active learning, Active Online Reading, annotation, asynchronous, critical reading, digital literacy, digital reading, Dissemination, history, large classes, Lincoln, lockdown, online reading, pandemic, pedagogy, publication, QAA, reading, skills, sources, Talis, Talis Elevate, UCL | Leave a Comment on New Publication: Promoting Active Engagement with Text-Based Resources in Large First-Year Modules in History

New Publication: Promoting Active Engagement with Text-Based Resources in Large First-Year Modules in History

Getting students actively engaging with reading in large classes can be challenging and was doubly so during pandemic lockdowns. This new publication from the Active Online Reading project outlines some of the ways that colleagues teaching large first year courses at UCL and the University of Lincoln sought to address these challenges. Abstract: In largeContinue reading New Publication: Promoting Active Engagement with Text-Based Resources in Large First-Year Modules in History

academic misconduct, assessment, EMC, exams, history, History UK, lockdown, Post-Pandemic Pedagogy, RHS, student as partner, Student research, student researchers | Leave a Comment on Perspectives on assessment from the Post-Pandemic Pedagogy project

Perspectives on assessment from the Post-Pandemic Pedagogy project

In this blog post, Bethany Stokes and Olivia Hennessy, third-year History students at the University of Lincoln, share their perspectives on some research that they did as part of the Post-Pandemic Pedagogy project. Recently, we analysed some data as part of the wider Post-Pandemic Pedagogy survey of History students and staff that was carried outContinue reading Perspectives on assessment from the Post-Pandemic Pedagogy project

active learning, digital history, digital literacy, E-learning, essay writing, exams, lockdown, pandemic, student as producer, Student research, students | Leave a Comment on Pandemic Pedagogy – Beyond essays and exams: changing the rules of the assessment game

Pandemic Pedagogy – Beyond essays and exams: changing the rules of the assessment game

This post is part of History UK’s Pandemic Pedagogy project. For more about the initiative, follow HUK’s blog and Twitter feed. Assessment, carrots and sticks ‘Assessment is an integral part of instruction, as it determines whether or not the goals of education are being met.’ (Edutopia, 2008) The centrality of assessment to learning in higherContinue reading Pandemic Pedagogy – Beyond essays and exams: changing the rules of the assessment game

asynchronous, Lincoln, lockdown, Reflections, students, survey, synchronous | Leave a Comment on Reflections on a survey of History students’ experiences of lockdown learning

Reflections on a survey of History students’ experiences of lockdown learning

Last month, alongside our survey of staff experiences of teaching during lockdown, we surveyed UG and PGT students in the School of History and Heritage at the University of Lincoln. I mentioned this a couple of weeks ago in History UK’s #PandemicPedagogy Twitter chat.   Yes! @ULHistory did a survey of student views on post-lockdownContinue reading Reflections on a survey of History students’ experiences of lockdown learning