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The Great History Conundrum. Alex Moseley University of Leicester. In 2007…. Student Learning Outcomes. K now where and how to search for a variety of historical resources on and off line

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The Great History Conundrum


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the great history conundrum

TheGreatHistoryConundrum

Alex Moseley

University of Leicester

student learning outcomes
Student Learning Outcomes

Know where and how to search for a variety of historical resources on and off line

Be able to critically analyse internet resources to determine their suitability for academic purposes

Have engaged in collaborative activity online to arrive at a shared consensus

Obtain a number of transferable skills(problem solving, numeracy, team working, IT skills)

a conundrum of your own
A Conundrum of your own

Each group has 12 cards

Match the 6 descriptions with the 6 sources

I’m looking for a Number

The first group to stand up and give the correct answer wins…

a conundrum of your own1
A Conundrum of your own!

Problem solving

Communal working

Competition / prize

Engagement/Motivation

key features args for higher education
Key Features: ARGs for Higher Education

Problem solving at varying levels (graded challenge)

Progress and rewards (leaderboard, grand prize)

Narrative devices (characters/plot/story)

Influence on outcomes

Regular delivery of new problems/events

Potential for large, active community

Based on simple, existing technologies/media

introducing arg features
Introducing ARG Features

Problem solving at varying levels (graded challenge)

Progress and rewards (leaderboard, grand prize)

Narrative devices (characters/plot/story)

Influence on outcomes

Regular delivery of new problems/events

Potential for large, active community

Based on simple, existing technologies/media

puzzles problem examples
Puzzles/Problem Examples

Basic / non-cryptic

Narrative / cryptic

puzzles problem examples1
Puzzles/Problem Examples

Communal (minor)

Communal (mass)

online assessment
Online Assessment

Innovative approach: continuous, visible assessment to maintain and encourage engagement

High student numbers: needed manageable methods - tutors used to marking one 1000 word essay

Used three methods matched to three stages:

Automated marking of puzzles

Moderator marking of discussion posts

Tutor marking of group project

Students could specialise in one or more stages - allow for different skill sets

results
Results

190/200 students took part over 4 weeks

They solved 3301 puzzles (average 17 each)

They posted 4387 messages in the forums(average 23 each)

Visited over 50 online/offline resources, covered wide range of topics during discussions

181 passed the course (90%), 92 achieved 60%+

activity
Activity
  • Over the four weeks
  • By hour of day
student feedback motivation
Student Feedback: Motivation

“our moderator was excellent, he provided really helpful pointers in how to improve our posts and sent really motivating e-mails to get us all working on it!”

“the faceless nature of a solely online activity meaning a group Wiki was haphazardly put together with some contributing a lot and others very little”

student feedback assessment
Student Feedback: Assessment

Student Feedback: Community

63% claimed to know more people on their course as a result of the GHC

“the forums… were highly collaborative and encouraged people to help others. I certainly got a lot out of [them] both when I was stuck and when I was able to help others.”

student feedback skills
Student Feedback: Skills

“it introduced me to a variety of new resources [and] a new way of learning about the past; a way I’d not thought of before”

“It taught me a lot of skills that I probably wouldn't have learnt in lectures, for example the actual processes involved with research on a practical level, rather than being told about them”

slide20

“We must go beyond textbooks, go out into the bypaths and untrodden depths of the wilderness and travel and explore and tell the world the glories of our journey.”

John Hope Franklin (US Historian researching Black American history).

Alex Moseley

Faculty of Arts • University of Leicester

alex.moseley@le.ac.uk

moerg.wordpress.com