The Subject Centre has received funding from the JISC Distributed e-Learning Programme Phase II to create five Online Exemplars which exemplify how teaching and learning in the historical disciplines can be supported by the use of technology. The Exemplars will focus on generic and pedagogical issues and be of direct relevance to teaching in the historical disciplines. The Exemplars will be available via the Subject Centre website from April - September 2008 and will also be deposited in the JORUM repository.
Using Images in Teaching History, Classics and Archaeology (University of Gloucestershire)
This exemplar will be a web-based tutorial for use by HE practitioners in developing their awareness and knowledge of approaches to using images in teaching in a pedagogically-conscious and integrated fashion. It will provide models of good practice for the use of images as a learning resource which can be applied across a number of disciplines, but will draw specifically on the subject areas of History, Classics and Archaeology and will utilise resources from, for example, the Borthwick Institute Archive at the University of York and the Archaeology Image Bank. Case studies from these three disciplines will demonstrate how generic approaches to using images can be tailored to context-specific needs, with blended learning and accessibility particular focuses of the exemplar. The exemplar will consist of an introduction, three primary ‘case study' sections with multimedia examples, and a summary.
This exemplar is not yet completed.
Essay Writing in History and Interdisciplinary Studies (University of Stirling)
This exemplar will examine planning, researching and writing essays and research/practical reports on different aspects of environmental history, some of which will involve the use of data from non-historical disciplines. It will review and enhance the range of key skills required to engage in truly inter-disciplinary study while preparing, planning, and writing for these different forms of assessment. The exemplar will include the preliminary examination of the assessment requirements and content of these different forms of assessment (essay and research/practical report), consideration of how key arguments might be helpfully represented diagrammatically (spider diagrams) in developing ideas for assessment, and apparatus and references to the different kinds of sources (both historical and scientific). It will also establish how to evaluate these different kinds of sources. The module in which this exemplar is being developed is taken by students of both history and environmental science. This exemplar is now complete
Latin in Action (Universities of Durham, Cambridge, Newcastle, Nottingham)
This exemplar will produce a reusable, editable shell into which text-based exercises can be inserted. The materials showcased were developed at Newcastle University for hard copy teaching and this exemplar will now create an online version and extend the materials by adding supporting grammar exercises and examples. This site is still under development. It is hoped that this completed exemplar will then be further extended during the academic year 2008/09 by inclusion of Greek materials under the auspices of the Texts Transformed Project.
Enhancing the Teaching of Classical Archaeology and Egyptology through Podcasting (University of Swansea)
This Exemplar will create reusable and multi-purpose learning materials, evaluate both the process and technology for creating and delivering accessible podcasts, and encourage the wider use of podcasts in learning and teaching in the historical disciplines. The podcasts produced for this Exemplar will be aimed at integrating archaeological sites and material culture into the curriculum, and at developing skills in handling and interpreting objects, iconography and site topography. Three separate case studies will be produced: the archaeological sites and monuments of Greece; explaining Egyptian iconography through a focus on the 21st Dynasty wooden coffin in Swansea University's Egypt Centre; and podcasting by staff and students on their ‘favourite pieces' in the Egypt Centre or the Swansea Museum. The project will help to develop students' personal reflection on material culture and archaeological sites. It will, additionally, contribute to widening participation by providing interpretive material for use in the Egypt Centre. This site is still under development.
Live Archaeology: theory, methods, practice - and the people behind them (Universities of Liverpool, Cambridge, Manchester)
This project will investigate theoretical approaches and interpretations of key archaeological themes and sites. Concepts of landscape, use of space, and phenomenology will be explored from different theoretical perspectives, in relation to some of the main sites (eg. the Orkney Isles, Stonehenge region). Video interviews will be conducted with practitioners whose work has been significant in the discipline, thus making interpretation and theory clearer, more accessible, and more ‘human'. These interviews, key site images (still and moving), and surrounding pedagogical framework will then be inserted into a Generative Learning Object template developed during work between the Subject Centre and the Centre for Excellence in Teaching and Learning in Reusable Learning Objects. Through interviewing some of the key theoretical figures and situating their research within both pedagogical framework and links to site data and images, interpretation and theory will be made clearer and more accessible to students, and they will be enabled to access alternative perspectives within a manageable e-format. The intention, ultimately, is to bring archaeological theory to life.
This exemplar is not yet completed.
Aerial Archaeology Research Group (AARG) education and teaching resources
The term ‘Aerial Archaeology’ can be defined as the collection, interpretation and application of aerial and satellite data for archaeology (defined as Aerial/satellite Remote Sensing (ARS)). This definition reflects current practice in much of Europe in dealing with a much wider suite of data than merely traditional aerial photographic acquisition and analysis. Much wider arrays of above ground remotely sensed data sources are now available, both airborne and satellite-acquired, and technologies capable of providing valuable information have rapidly developed, such as Laser scanning methods or hyperspectral data. The articulation of ARS and other survey data, such as geophysics and topographic survey, is seen as vital as parts of a suite of techniques that individually enhance aspects of the archaeological record, but should be combined in appropriate contexts where-ever possible to achieve greatest effect.
This project aims to provide open and free access to teaching and education resources aimed at the following sectors:
• Formal primary, secondary and tertiary education
• Continuing Professional Development (CPD) and other career/professional development and training programmes
• The general public