A blog about digital teaching and learning in History and related subjects
Author: Jamie WoodGraham Barrett, Jon Fitzgibbons, Michele Vescovi and myself recently had an article published in the IMPact e-journal of Higher Education Research, which is published by the University of Lincoln. In it, we reflected on our experiences of teaching students digital reading (and other!) skills during the Covid-19 pandemic. You can read the full paper here:Continue reading New publication: Reading through the pandemic
In this post, Professor Helen Lovatt, of the Department of Classics and Archaeology at the University of Nottingham, shares a wonderful personal reflection on her evolving approach to reading and how a variety of technologies have helped (and sometimes hindered) her ability to engage with texts. We’ll be discussing some of these issues at ourContinue reading Reading in new ways: dealing with deteriorating vision
My colleague, Dr Robert Portass, has recently published a case study with Talis on his use of Elevate to support the development of students’ skills in the analysis of secondary sources. He used the tool in an innovative way to deliver an assessment that required students to engage with historians’ writings in a critical way.Continue reading “Doing History” with Talis Elevate
In this post, my colleague Dr Jade Shepherd, Senior Lecturer in Modern History (1800-present) at the University of Lincoln, shares some of the brilliant work that she’s been doing with her students for the past few years on her final-year module. There are some great ideas in here that could easily be adapted in aContinue reading Mad or Bad? Personalised and Collaborative Learning
Last week, Samantha Sharman, Annabelle Mansell and Jamie Wood published a post on the QAA blog (“Reading Classics online: staff and student perspectives”) that explored student and staff perspectives on online reading in the discipline of Classics. Here’s a short extract on some of the challenges of online reading: Students and staff respondents in bothContinue reading Reading Classics online: staff and student perspectives