Ihr dig hist_teachingpanel_feb2020
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This document summarizes a panel discussion on using digital tools and methods in history education. Clare Rowan discussed using digital storytelling in the classroom, where students create short videos to demonstrate their understanding of course material. Robert Houghton discussed using digital games in the classroom to help students engage with historical topics and arguments in an interactive way. James Baker discussed his experiences introducing digital skills and methods to undergraduate history students at the University of Sussex through dedicated modules on topics like data modeling, visualization, and archiving. The panelists discussed both the benefits of these approaches for student learning and engagement, as well as challenges around resources, skills, and student expectations.
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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)
- 2. History, Digital Storytelling, and Wikipedia Clare Rowan @ancient_tokens
- 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/
- 6. Reasons • Second Year Core Module: The Hellenistic World • Horrors of the ‘silent seminar’ • Additional ‘transferable skills’ (e.g. copyright knowledge)
- 7. Practicalities • 2x2 hour seminars (‘story circles’ and storyboarding + video software) • Audacity + Wevideo • group work
- 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
- 13. Computer Games
- 14. Serious Games
- 16. Formative Impact (Houghton, 2016; Beavers, 2019)
- 17. Structure Digital Gaming in the Classroom Limitations Making Better History Games
- 18. Part I: Digital Gaming the Classroom
- 20. What Can I Do with a History Degree?
- 21. Understanding History: Time Historians (Martínez, 2020) @SussexHumsLab
- 22. Introducing Periods, Themes, Regions
- 23. Presenting Physical Environments and Material Culture
- 24. Exploration of Historical Arguments (McCall, 2014, 2018) @gamingthepast
- 25. Interrogation of Arguments (Wainwright, 2014; Ortega, 2015)
- 26. Creation of Counter-Arguments (Kee and Graham, 2014)
- 28. Cost
- 29. Skillset
- 30. Transparency
- 31. Part III: Overcoming the Shortcomings
- 32. Physical Games
- 33. Playing the Past: Making Better History Games for Learning and Research
- 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
- 37. @j_w_baker Basics Year 1 One hour per week Part of Core modules Lecture Slot Indirect assessment
- 38. @j_w_baker
- 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* Spring – 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 ❌
- 56. @j_w_baker Questions What is easy? What is hard? Is critical too negative? Are clear tutorials too positive? Where should we invest?
- 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