Digital humanities and augmented learning

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Presentation for 'Digital Pedagogy: transforming the interface between research and learning?' Hestia project one-day conference at Senate House, London on 6 June 2014.

Presentation for 'Digital Pedagogy: transforming the interface between research and learning?' Hestia project one-day conference at Senate House, London on 6 June 2014.

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  • 1. Augmenting learning in the Humanities Rebecca Ferguson The Open University Digital Pedagogy: June 2014
  • 2. Augmented learning uses electronic devices to extend learners’ interaction with and perception of their current environment to include and bring to life different times, places, characters and possibilities.
  • 3. ‘Experiencing D-Day in real time provided a new perspective on an event that has been in danger of becoming normalised […] as you are enjoying your breakfast, George was four miles under the channel in a midget submarine hoping his oxygen would last.’ http://bit.ly/1tKBAqd http://dday7.channel4.com/
  • 4. Augmentation and presence • Medium provokes social response – prompting response to mediated cues from the no-longer alive and the never alive • Social richness – supporting interaction that feels sociable, warm, personal and immediate • Social immersion – provoking, supporting and encouraging a sense of involvement • Transportation – prompting a sense of togetherness that transcends both time and distance.
  • 5. Roles of the educator • Educational outreach, long-term interests and personal enthusiasm • Requires expertise, plus the time and ability to act as a coordinator and a facilitator • Needs to inspire and engage people, because no one is required to participate. • Anyone can engage at any time, anyone can leave at any time, but a skilled facilitator can keep people engaged and actively contributing for many years.
  • 6. www.pepysdiary.com/
  • 7. 1 entry, 43 annotations, 10 years
  • 8. @samuelpepys are you ok there Sam? That's very uncharacteristic of you. I'm sure your wife thanks you, however. @samuelpepys gwan, Sam, have a go
  • 9. Advantages ‘Enjoying the Diary online has several advantages: wherever I am in the World, I can follow it – and scrutinize specific information regarding a detail in the text, without losing the passage where I have abandoned the path made by Mr. Pepys. Try doing this with a book! ‘Your in-text annotations are a genuine bliss: no more tedious leafing through pages! Also: always the London map only a mouseclick away! In-deep articles! Entries from other fans! And finally, the gentle pace of releasing one entry a day and synchronizing this with the actual calendar of 2008 – that is an absolutely brilliant idea.’ http://www.pepysdiary.com/news/2003/02/09/268/
  • 10. ‘In some ways what I tweet is not truly what people at the time experienced, because I include things that nobody could have known. But think of the alternative: if I only included what, say, British civilians (or even the British government) knew, there'd be almost no mention of the Holocaust for years, grossly inaccurate reports & rumours, and many things simply never mentioned because they weren't discovered until years later…’ Alwyn Collinson @RealTimeWWII
  • 11. @RealTimeWWII
  • 12. @RealTimeWWII
  • 13. @RealTimeWWII: Over 900 people are dead to German bombing in Belfast, Northern Ireland– Luftwaffe pounded city from 10pm last night @atheistpunk: @RealTimeWWII Kinda puts current events into perspective. Imagine facing this every day for years @petersinnott: @atheistpunk: @RealTimeWWII Current events do too. 30 people died in bomb attacks in Iraq yesterday. Harsh world out there unfortunately @RealTimeWWII
  • 14. Gunpowder, Tweeting and Plot https://twitter.com/chrisleach78/lists/gunpowdertweetingplot
  • 15. Responses from participants • Congratulations on your fantastic work, it's really brought history alive for me :) • I learned a lot about the gunpowder plot that I didn’t know before! • Following your tweets is captivating – got me right into the story behind the history. • I was honoured to be a part of it and the pupils loved being a part of it too. They actually learned so much about the people and the facts behind the common facts.
  • 16. Oh new fanglenesse! Ich have learned the privitees of the manye abbreviaciouns ywrtten on the internette. Par ensaumple: OMG: “oh mine ++DOMINUS++”. ROFL: “rolling on the floore laughing”. IRL: “in real lyfe.” WTF: Whatte the syve.” http://houseoffame.blogspot.co.uk/ @LeVostreGC
  • 17. ‘playing pretend in a context where everyone agrees that playing pretend is what you do’ ‘the signal benefit of the practomime is that my students and I get to experience it for ourselves in such a way that we may be able to understand the poetry surrounding the event in a deeper way.’ Practomime TRAVIS, R. 2010. A note on the word 'practomime' (14 Jan 2010). http://livingepic.blogspot.co.uk/2010/01/note-on-word-practomime.html See also ’Living Epic’, ‘Play the Past’ and ‘Techna Virumque Cano’ blogs
  • 18. Roles of the educator • Educational outreach, long-term interests and personal enthusiasm • Requires expertise, plus the time and ability to act as a coordinator and a facilitator • Needs to inspire and engage people, because no one is required to participate. • Anyone can engage at any time, anyone can leave at any time, but a skilled facilitator can keep people engaged and actively contributing for many years.
  • 19. ‘An individual’s world can be augmented with information that is beyond the knowledge of a single person, and indeed a single lifetime. By networking data, the environment is augmented by the experiences of multiple others.’ http://amzn.to/1nPgKEm