Making Digital History: students creating online learning objects at the Univ...Jamie Wood
Presentation at the Teaching History in Higher Education Conference, London, September, 2015: http://www.history.org.uk/resources/secondary_news_2471.html
Making Digital History: students creating online learning objects at the Univ...Jamie Wood
Presentation at the Teaching History in Higher Education Conference, London, September, 2015: http://www.history.org.uk/resources/secondary_news_2471.html
Restructuring Online Discussions to Save Time and Engage StudentsD2L Barry
Restructuring Online Discussions to Save Time and Engage Students
Webinar date:Jun 6, 2017
Presenter: Beth René Roepnack, University of West Georgia
Description:
Discussions are rightly an integral (if not time-consuming) part of engaging students in online learning environments. This session shows how a simple change of discussion structure and the question style can save you time, while creating conversations that re-create the excitement of engaged learning in face-to-face discussions.
I gave a one hour overview to librarians from NH about assessment. My approach to assessment focuses on collection of performance assessments, mapping session level outcomes to program outcomes, aggregating data by outcome, SHARING what you learn, and contributing to program level assessment. I plan for and organize assessment methods into “tiers” with tier one assessments capturing student development of information literacy from a variety of academic experiences, and tier two assessment methods capturing librarians contribution to students development of information literacy. One librarian asked me after the discussion: where should I begin, especially with limited access to students? My recommendation is always to start with what’s already being done. Where are students already being assessed? Look there and see what you can learn about the challenges students are having. Then create your plan, and “start small, but start” as Deb Gilchrist and other ACRL Immersion faculty always mantra.
https://docs.google.com/presentation/d/1pOxo0s29jsQw9PVr7fp1AA7HKeOL8T_YiupQjyZFpGM/edit?usp=sharing
Slides for a session on Passion-Based Learning at the Lausanne Laptop Institute, 2012. More session info/resources available here: http://pwoessner.wikispaces.com/Passion-Based+Learning
Smart ways of using virtual sticky notes workshop pesentation - teflin 2015Nina Septina
This is a study on technology integration into the teaching & learning practice to maximise students participation within and beyond classroom walls by utilising the online tools namely Lino and Padlet as the main instruments.
Opportunities: Supporting the extended project qualificationJohn Iona
Slides from a workshop delivered at the SLA Conference 2014. The sessions looked at the EPQ, what it involves and how it is assessed, how I am involved and how Librarians might like to get involved in it in their schools.
Instructor Presence: Get their attention before they step in the classroomD2L Barry
Instructor Presence: Get their attention before they step in the classroom (4pm–4:20pm ET)
Presenter: Cathryn Brooks-Williams, New Mexico Highlands University
D2L Connection: Worldwide Edition
Wednesday, January 8, 2020
Totally Online
Social media and e-learning in history teaching in UK HE – filling a gap?Jamie Wood
Presentation from Changing the Learning Landscape – Social Media in the Humanities workshop, 15th May 2013, Institute of Education University of London.
Restructuring Online Discussions to Save Time and Engage StudentsD2L Barry
Restructuring Online Discussions to Save Time and Engage Students
Webinar date:Jun 6, 2017
Presenter: Beth René Roepnack, University of West Georgia
Description:
Discussions are rightly an integral (if not time-consuming) part of engaging students in online learning environments. This session shows how a simple change of discussion structure and the question style can save you time, while creating conversations that re-create the excitement of engaged learning in face-to-face discussions.
I gave a one hour overview to librarians from NH about assessment. My approach to assessment focuses on collection of performance assessments, mapping session level outcomes to program outcomes, aggregating data by outcome, SHARING what you learn, and contributing to program level assessment. I plan for and organize assessment methods into “tiers” with tier one assessments capturing student development of information literacy from a variety of academic experiences, and tier two assessment methods capturing librarians contribution to students development of information literacy. One librarian asked me after the discussion: where should I begin, especially with limited access to students? My recommendation is always to start with what’s already being done. Where are students already being assessed? Look there and see what you can learn about the challenges students are having. Then create your plan, and “start small, but start” as Deb Gilchrist and other ACRL Immersion faculty always mantra.
https://docs.google.com/presentation/d/1pOxo0s29jsQw9PVr7fp1AA7HKeOL8T_YiupQjyZFpGM/edit?usp=sharing
Slides for a session on Passion-Based Learning at the Lausanne Laptop Institute, 2012. More session info/resources available here: http://pwoessner.wikispaces.com/Passion-Based+Learning
Smart ways of using virtual sticky notes workshop pesentation - teflin 2015Nina Septina
This is a study on technology integration into the teaching & learning practice to maximise students participation within and beyond classroom walls by utilising the online tools namely Lino and Padlet as the main instruments.
Opportunities: Supporting the extended project qualificationJohn Iona
Slides from a workshop delivered at the SLA Conference 2014. The sessions looked at the EPQ, what it involves and how it is assessed, how I am involved and how Librarians might like to get involved in it in their schools.
Instructor Presence: Get their attention before they step in the classroomD2L Barry
Instructor Presence: Get their attention before they step in the classroom (4pm–4:20pm ET)
Presenter: Cathryn Brooks-Williams, New Mexico Highlands University
D2L Connection: Worldwide Edition
Wednesday, January 8, 2020
Totally Online
Social media and e-learning in history teaching in UK HE – filling a gap?Jamie Wood
Presentation from Changing the Learning Landscape – Social Media in the Humanities workshop, 15th May 2013, Institute of Education University of London.
the craft of e-teaching; moving from digitally shy to digitally confident wit...Sue Watling
Presentation on e-teaching given at Blackboard World 2014 conference July 2014. Based on doctoral research investigating the influences on attitudes and behaviours of staff who teach and support learning towards virtual learning environments, it offers seven top tips for managing online learning based on the Teaching and Learning in a Digital Age (TELEDA) short postgraduate courses at the University of Lincoln.
Strategy Sessions: Innovative strategies for increasing online student engage...LearningandTeaching
Online learning often tries to recreate elements of real world teaching. As digital learning is still a fairly new field, teachers often face difficulties engaging students in this environment. The future of online learning looks promising. Perhaps the biggest beneficial aim for online learning is that it is able to not only recreate the real world classroom, but also be extremely versatile in how and where we teach students.
In these slides, Maxine Rosenfield and Simon Daly give us an insight into learners’ and educators’ expectations of digital learning and the benefits and challenges faced on the platform. Maxine and Simon share a range of strategies that can be used to overcome these challenges based on their experience and feedback, to work towards achieving better learning outcomes.
Disseminating scholarship of teaching and learning: using grass roots networ...Joann Cattlin
The study found that mathematicians needed discipline specific, practical and evidence-based information and advice about teaching, but that there were a number of barriers to them finding relevant information.
Information for teachers who are new to online. Features tips and best practices as well as useful links and videos. Information based on recent literature.
This presentation forms part of the Integrated Coastal Zone Management (ICZM)-project. This projects concerns a cooperation between ITS, ITB (both Indonesia) and TU Delft focusing on joint curriculum development
This project includes the use of open, online and blended education to support this process.
The presentation sketches the issues – for further discussions- to be taken into consideration when it comes to blended education (policy development, approach /priorities and planning) .
Presentation from the I Seminário Internacional de Estudos sobre a Antiguedade e o Medievo: Ocidente e Oriente, 11-12 April 2017, Univesidade Estadual de Londrina, funded by Santander Universities.
Workshop 1 (Introductions): Course design, active & e-learningJamie Wood
Presentation from first workshop of the New Techniques and Technologies for Text-Based Disciplines coaching programme at the University of Mainz (https://coachingmainz.wikispaces.com/Homepage), 26th February 2014.
Teaching Medieval History: The E-Learning LandscapeJamie Wood
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
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Ethnobotany and Ethnopharmacology:
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Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Developing student learning online in History: research, approaches and their broader implications
1. Developing student learning online
in History: research, approaches and
their broader implications
Dr Jamie Wood
University of Lincoln
History UK, 16th November 2013
Digital T&L at Lincoln: http://makingdigitalhistory.co.uk
Twitter: @woodjamie99
2. This talk
1. Survey of e-learning
in History HE: student
and staff opinions
2. Digital literacy, active
online learning and
disciplinary identity
A. Social bookmarking
and the questioning
historian
B. Making Digital History
@ Lincoln
3. Part 1: e-learning in History HE
• 2012-13: survey and desk research of
staff and student experiences and
perceptions of e-learning in History
teaching
• HEA report, co-authored with Dr
Antonella Liuzzo Scorpo, University of
Lincoln
4. E-learning and History teaching survey
• What are benefits of elearning for student
learning and staff teaching
in History HE?
• What are the challenges
and drawbacks of elearning?
5. METHODOLOGY
• Survey (http://tinyurl.com/8kkz524) administered to 1st and
2nd year students at 5 UK History departments
– 38 students responded (11 x 1st years/ 27 x 2nd years)
– Mainly History, but also joint degrees
• Interview with 1 member of teaching staff at 5 UK History
departments
7. HOW IMPORTANT ARE TECHNOLOGIES TO YOUR LEARNING?
(between 1 and 10, where 1=not at all; 10=essential)
Frequency
12
10
8
6
4
2
0
1
2
3
4
5
6
7
Rating (1-10)
8
9
10
8. WHAT IS THE MOST IMPORTANT TECHNOLOGY
FOR LEARNING?
• Virtual learning environments (31
responses); used as:
– repository (21 responses)
– site for assessment and
feedback (5)
– means of communication (5)
– site for enhancing learning (3)
• YouTube/ online library
resources/ databases/ university
portal (2 responses each)
9. Reported uses of technology
Uses
Percentage of students
using technology for this
purpose
Looking up lecture slides and handouts
100
Communication with other students
55.3
Discussion
36.8
Communication with lecturers
31.6
Sharing materials with fellow students
and teachers
31.6
Constructing resources for myself or with
other students
18.4
10. Virtual learning environments:
benefits and drawbacks
Discussion boards are useful because
they make visible ‘the skills of other
students’
‘they also helped develop my interest and
independent inquiry around the subject, as
certain side topics were highlighted in the
lecture notes in that they were more featured’
‘with some modules, all readings were
provided on blackboard so improved ease of
access, and decreased the amount of time
wasted looking for them.’
Repositories ‘helped me to become
more independent as the access to the
slides meant that I did not necessarily
need to attend all lectures.’
11. YouTube provides access to ‘better
lectures’ and enhanced learning
‘tremendously’
‘The ability to hear historical speeches by
the original speechmaker, or to see
original newsreel clips is an essential part
of research of contemporary history.’
‘YouTube was more beneficial than writing
reams of notes or revision prep and even
attending lectures. The resources available on
YouTube are vast and specific. I could easily
find a video that was more specific if I want to
delve into a particular area of study.’
12. EXTENT TO WHICH TECHNOLOGIES ENHANCED
LEARNING IN FOLLOWING AREAS...
(students provided rating from 1-5: 1=not at all; 5=a great deal)
• Preparing for class: 4.26
(staff: 8.3/10)
• Preparing for assessment: 4.26
(6.6/10)
• Working independently: 4.05
(6.9/10)
• Reflecting on learning: 4.03
(5.9/10)
• Subject knowledge: 3.79
(6.9/10)
• Skills development: 3.03
(5.2/10)
• Collaborative working: 2.45
(3.1/10)
13. NEGATIVE IMPACTS
• Technical issues
• Too much reliance on repositories?
‘sort of dumbing down or levelling out
[...] these things might encourage a bit
more spoon-feeding’ (staff)
• Some skills not developed
‘hasn’t really developed skills that I
believe are essential part of uni
process. i.e. teamwork, discussion and
developing your own interest of study’
(student)
14. Staff perspectives: positive impacts?
• Enhancing communication due to (most) students’
familiarity with technology + expectations about use
• Improving engagement by (1) supporting students
intimidated by more conventional academic
environment; (2) enabling reticent students to
contribute outside class; (3) providing fora for
creating, sharing + commenting
• Increasing flexibility, independence + self-directed
learning as students can access materials away from
campus, aiding preparation, enabling students to
learn at their own pace
• Enriching the learning experience by providing access
to multimedia resources + reducing pressure on hardcopies
15. Staff perspectives: some warnings
• Students not necessarily ‘digital
natives’, esp. within discipline
• Researching using Internet is
challenging
• Over-reliance on e-learning can reduce
independence
• ‘Narrowing’ effect, esp. among L1 +
weaker students (VLE contains
‘everything’)
• Some resistance to learning +
interacting outside class
16. SUMMARY
• Virtual learning environments predominate and are
viewed positively by students and staff
• BUT danger of ‘miscommunication’
• Independent learning + research skills vs. access to resources
• Limiting features
• Consistency? ‘Getting all lecturers to embrace technology would be a step
forward’ (student)
• Staff AND students think that it doesn’t help much in certain areas (e.g. teamworking)
• Narrowing/ a closed body of knowledge? Esp. for weaker students perhaps
• Can promote transmission approaches (even when not intended)
17. Part 2: Digital literacy, active online
learning and disciplinary identity
• How to overcome some of shortcomings of
over-reliance on VLE?
– Use social media to facilitate engagement and
collaboration
– Design activities that require active work/ thinking
by students
= a constructivist approach, actually making stuff
18. Caveats
• Not about replacing classrooms with digital spaces
• Not about changing from developing historical
knowledge and skills to ‘generic’ skills and
knowledge
• Not about largely passive consumption of history
(so, no MOOCs)
• Is about considering how technology can enhance
student learning in/ about history as apprentice
historians
• Is about augmenting face-to-face time with online
work
• It is about doing and making history online
20. Social bookmarking
• Internet users manage
bookmarks of web pages online
(not an individual browser)
using tags/ descriptions, not
folders
• Active engagement – students
have to do something
• Online/ social element –
enables collaboration, sharing
and visibility
See Taha and Wood (2011) for more on this
22. Basic weekly activity
• Students find online
resources relating to the
weekly topic
• Students ‘tag’, describe
and share resources
• Then post questions based
on reading to discussion
forum in diigo
• Resources + questions =
my seminar plan
• For some of resources see:
https://www.diigo.com/us
er/pagansxtians
23. Non-written sources
• Find and bookmark a nonwritten source (YouTube;
Flickr)
• In description, explain why
this source is relevant to the
seminar
But variety is key...
Locating and bookmarking source(s)
• Find and bookmark primary/
secondary source
• Add description and tags
Essay writing
• Respond to feedback on
essays by bookmarking a
relevant site
• Revise thesis statement
from first essay and post to
discussion forum
Highlighting
• Highlight and comment on relevant
sections of a pre-selected document
Questioning
• Post a (specific kind of) question based on
reading to the discussion forum
...otherwise it gets boring
See appendix to Wood, 2011, for more on this
24. What happened
• 19 students
• 147 posts to the forum
(over 11 seminars)
• 314 bookmarks, using
590 different tags
25. STUDENT FEEDBACK
1. Practical: for preparing
essays
2. Independence: enjoyed
opportunity to find
sources
3. Freedom: ‘There is
more freedom of
choice about what to
read’
4. Variety: ‘it is much
more interesting, and
because you are not
only reading, it is easier
to absorb information’.
26. Setting questions – 3 conceptions
By tutor: reassuring; makes sure what you are doing is
relevant + useful; student questions might not be
challenging enough; more likely to lead to a ‘good’
answer; helps with new areas of study
Mixture:
“A mixture is best to make sure key themes are not
overlooked by setting your own questions gets yourself
and others thinking more.”
By students:
“I like the fact that we've got to set our own questions as it
means that we focus on areas that I or other members of
the group are unsure about. I think I've learnt more from
it.”
27. LEARNING FROM OTHERS
• ‘it has been good to see what
other people have put and there
was probably more variation in
the questions than if the tutor
was to set them.’
• ‘it allows you to see a wider
range of issues that come up
from sources - some that you
may not even have thought
about.’
+ 12 out of 15 students felt that their research
skills had improved
28. POSING QUESTIONS AND SOURCES
• ‘it forces you to think
about the source material
and be analytical in
response to it’
• ‘it *…+ opens up the area
of reading to different
paths of thought.’
‘I used to prefer having the questions set for me but I think
it has been more useful setting them myself as it has made
me think about the reading more.’
29. • Models disciplinary
processes (= what
historians do)
– *+ it’s realistic and honest+
• Develops
– Disciplinary skills:
summarising; using
sources
– Knowledge: students have
to read AND think
– ‘Generic’ skills:
technology; information
literacy; research
For more on this see Wood, 2011 and Wood and Ryan, 2010
30. PART IIB: ‘MAKING DIGITAL HISTORY’
AT LINCOLN
• Enable students to make digital resources
using the Xerte online toolkit
– Online learning design tools have been
around for a while
– But they have generally been used to
present information to students in a linear
fashion
– Interactive elements are limited
– And not much room for ‘open’, student-led
activities
32. Xerte
• Online editor (not based on specific PC/ laptop) in which
users manipulate content
–
–
–
–
–
Text
Images
Video, audio
Questions and activities
From other online sources (e.g. YouTube, GoogleMaps)
• Many different page types, levels of activity and
presentation
• Possibility of collaborating (sharing, reviewing)
• Publishes online and generates code to enable embedding
– More information: http://www.xerte.org.uk/index.php?lang=en
33. Context
• Student as Producer
– Underpins T&L strategy at Lincoln
• http://studentasproducer.lincoln.ac.uk/
• Digital Literacies in the Disciplines
– Higher Education Academy
– Student as Partner approach
– Mandatory use of Xerte toolkit
• http://www.heacademy.ac.uk/resources/detail/learnin
gandtech/ELT-DLinD-SP
34. Making Digital History: students
as partners in online
learning, teaching and research
• Students learn by making Xerte learning objects that instruct
others about historical topics
• Based on independent research (group and individual)
• Replaces ‘traditional’ element of assessment
• Assessment criteria stress historical skills/ knowledge, not
‘bells and whistles’
• Adds variety + develops skills, esp. digital literacy
• Thinking about form of presentation/ audience/ register
• Summarising and explaining learning
For more see: http://makingdigitalhistory.co.uk
35. 5 modules
• Y1, Y2, MA
– East meets West: primary source report
– Representing the Past: student research questions
inform museum visit or analysis of a film
– Urban Life in Middle Ages: student defined
topic/question on a primary source
– Gender in 19th century Britain: primary source
analysis
– MA Research Methods (Medieval Studies):
reflection on previous research project
36. An example
• Friendship: Medieval Perspectives
• For more examples (student work coming
soon…!), see:
• http://makingdigitalhistory.co.uk/resources/learningdesign/xerte-gallery/
37. Concluding thoughts
• VLEs support learning and are viewed positively
• But remaining gaps may be addressed by
thinking more about online pedagogies and
technologies
– Active online learning and user-generated content
• Not about replacing the classroom, but about
augmenting it
– Also, develops useful skills and knowledge that are
NOT necessarily opposed to developing historical
skills and understanding
– …and it’s fun…
38. More about me
• http://staff.lincoln.ac.uk/jwood (homepage at Lincoln)
• http://ulincoln.academia.edu/JamieWood (L&T and
other presentations/ papers)
• jwood@lincoln.ac.uk (email)