Teaching Medieval History: The E-Learning Landscape
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Teaching Medieval History: The E-Learning Landscape



Co-presentation with Dr Antonella Luizzo Scorpo (History, University of Lincoln) from the Teaching History in Higher Education: the 14th annual Higher Education Academy Teaching and Learning ...

Co-presentation with Dr Antonella Luizzo Scorpo (History, University of Lincoln) from the Teaching History in Higher Education: the 14th annual Higher Education Academy Teaching and Learning Conference 2012



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Teaching Medieval History: The E-Learning Landscape Presentation Transcript

  • 1. TeachingMedievalHistory:The E-LearningLandscapeDr Antonella Liuzzo ScorpoQueen Mary, University of LondonDr Jamie Wood,University of Manchester
  • 2. Overview• Context• 1. Student-teacher dynamics in e-learning• 2. Activities for learning• 3. Engaging with sources• Conclusion
  • 3. Teaching Pre-Modern History:E-Learning Challenges and Opportunities• https://sites.google.com/site/teachingpremodernhistory/
  • 4. Aims of the workshop• To showcase best practiceand share teachingexperiences usinge-learning platforms• To identify and solve problems• To promote innovation and creativity in the use oftechnology
  • 5. Our forthcoming report focuses on• Engaging with sources: informationliteracy, visual sources, archives and sourcerepositories• Collaboration and independence: how todevelop and improve student’s skills, shareresources, integrate learning across modulesand levels of study
  • 6. Todays’ presentation• Builds on workshop• Draws on JW’s research into e-learning in Historyteaching in HE• Three areas to explore– Teacher-students dynamics– Activities– Sources• Focus on MEDIEVAL history: what specificchallenges does it pose and how can technologyhelp to overcome those? Or…does it createmore problems than it solves?
  • 7. Survey (May 2012)• L1 and L2 from 5 different Institution inUK• Their experience of learning and opinionsabout teaching history (all periods)• General overview• Findings applied to the themes we choseto discuss today
  • 8. 1. Student-teacher dynamics in e-learning environmentsHow and to what extent does a “blended system” challenge thetraditional face-to-face dynamics?How can online and face-to-face teaching be combinedeffectively?
  • 9. In a “blended” system…• Interactive connections should remain open• Changing roles in the learning life-cycle: e.g.students as active protagonists and creators ofsome activities• From the survey:– E-learning as a fundamental learning tool (32 out of 38respondents)– It provides a hub for info + (to a lesser extent) communicationwith peers and teachers– Varieties of approaches and teachers’ levels of engagement– IT skills and technical issues
  • 10. 2. Activities for learning- Sources available at different times, places and paces- Interaction between individuals and groups- Sharing of sources and resources- Generating awareness about interdisciplinary approaches- Reflecting on the relationships btw “medieval” and “modern”- Re-assessing scholarly materials and presenting them to widerpublic- Specific and generic IT skills- Update contents regularly and remotely
  • 11. Activity Technologies available Examples BenefitsDiscussion and debate outside ofclassDiscussion boardsBlogsSocial networking sitesIn virtual learning environmentsWordpress / BloggerFacebook / TwitterDevelops skills inarticulating and sharingideasProject work (creating resourcesindividually or collaboratively)Web-authoring servicesBlogsWikisGoogle SitesWordpress / BloggerPB wikiEnables students toexperience processes ofknowledge creation; tocreate a product that isshared with others (ratherthan just assessed by thetutor); improves group-working and project-management skillsSearch for and share information Social bookmarking services Delicious / Diigo Improves informationliteracy; useful for revisionand essay-writing; can besold to students as efficient(if they are sharingresources with one another)Engage with images Photo-sharing websites Flickr Helps contextualizinginformation and drawinginterdisciplinaryconnectionsReflect on their learning process Journalling softwareBlogsLivejournalWordpress / BloggerIncreases students’awareness of their learningprogresses; encouragesfurther development;develops criticalunderstanding
  • 12. Construct timelines/ clarify narratives Timeline software Timeglider (http://timeglider.com/)tiki-toki (http://www.tiki-toki.com/)Helps clarifying ideas andcontextualize events andprocesses; brings students toconsider themes and ideason a wider scheme.Share and creating materialscollaborativelyCollaborative editing services Google docsDropboxSlideshareEncourages collaborativestudy and research;challenges set ideas andapproaches; stimulatesalternative thinkingPresenting material to students (orshare their presentations online)Presentation sharing softwareGenerative/ reusable learning objectsSlidesharePreziGLO-makerImproves planning,presenting and debating;enhances communicationskillsWhat impact do these activities have on studentlearning and how can we improve the ways we designblended learning activities?
  • 13. Survey findings• Some use to promote discussion andcollaboration; positive impact on learning• Technology– Aids preparation for class– Enables independent working• But are students viewing VLEs as closedspaces rather than as starting points forindependent work?
  • 14. 3. Engaging with sources• How different is working with medievalsources?Geo-tagging classnotes using GooglePeer-assessedpresentations andwikisBlogs, bookmarksand student-generatedseminarsOnline portfolios
  • 15. Please tell me about the top threeareas in which your skills improvedusing e-learningCritical analysis ofsources.By using a widerrange of sources Iwas able to look atthe unfolding ofevents studied fromdifferentperspectives.I could not have donethis if I had to buybooks or borrowthem in physical formfrom the library…Surveyfindings• improvedresearchskills• improvedsubjectknowledge
  • 16. Conclusion- Resources online: starting or“stuck” point?- Mixed effects of “blended”systems- What is peculiar aboutteaching (and applyingtechnology to the teachingof) medieval history?
  • 17. Thank you!Feel free to askquestionsand/or give usyour opinionand feedback