elearning improves history teaching and vice-versa
DESCRIPTION
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.TRANSCRIPT
History enlivens eLearning and eLearning enlivens History
QHTA mini ConferenceDecember 14, 2013
Ian Gray
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https://twitter.com/iangray9#qhta_iangray
www.qhtaworkshopdec2013.blogspot.com
https://www.facebook.com/pages/History-Teachers-Queensland/173108976035602
Now a consultant – available for PD at schoolsdetails @ linkedin
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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.
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
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?
REMEMBER WHEN?
Notebooks were special …and covered in brown paper
Hmm 50 years ago…maybe not
1963/Year 8 = ½ inch margin – copy from the
chalk blackboard
Headings in colour were important
Tables sometimes
Maps
Contents page
1970s and 1980s the PTO technique
Re-ordering/rethinking
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
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
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 !
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
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?