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HOW to lead students to think in an e-environment Tuesday 12 th February 2008. Eleanor OKell [and Cary MacMahon]. Background to GLO Tool and Interface. Observation of pervasive repeating issues for pedagogical practice across History, Classics and Archaeology
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Eleanor OKell [and Cary MacMahon]
Some classical material can be found by doing a Google search, but many searches produce a confusing plethora of mostly irrelevant hits and lead to sites for which quality assurance is lacking.
APA/AIA Task Force on Electronic Publications,
Final Report http://socrates.berkeley.edu/~pinax/taskforce/
TaskForceFinalReport.pdf (accessed 18/07/07)
‘You cannot say that children are intellectually lazy because they are using the internet when academics are using search engines in the research. The difference is that [academics] have more experience of being critical about what is retrieved and whether it is authoritative. Children need to be told
how to use the internet in a critical and appropriate way.’
Jenny Fry, Oxford Internet Institute, THES 22 June 2007, p2.
Classics and Modern Language Students NSSS 2005-06
Anon. First Year.
Study Skills RLO
www.rlo-cetl.ac.uk: 8080/rlo/reflective_ writing/reflective_ writing.html
A reusable learning object (RLO) is based on a single learning objective, comprising a stand-alone collection of four web-based components:
1. Presentation: presenting the concept, fact, process, principle or procedure to be understood by the learner in order to support the learning objective.
2. Activity: something the learner must do to engage with the content in order to better understand it.
3. Assessment: a way in which the learner can apply their understanding and test their mastery of the content.
Dawn Leeder, UCeL
(Universities’ Collaboration in e-Learning)
In order not to risk “…at best limiting and channelling historical thinking and at worst confining it to procedural, binary steps” (Thomas 2004)we must use the potential for enhancing student learning presented by digital resources in a discipline-appropriate manner
89% of classicists believe that their teaching has benefited, or could benefit, from sharing e-resources with colleagues88% of multidisciplinary academics believe that their teaching has benefited, or could benefit, from sharing e-resources with colleagues74% of archaeologists believe that their teaching has benefited, or could benefit, from sharing e-resources with colleagues 69% of historians believe that their teaching has benefited, or could benefit, from sharing e-resources with colleagues
“…it helps to share knowledge and resources,
making other people's jobs easier.
I hope people would do the same for me.”
classics questionnaire respondent
“What we don’t have is stuff that we can slot in relatively easily into our teaching and learning objectives, which will either act as a co-related resource, or become part of the primary core resource. And, I mean, I think that’s what we really need, is the things we can actually bolt in and actually run with, with a minimal amount of input from us as individuals, we don’t have to re-design the whole thing or re-invent the wheel.”
Survey interviewee and focus group participant
Sharing the LOAD (Learning Activities, Objects & Design) Project workshop, November 2006eMI… encouraging student engagement with and evaluation of multiple scholarly interpretations
If the only thing we can do in the Humanities is teach them how to think, can we replicate that face-to-face teaching process in an electronic format?
(real and virtual)
(real and virtual)
Identification of underlying pedagogical patterns:
origin, meaning, purpose, references
Identification of 3 phases in journey from novice to expert:
asking mainly factual questions
asking semi-interpretive questions
asking interpretive and self-reflexive questions
If you wanted to investigate the political meaning of the Altar of Pergamum which Reference list would you consult to find M. Kunze, The Pergamum Altar: its rediscovery, history and reconstruction (Mainz am Rhein, 1995)?
Write your own view (in no more than 750 words in total) on the artefact in response to the following questions:
Why is the Altar of Pergamum Important?
(approx. 300-400 words)
And (approx. 300-400 words):
Is your view particularly close to any single interpretation presented so far? If so, which? Why do you think that is?
Are there any areas in which you feel your view needs fleshing out? Which kind of interpreter do you think will be most useful in Phase 3 to help you accomplish this?
 At this stage it might be appropriate to ask where the student thinks this information may be found – which leads into the kind of bibliography task outlined in Appendix A of OKell (July 2007).
Credits: Ann Raia, 2005