community of contributors and editors from more than 30 countries works on the development, testing and implementation of resources for Historiana. Supported by EUROCLIO staff and trainees. (always less then 1.0 fte)
    • 2012 The first version of the Historiana website is launched.
    • Thematic Approach Historiana is organised around 7 themes • People on the Move • Rights and Responsibilities • Conflict and Cooperation • Work and Technology • Life and Leisure • Ideas and Ideologies • The Environment The thematic approach makes it easier for to students from all backgrounds and bridge local-, regional-, European and international histories.
    • Case Studies Every case study is structured around a similar set of key questions that stimulate comparison.
    • Source Collections The sources on Historiana are selected for their usability for history and heritage education. For example, sources can be used for in-depth analysis, to compare and contrast, or to illustrate a historical event, development, figure or site.
    • Timelines
    • Reactions to the first version of Historiana Challenges: • Language as a barrier • Content is difficult to link to curricula • Limited online learning opportunities Recognition: • MEDEA Special Prize for European Collaboration in the Creation of Educational Media (2012) • World Aware Education Award by the North South Center of the Council of Europe (2011).
    • USE. http://pro.europeana.eu/web/europeana-creative 2013 A new project started to stimulate the re-us of digital heritage in history education
    • Developing the Historiana Learning Section Fully functional in July 2014
    • Learning Activities • To develop, test and improve learning activities (for educators and students) that make use of sources from Europeana, are freely available and underwent a process of quality control, some of which make use of the developed apps.
    • Learning Activity (format)
    • Reactions of the worlds press on the assassination of Archduke Franz Ferdinand and his wife Duchess Sophie Brixener Chronik, Austiran National Library The New York Herald La Domenica del Corriere Example Learning Activity (1) Comparing Newspaper Coverage
    • Example Learning Activity (2) Different Experiences of Soldiers in WW1
    • Example Learning Activity (3) Assessing sources related to fighting in Ypres
    • Historiana Apps • To develop, test and improve tools(for educators) that can be used to create online learning activities (for students) that promote historical thinking, and are tailored for use in history education setting and encourage interaction between students.
    • Women contributing to the war Women, Factory, First Worl Women Factory First W © IWM (Q 30023)
    • © IWM (Q 30023)
    • Here you see a busy factory floor at the National Filling Factory (Chilwell, England) during the First World War. Look what the people in the picture are doing. What does this picture tell you about the different roles at the factory? Select the clues in the picture that enable you to see how they differ and explain what you see. Women contributing to the war © IWM (Q 30023)
    • Men Standing Wearing Uniforms Heavy work Woman driver © IWM (Q 30023)
    • Women contributin g to the war
    • Select, Select and Enrich • The project selects and enriches a subset of sources (around a key historical moment, theme or development) that are all: – Historically relevant – Of sufficient quality, – Contextualised, and – Allowed to be used in education
    • Events Murder of Franz Ferdinand Flames of Leuven Sinking of the Lusitania Kiel Mutiny Bolsheviks Seize Power Signing the Treaty of Versailles People Generals Nationalists Poets and Novelists Political Leaders Revolutionaries Rulers Soldiers Spies Women Browse Search== Locations Africa and Asia Eastern Front Mediterranean and South East Europe Western Front Type Cartoons Letter and Diaries Maps Monuments Newspapers Newsreels Photographs Posters Postcards Satirical Maps Highlights Featured Starred My sources
    • Postcard, Letter, Diaries, Photographs (private collections) http://europeana1914-1918.eu
    • http://euscreen.eu/ Newsreels, Documentaries, Testimonies (Audiovisual Archives)
    • http://www.europeana-newspapers.eu/ Newspapers (Headings, Illustrations, Choice of Wording)
    • http://www.loc.gov/pictures/collection/wwipos/ Posters (Recruitment, War Bonds, Propaganda)
    • http://www.iwm.org.uk/collections/search Photographs (Official Artist), Art (Paintings, Drawings), Historical Artifacts
    • Other Features
    • The spread of revolutionary uprisings in 1848The spread of revolutionary uprisings in 1848
    • The spread of revolutionary uprisings in 1848 13-17 February. Political unrest in Palermo spreads across the Island of Sicily
    • The spread of revolutionary uprisings in 1848 17-29 February, the unrest spreads to the mainland of the Kingdom of the Two Sicilies, including Naples
    • The spread of revolutionary uprisings in 1848 22-24 February. After 3 days of street fighting in Paris King Louis Philippe abdicates
    • The spread of revolutionary uprisings in 1848 Revolution quickly spreads to other large French cities such as Lyons and Lille.
    • The revolution then spreads across the rest of France. The spread of revolutionary uprisings in 1848
    • The spread of revolutionary uprisings in 1848 29 February. Street protests in Mannheim and Karlsruhe in the state of Baden
    • The spread of revolutionary uprisings in 1848 March. Uprising against their Prussian overlords starts in Koln and spreads across the Rhineland.
    • The spread of revolutionary uprisings in 1848 6-18 March: street fighting in Berlin
    • The spread of revolutionary uprisings in 1848 13 March: after several days of street demonstrations in Vienna by students and workers, Archduke Ludwig tells Chancellor Metternich to resign. A reformist government is formed.
    • The spread of revolutionary uprisings in 1848 11-15 March: street demonstrations in Prague calling for political and social reforms.
    • The spread of revolutionary uprisings in 1848 11-15 March: street demonstrations in Budapest for political reforms
    • The spread of revolutionary uprisings in 1848 12-15 March: Riots in Stockholm lead to 30 people being killed by police and army.
    • The spread of revolutionary uprisings in 1848 16-22 March: uprisings against Austrian rule in Milan and Venice spread across Lombardy and Venetia
    • After an uprising in 1846 Krakow was annexed by Austria. A second Polish uprising began on March 15 The spread of revolutionary uprisings in 1848
    • 18 March: an uprising broke out amongst Poles living in Lvov. The spread of revolutionary uprisings in 1848
    • https://www.facebook.com/groups/EUROCLIO EUROCLIO Facebook Group