Dr James Gerrard & Emma Gooch History, Classics and Archaeology

1. Getting the Romans Online:e-learning, student engagement and contextual knowledge in the humanities http://images.scholastic.co.uk/assets/a/ba/b0/roman-lion-ns-742127.jpg Dr James Gerrard & Emma Gooch History, Classics and Archaeology

2. Motivations • Increased fees and concerns (real and perceived) about ‘value for money’ • Student focus on high value summative assessments > Deep strategic learning at expense of breadth • Threshold Concepts / Contextual Knowledge • Need to explore online resources and use them to their full potential • Continuous formative assessment – enabling students to gauge their progress

3. NWE Bursary • Following discussions within Archaeology it was decided to use a NWE bursary to develop e-learning for UG Roman period modules • Wanted student involvement in the design and development process • Formal application process and interview > careers skills • Emma Gooch Stage 3 Anc. Hist. and Arch. appointed in December 2013.

4. Application ProcessStudent Perspective • Formal process • Application • Career’s Service advice • Interview • Invaluable experience • Outcome http://www.wallarc.com/wallpaper/view/293867 http://www.bangsarbabe.com/2013/08/interview.html/interview-cartoon

5. General Tests • Aims • To have wide-ranging applicability • To enhance knowledge of threshold concepts • To provide revision aids • Series • Dates • Images of Emperors • Geography of the Roman Empire Geography of the Roman Empire: Early Provinces I

6. Module-Specific Tests Aims • To enhance and broaden learning within modules • To provide visually-stimulating learning resources • To encourage the learning of key information Examples • Anatomy of a Roman Fort • Anatomy of an Early Byzantine Church • Hadrian’s Wall Forts Identification • Antonine Wall Forts Identification Anatomy of a Roman Fort

7. Resource-Based Tests Aims • To encourage use of Module Handbooks • To promote interaction with key resources Examples • Late Roman Amphorae • Buckles and Burials at Lankhills

8. Late Roman Amphorae: Types Identification Test http://archaeologydataservice.ac.uk/archives/view/amphora_ahrb_2005/index.cfm

9. Feedback • Positive • Progressive • Advisory • Multiple attempt enabled tests Incorrect Feedback Try revising the form and notable characteristics of Late Roman Amphora types, which makes it easier to distinguish between the different forms.  Useful sources to aid your revision include: • http://archaeologydataservice.ac.uk/archives/view/amphora_ahrb_2005/index.cfm • http://www.potsherd.uklinux.net • Hayes, J.W. (1997) Handbook of Mediterranean Roman Pottery. London: British Museum Press. • Peacock, D.P.S (1982) Pottery in the Roman World: An Ethnoarchaeological Approach. London: Longman. The image used here was sourced from: http://archaeologydataservice.ac.uk/archives/view/amphora_ahrb_2005/zoom.cfm?id=236&img=PEC335&CFID=72514&CFTOKEN=8888F238-60C0-4535-91A1BF6AF4095138

10. The Resource Created • Approximately 45 tests • Variety of question types to engage interest • Range of key topic areas covered • Suitable for use across modules • Personal progress awareness (Students)

11. Benefits • Value added to courses • Enhances learning • Students can assess progress (so can staff) • Forces students to engage with resources • ‘Fun’ / addictive • Cost effective • Automatically assessed • Frees up time and resources