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History enlivens eLearning and eLearning enlivens History QHTA mini Conference December 14, 2013 Ian Gray
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eLearning improves History Teaching AND Vice-Versa

Jan 26, 2015

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Education

Ian Gray

Ian is a very experienced History teacher, Head of Department, Director of eLearning, textbook author and presenter at QHTA Conferences and Modern History Student Seminars. He is currently an Elearning & Historical Education Consultant who helps leaders manage pedagogical change, through audits, reflections on their own history and desired futures, the creation of strategic plans and the provision of professional development. He acknowledges alignment of pedagogy, curriculum and assessment as key drivers but insists intelligent application of technology is also essential. He aims to reduce stressors and tap creativities.
Workshop Focus:
Incorporating eLearning can enhance learning experiences for History students but it is not a one-way street.eLearning technologies and the ICT general capabilities of the Australian Curriculum can be enhanced by the skills and perspectives emanating from the discipline of History. This workshop will demonstrate how this can be achieved and in the process how student creative capacities can be unleashed. No matter your level of ICT literacy everyone will benefit from a presentation highlighting how our discipline can add value to ICT literacies. There is nothing too technical here – just practical ideas within a framework for thinking and planning.

Technological developments are requiring historians to adopt new research and communication methods, but historical approaches also require technologies to be used in particular ways.
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Page 1: eLearning improves History Teaching AND Vice-Versa

History enlivens eLearning and eLearning enlivens History

QHTA mini ConferenceDecember 14, 2013

Ian Gray

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Survey shows < 50% could name the year:• Princess Dianna died• the Berlin Wall fell• the attack on the World Trade Centre took place

It’s all Google’s fault !

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• Maybe it is Google’s fault• less factual memory and an assumption that web information = A+• Subliminally it promotes the idea ,as per Wikapedia, that collaboration

inevitably results in quality information

The Effect

BUT for years I’ve taught my students that evaluation in History = 3Rs + corroboration

RelevanceReliability – any motives for distorting what really happened?Representativeness

and what about credentials and credibility?

This is not blindly accepting the “expertise” of professionals but at least acknowledging that it is likely that a History professor might know more than a Year 9 blog post.

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History students mustexpose Google and other

search tools to the rigour of 3Rs + corroboration

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“The study of history is based on evidence derived from remains of the past. It is interpretative by nature, promotes debate and encourages thinking about human values, including present and future challenges.” ACARA Australian Curriculum History/Rationale

The discipline of History is NOT based on hearsay secondary sources sorted to appeal to the needs and interests of the searcher.

Historical knowledge is communal by nature, derived and improved by debate.

Unless care is taken Google derived knowledge is not a search of the World Wide Web, but the construction of an Individualised Narrow Portal where debate is sanitised.

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then google filter bubble and learn how to burst it. Ha!

Google can be a community player eg can establish rankings of websites according to how many link to it or if its key people were named elsewhere – but the 3R check is still needed. adapted from http://www.librijournal.org/pdf/2006-3pp157-167.pdf

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In October 2010, a mother noticed something odd in a fourth grade Virginia State Education approved History text.

The book claimed that "thousands" of African Americans fought for the Confederacy, "including two black battalions under the command of Stonewall Jackson (3).“

http://en.wikipedia.org/wiki/File:Black_Confed-1.JPG

Marlboro, bodyservant to a Confederate soldier

Fact Checker: In March 13, 1865, General Order 14 was passed by the Confederate Congress and President Davis signed it into law but few African American companies were raised.1890 United States Census listed 3,273 African Americans who claimed to be Confederate veterans

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http://en.wikipedia.org/wiki/File:Black_Confed-1.JPG

Marlboro, bodyservant to a Confederate soldier

Mum checked the text’s references – they were to the website:

the Sons of Confederate Veterans (6) -- a "patriotic, historical, and educational

organization . . . dedicated to . . . preserving Southern Culture."

debunking the myth of large numbers of black confederates had begun – again

http://www.edutopia.org/blog/changing-the-teaching-of-history-sam-wineburg?utm_source=twitter&utm_medium=post&utm_campaign=blog-change-history-byte-RSS

Ref: Stanford Uni free materials eg https://beyondthebubble.stanford.edu/assessments/slave-quarters

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We don’t need to stress content, we need, as we have for 30 years, to teach students to critique, compare, discuss; yet even the geography of many classrooms indicates we’re still as didactic as we were when making a phone call meant spinning a dial

on its way?

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www.waybackintime.com

eLearning can prompt changes in hLearning

but only if we let hLearning ask the questions

I know I need evidence but I found it on the internet and now the web site is gone…

What can I do???

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Incidentally – let this be a warning to those posting inappropriate content on FB etc….it can be retrieved after it is deleted.

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perhaps I needed the photo for visual evidence

thinglink interactive visuals can’t embed in ppt but can link time? log in browse http://www.thinglink.com/scene/319107808270221314

Could I have students build their interpretationsinto the photo?Create a hyperlink to make him ‘speak’/add a link to written explanation etc

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At least that might make them think it could avoid cut and past… cut and paste…

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We need to get back to note taking the way it was in the old days !! But how?

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REMEMBER WHEN?

Notebooks were special …and covered in brown paper

Hmm 50 years ago…maybe not

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1963/Year 8 = ½ inch margin – copy from the

chalk blackboard

Headings in colour were important

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Tables sometimes

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Maps

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Contents page

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1970s and 1980s the PTO technique

Re-ordering/rethinking

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1990s – - - - - - -- -- present Notes should be:• Organised• Systematic

• Detailed but not just copied• abbreviated

• Sourced…including use of the Notes area beneath PPT

• Notes must be dynamic – able to be revisited, re-ordered

in the light of reflection

• Collaborative even better

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Date Event Concept Refere Person ABC parts of answer

1815 Nap. defeated

Aristocrats return to power

Cowie Napoleon

1848 Revs all over Europe

1917 USA in WW1

1823 Monroe Doctrine

Word Tables for Sorting

Use Word

Table to sort and impose some order

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One Note – Year 8 USE TAGS

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Sites to test historical mythologies? Snopes

– “Sing a song of sixpence” began around 1700 as a coded message to recruit pirates….true

Yes BUT ..I want students to analyse and interpret, read between the lines …what are they really saying?

eg Local/School History, what does a website prospectus from some years ago, retrieved with waybackintime, reveal about the REAL emphasis of this school?

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Word cloud generators such as www.wordle.net or edudemic

Amidst 1000s of words what does this school really emphasise?

equity? individualised instruction? diversity? co-operation and fair play? happiness? concern? etc

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Great but I need students to

communicate/share.

History students need individualised

feedback and I find myself repeating over and over …and they lose my feedback!

But I don’t want/have a

machine !

Forums, blogs …and not necessarily for ALL ….sit in circles

with ONE note taker

eLearning

Track changes/insert comments in Word, spoken feedback in One Noteimitate computer games…. Clues in the invisible picture on the white board !

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IT is not going away The term “elearning” has only been in existence since

1999, ….other words emerged too “online learning” and “virtual learning”.

1924 the 1st testing machine In the 2000 s, businesses began using elearning to train ′

their employees Open Learning and since 2011 MOOCS are here and

growing rapidly We must mediate - eg as History teachers we know

assessment must be more than content –

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IT is not going away

Machine ‘marked’ multiple choice assessment of higher order thinking??– yes it’s possible eg hypertexted ppt

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Make a plan, but in reality use appx 50 slides

False or

‘Red Herring’ path

Wrong = E standard

ie you might even ‘shepherd the user

into conclusions which ‘score’ different levels of ‘points’ say on a 15

point scale !!

A

A-

A+

B+C

D, for stop here or

keep going

START HEREQN=

?

Source 1

Source 2

Source 3

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IT is not going away

new ways of bringing together our Historical content knowledge and pedagogy with technology http://www.tpack.org/

Technological Pedagogical Content Knowledge (TPACK) is a framework that identifies the knowledge teachers need to teach effectively with technology. The TPACK framework extends Shulman’s idea of Pedagogical Content Knowledge

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MOOCs and on-line learning MOOCS = global > mid 2011 http://www.openuped.eu/openuped-temp/60-about-moocs

The four free UQ courses - known as UQx courses - commencing in May 2014 are:

Hypersonics - from shock waves to scramjets, Professor David Mee Tropical coastal ecosystems, Professor Ove Hoegh-Guldberg Biomedical imaging, Professor Graham Galloway The science of everyday thinking, Dr Jason Tangen

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MOOCs and on-line learning

Open Uni Australia offer courses in Arts and Humanities but they cost http://www.open.edu.au/courses/arts/ eg Level 1 Unit Gender History and Culture $849 Invigilated Exam (25%) Online Discussion (15%) Portfolio (40%) Quiz (20%) French Revolution thru Melb uni from June 2014 Was Alexander great …begins Jan 2014….ANU begins 2014 no peer assessment --- & choice of exam OR assignment already on QHTA discussion forum …thanks Jason Lodge Griffith uni

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free MOOCS

The Industrial revolution in Global perspective from MIT http://ocw.mit.edu/courses/science-technology-and-society/sts-025j-making-the-modern-world-the

-industrial-revolution-in-global-perspective-fall-2009/

Assessment = three types of written assignments during the term.– Weekly reflection papers on each week's readings– A formal book review plus a brief in-class presentation of the review– A longer final reflection paper

MIT faculty members have also developed technology that can automatically grade essays. Other technologies that could come into play here include automatic transcription, online tutors, and crowdsourced grading.

http://www.openuped.eu/openuped-temp/60-about-moocs

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Final comments Historical criticism of asynchronous eLearning = The curriculum is

less robust check MIT’s open courseware. It’s not dumbing down and we must

ensure that future on-line learning, eg created by your school is not dumbing eithereLearning students receive same instruction as traditional students.

elearning only benefits one type of learning style With today’s technology, students can learn through podcasts, videos,

lecture notes, slides, text, group discussions, or real world experiments. The instructor and students aren’t limited to a classroom, giving each person the ability to study and grow in a way that suits their particular personality

Not many History subjects YET but ….. May 2013 UQ began offering MOOCS http://www.teachthought.com/trends/30-criticisms-of-elearning-that-just-might-be-my

ths/

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Discussion ….

any eplatforms used?