Andrew Payne Head of Education & Outreach The National Archives Putting it all together -  Creating engaging digital  reso...
Our Vision <ul><li>Lead and transform information management  </li></ul><ul><li>Guarantee the survival of today's informat...
11,000,000 boxes
1101000101100101 bytes (1 Petabyte)
Magna Carta - 1225
Declaration of Independence - 1776
Stephenson’s Rocket - 1822
Henry Cole’s Rat - 1838
New Requirements for History <ul><li>investigate personal, family or local history in relation to a broader historical con...
Where do teachers get source material? <ul><li>In tests 48 out of 49 student teachers at Cambridge University went straigh...
Context is everything… <ul><li>Thinking critically should be taught in the context of subject matter…an important part of ...
Key principles for creating great digital resources
Investigate, don’t illustrate!  Use sources for enquiry-based investigations
Use key questions to drive the activity… Let the students provide the answers How did Henry VIII get up in the morning?
Visual and audio literacy is not simple… You need to support student learning <ul><li>Use call outs to support investigati...
Who is this? Which countries are listed? Whose hands are these? What does this represent
Visual and audio literacy is not simple… You need to support student learning <ul><li>Use call outs to support investigati...
 
What Did You See?
 
Visual and audio literacy is not simple… You need to support student learning <ul><li>Use call outs to support investigati...
 
 
 
 
 
Visual and audio literacy is not simple… You need to support student learning <ul><li>Use call outs to support investigati...
What was Granville Sharp trying to say in 1772?  <ul><li>There is no instance whatever, which requires more immediate redr...
What was Granville Sharp trying to say in 1772?  <ul><li>There is no instance whatever, which requires more immediate redr...
Visual and audio literacy is not simple… You need to support student learning <ul><li>Use call outs to support investigati...
 
Visual and audio literacy is not simple… You need to support student learning <ul><li>Use call outs to support investigati...
www.nationalarchives.gov.uk/education/focuson/film/editors-room/
Visual and audio literacy is not simple… You need to support student learning <ul><li>Use call outs to support investigati...
www.nationalarchives.gov.uk/education/focuson/film/editors-room/
For more examples and great resources… www.nationalarchives.gov.uk/education
Andrew Payne Head of Education The National Archives <ul><li>[email_address] </li></ul><ul><li>020 8392 5319 </li></ul><ul...
 
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Combining Different Resources For Education (Andrew Payne) UK National Archives

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A presentation on 'Combining Different Digital Resources for Use in Education' given by Andrew Payne of the UK National Archives for the 4C Initiative.

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Combining Different Resources For Education (Andrew Payne) UK National Archives

  1. 2. Andrew Payne Head of Education & Outreach The National Archives Putting it all together - Creating engaging digital resources for the classroom
  2. 3. Our Vision <ul><li>Lead and transform information management </li></ul><ul><li>Guarantee the survival of today's information for tomorrow </li></ul><ul><li>Bring history to life for everyone </li></ul>
  3. 4. 11,000,000 boxes
  4. 5. 1101000101100101 bytes (1 Petabyte)
  5. 6. Magna Carta - 1225
  6. 7. Declaration of Independence - 1776
  7. 8. Stephenson’s Rocket - 1822
  8. 9. Henry Cole’s Rat - 1838
  9. 10. New Requirements for History <ul><li>investigate personal, family or local history in relation to a broader historical context </li></ul><ul><li>appreciate the role of museums, galleries, archives and historic sites </li></ul><ul><li>use ICT to research, process and present information about the past </li></ul><ul><li>History Programme of Study QCA 2007 </li></ul>
  10. 11. Where do teachers get source material? <ul><li>In tests 48 out of 49 student teachers at Cambridge University went straight to Wikipedia via Google </li></ul>
  11. 12. Context is everything… <ul><li>Thinking critically should be taught in the context of subject matter…an important part of thinking like a historian is considering the source of a document – who wrote it, when and why. But teaching students to ask that question, independent of subject matter knowledge, won’t do much good. </li></ul>Daniel T. Willingham Critical Thinking: Why is it so hard to teach? American Educator Summer 2007
  12. 13. Key principles for creating great digital resources
  13. 14. Investigate, don’t illustrate! Use sources for enquiry-based investigations
  14. 15. Use key questions to drive the activity… Let the students provide the answers How did Henry VIII get up in the morning?
  15. 16. Visual and audio literacy is not simple… You need to support student learning <ul><li>Use call outs to support investigation </li></ul>
  16. 17. Who is this? Which countries are listed? Whose hands are these? What does this represent
  17. 18. Visual and audio literacy is not simple… You need to support student learning <ul><li>Use call outs to support investigation </li></ul><ul><li>“ Flash an image” </li></ul>
  18. 20. What Did You See?
  19. 22. Visual and audio literacy is not simple… You need to support student learning <ul><li>Use call outs to support investigation </li></ul><ul><li>“ Flash an image” </li></ul><ul><li>Tell the story of the picture 1 step at a time </li></ul>
  20. 28. Visual and audio literacy is not simple… You need to support student learning <ul><li>Use call outs to support investigation </li></ul><ul><li>“ Flash an image” </li></ul><ul><li>Tell the story of the picture 1 step at a time </li></ul><ul><li>Remove the text to reveal the meaning </li></ul>
  21. 29. What was Granville Sharp trying to say in 1772? <ul><li>There is no instance whatever, which requires more immediate redress, than the present miserable and deplorable slavery of Negroes and Indians, as well as white English servants in our colonies. To be in power and to neglect, even a day, such monstrous injustice and abandoned wickedness, must necessarily endanger a man's eternal welfare, be he ever so great in dignity or office. </li></ul><ul><li>  </li></ul><ul><li>The laws of England (God be thanked) are sufficiently clear with respect to slavery in this island. With respect to the Colonies, the evil practice of slaveholding being tolerated by distinct laws of their own, cannot with propriety fall under the consideration of the British Parliament ; for I am well aware, that no Parliament can have a just right to enact laws for places, which it does not represent. </li></ul><ul><li>The remedy of these notorious abuses therefore, rests entirely with the King and his Privy Council, to recommend to the assemblies in the colonies a formal repeal of those unjust laws of which I complain. </li></ul>
  22. 30. What was Granville Sharp trying to say in 1772? <ul><li>There is no instance whatever, which requires more immediate redress, than the present miserable and deplorable slavery of Negroes and Indians, as well as white English servants in our colonies . To be in power and to neglect, even a day, such monstrous injustice and abandoned wickedness, must necessarily endanger a man's eternal welfare, be he ever so great in dignity or office. </li></ul><ul><li>  </li></ul><ul><li>The laws of England (God be thanked) are sufficiently clear with respect to slavery in this island. With respect to the Colonies, the evil practice of slaveholding being tolerated by distinct laws of their own, cannot with propriety fall under the consideration of the British Parliament ; for I am well aware, that no Parliament can have a just right to enact laws for places, which it does not represent. </li></ul><ul><li>The remedy of these notorious abuses therefore, rests entirely with the King and his Privy Council, to recommend to the assemblies in the colonies a formal repeal of those unjust laws of which I complain. </li></ul>
  23. 31. Visual and audio literacy is not simple… You need to support student learning <ul><li>Use call outs to support investigation </li></ul><ul><li>“ Flash an image” </li></ul><ul><li>Tell the story of the picture 1 step at a time </li></ul><ul><li>Remove the text to reveal the meaning </li></ul><ul><li>Use Photo Story to turn images into animations </li></ul>
  24. 33. Visual and audio literacy is not simple… You need to support student learning <ul><li>Use call outs to support investigation </li></ul><ul><li>“ Flash an image” </li></ul><ul><li>Tell the story of the picture 1 step at a time </li></ul><ul><li>Remove the text to reveal the meaning </li></ul><ul><li>Use Photo Story to turn images into animations </li></ul><ul><li>Write a voiceover to a silent film </li></ul>
  25. 34. www.nationalarchives.gov.uk/education/focuson/film/editors-room/
  26. 35. Visual and audio literacy is not simple… You need to support student learning <ul><li>Use call outs to support investigation </li></ul><ul><li>“ Flash an image” </li></ul><ul><li>Tell the story of the picture 1 step at a time </li></ul><ul><li>Remove the text to reveal the meaning </li></ul><ul><li>Use Photo Story to turn images into animations </li></ul><ul><li>Write a voiceover to a silent film </li></ul><ul><li>Edit the same film to 2 different sound tracks </li></ul>
  27. 36. www.nationalarchives.gov.uk/education/focuson/film/editors-room/
  28. 37. For more examples and great resources… www.nationalarchives.gov.uk/education
  29. 38. Andrew Payne Head of Education The National Archives <ul><li>[email_address] </li></ul><ul><li>020 8392 5319 </li></ul><ul><li>www.nationalarchives.gov.uk/education </li></ul>

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