Separation of Lanthanides/ Lanthanides and Actinides
Ihr dig hist_teachingpanel_feb2020
1. IHR Digital History Seminar - Tuesday 4 February 2020
Digital History in the Classroom: Panel Discussion
Clare Rowan (Warwick), Rob Houghton (Winchester),
James Baker (Sussex)
3. Lets begin with a story….
• https://www.youtube.com/watch?v=LiqqoeCj
Txo
4. Centre for Digital Storytelling (CDS)
• Personal
• Authentic
• Controlled by the storyteller
• Short (2-3 min) format with recorded
voiceover, still images, enhanced with subtle
special effects.
• http://www.storycenter.org/
5.
6. Reasons
• Second Year Core
Module: The
Hellenistic World
• Horrors of the ‘silent
seminar’
• Additional
‘transferable skills’
(e.g. copyright
knowledge)
9. Impact and Challenges
• Now optional form of
assessment for Term 2
(individual)
• Latin podcast
• Trailers, etc for other
events
• Power of storytelling
for
careers/funding/museu
m work, etc
• Student skills greater
than mine!
• Having to explain
how to ‘do’ group
work
• Group failures
• Constant struggle
for software
• Office as recording
studio
• Being the only one
in the department
to run it
10. Wikipedia
• First year Introduction to Roman History
module (Republic)
• Focus on historiography, prosopography
(Roman Republic)
• Foster independence and critical thought, idea
of independence as a practicing historian
• Women’s Classical Committee
• To think more critically about Wikipedia and
the internet as a source
11. And one final story….
• https://www.youtube.com/watch?v=p-
k183BKWKo
12. Digital Gaming in the Classroom
Dr Robert Houghton
Robert.Houghton@winchester.ac.uk
@RobEHoughton
35. Digital Gaming in the Classroom
Dr Robert Houghton
Robert.Houghton@winchester.ac.uk
@RobEHoughton
36. This work is licensed under a Creative Commons Attribution 4.0 International License.
Exceptions: quotations, embeds from external sources, logos, marked images, slides marked
with an alternative licence.
Programming Historians
at Sussex
James Baker
Senior Lecturer in Digital History and Archives
University of Sussex + Sussex Humanities Lab
39. @j_w_baker
Sussex Digital History*
Autumn – Doing History in the Digital Age
What is History
Reading History
Writing History
Referencing History
Library Search
Searching for History
Interfaces to History
Archiving History
Organising History
Sources of History
*currently on sabbatical until next academic year!
40. @j_w_baker
Sussex Digital History*
Autumn – Doing Digital History
Data Modelling
Making historical data I (theory)
Making historical data II (practice)
Digitising historical data I (theory)
Digitising historical data II (practice)
Visualising historical data I (theory)
Visualising historical data II (practice: graphs)
Visualising historical data III (practice: maps)
Storing and preserving historical data
What is Digital History?
*currently on sabbatical until next academic year!
41. @j_w_baker
Headline findings after ~4 years!
Students like practical
Peer learning helps manage mass practicals
Students like learning history
Primary sources are a perfect hook
Students like learning about historical practice
Students dislike titles that look like maths/stats
Students have hugely varying skill levels
Handouts are your friend
You learn about the assumptions students (and
colleagues) make about ‘digital’ and ‘skills’
It does sink in
42. @j_w_baker
programminghistorian.org
Students like practical ✓
Peer learning helps manage mass practicals ❌
Students like learning history ✓
Primary sources are a perfect hook ✓
Students like learning about historical practice ❌
Students dislike titles that look like maths/stats ❌
Students have hugely varying skill levels ?
Handouts are your friend ✓
You learn about the assumptions students (and
colleagues) make about ‘digital’ and ‘skills’ ❌
It does sink in ❌
44. @j_w_baker
programminghistorian.org
Students like practical ✓
Peer learning helps manage mass practicals ❌
Students like learning history ✓
Primary sources are a perfect hook ✓
Students like learning about historical practice ❌
Students dislike titles that look like maths/stats ❌
Students have hugely varying skill levels ?
Handouts are your friend ✓
You learn about the assumptions students (and
colleagues) make about ‘digital’ and ‘skills’ ❌
It does sink in ❌
46. @j_w_baker
programminghistorian.org
Students like practical ✓
Peer learning helps manage mass practicals ❌
Students like learning history ✓
Primary sources are a perfect hook ✓
Students like learning about historical practice ❌
Students dislike titles that look like maths/stats ❌
Students have hugely varying skill levels ?
Handouts are your friend ✓
You learn about the assumptions students (and
colleagues) make about ‘digital’ and ‘skills’ ❌
It does sink in ❌
48. @j_w_baker
programminghistorian.org
Students like practical ✓
Peer learning helps manage mass practicals ❌
Students like learning history ✓
Primary sources are a perfect hook ✓
Students like learning about historical practice ❌
Students dislike titles that look like maths/stats ❌
Students have hugely varying skill levels ?
Handouts are your friend ✓
You learn about the assumptions students (and
colleagues) make about ‘digital’ and ‘skills’ ❌
It does sink in ❌
50. @j_w_baker
programminghistorian.org
Students like practical ✓
Peer learning helps manage mass practicals ❌
Students like learning history ✓
Primary sources are a perfect hook ✓
Students like learning about historical practice ❌
Students dislike titles that look like maths/stats ❌
Students have hugely varying skill levels ?
Handouts are your friend ✓
You learn about the assumptions students (and
colleagues) make about ‘digital’ and ‘skills’ ❌
It does sink in ❌
51. @j_w_baker
programminghistorian.org
Visualizing Data with Bokeh and Pandas
Using JavaScript to Create Maps of
Correspondence
Using Gazetteers to Extract Sets of Keywords
from Free-Flowing Texts
Geocoding Historical Data using QGIS
52. @j_w_baker
programminghistorian.org
Students like practical ✓
Peer learning helps manage mass practicals ❌
Students like learning history ✓
Primary sources are a perfect hook ✓
Students like learning about historical practice ❌
Students dislike titles that look like maths/stats ❌
Students have hugely varying skill levels ?
Handouts are your friend ✓
You learn about the assumptions students (and
colleagues) make about ‘digital’ and ‘skills’ ❌
It does sink in ❌
54. @j_w_baker
programminghistorian.org
Students like practical ✓
Peer learning helps manage mass practicals ❌
Students like learning history ✓
Primary sources are a perfect hook ✓
Students like learning about historical practice ❌
Students dislike titles that look like maths/stats ❌
Students have hugely varying skill levels ?
Handouts are your friend ✓
You learn about the assumptions students (and
colleagues) make about ‘digital’ and ‘skills’ ❌
It does sink in ❌
57. This work is licensed under a Creative Commons Attribution 4.0 International License.
Exceptions: quotations, embeds from external sources, logos, marked images, slides marked
with an alternative licence.
Programming Historians
at Sussex
James Baker
Senior Lecturer in Digital History and Archives
University of Sussex + Sussex Humanities Lab