Group items tagged

Fun profile of a Middlebury history professor making extensive use of GIS.

The MOOC conversation is dominated by examples of digitizing the large lecture hall. This is a deviation from the historical roots of the MOOC, and in this Chronicle article a very different kind of open educational activity is proposed.

Patrick Jackson uses a "flipped classroom" model to force himself to not lecture, and instead focus intro-level students on the core skills of historical analysis. From the GLCA Center for Teaching and Learning.

Big issues on this episode of the Digital Campus podcast. The MLA is opening a new repository for scholarship in the humanities. Would you be more likely to use it, or Digital Kenyon, to preserve and distribute your work? The AHA has issues some guidelines about assessing digital work in history; the panelists debate what they're good for and where they don't go far enough.

Big issues on this episode of the Digital Campus podcast. The MLA is opening a new repository for scholarship in the humanities. Would you be more likely to use it, or Digital Kenyon, to preserve and distribute your work? The AHA has issues some guidelines about assessing digital work in history; the panelists debate what they're good for and where they don't go far enough.

A study of images used by articles in selected history journals from 2000 to 2009 shows no increase in the use of images, despite the boom in online images generally and digitized historical images in particular. How should this impact digitization strategies and visual literacy efforts?

Good discussion on this podcast of the issues of passion, meaning, and work-life balance for faculty. Also, I think, an interesting model for talking to students about our work, and our work histories.

Did you know that grades weren't widespread in American education until midway through the 20th Century? This article features a literature review of the history of grading, discusses some of the ways in which grading doesn't work as well for learning as we'd like, and suggests alternative approaches to assignments and assessment.

Multiple interesting discussions in this episode of the Digital Campus podcast. The first 2 discussions are particularly wiorthwhile. They open with a discussion of the ways U.S. government rules on retaining electronic records will impact the teaching of history, and follow with a discussion of the Open Syllabus Project, which analyzes millions of syllabi collected from the web.

An interesting look at a digital archive set up to capture media and memories surrounding the Boston Marathon bombings, and the connections between the digital humanities and public history work.

This book looks at the teaching of historical thinking, specifically in the context of the abundance of digitized primary sources and the various ways students can make sense of those sources and present their work with computers. The bibliography has received compliments for its attention to learning theory.

Using the AP History exams as an example, Rick Warner from Wabash College shows how carefully-designed multiple choice questions can assess cognitive skills beyond "factoid recall."

Martin Weller's 25 Years of Ed Tech is a valuable reminder that there is a history to the use of computers in the classroom (and it goes beyond March 2020). It's an open access book, available in print and electronically, but I'm enjoying this audio version, released one chapter at a time, read by a terrific selection of experts in the field.

This is a pretty awesome site. Open in a fresh browser window as each click on a hot link opens a new tab. I would like to confirm many of the dates of these sites, but just the map and its interactive-ness alone is worth checking out!

A description of the Reacting to the Past educational role-playing game. This article talks about the mechanics of running a Reacting to the Past game in class; it links to a previous article in the series in which the author describes his experience playing the game.