If we Build it, will they Come? Saving the History Tutorial and Rethinking Assessment

Sendziuk, Paul

doi:10.1080/14490854.2015.11668594

Cited by 4 publications

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“…While historians teaching within universities remain committed to the traditional skills of their discipline, digital elements have infiltrated teaching, and digital research skills are routinely instilled into students. However, with limited time allocated for student contact and for marking, historians fear squeezing out the teaching and assessment of essay writing skills (Sendziuk, ). In addition, students fear engaging with unfamiliar forms of assessment (Bulaitis, ).…”

Section: And What To Do With Students?mentioning

confidence: 99%

“…In addition, innovative teaching projects in digital history are emerging. Paul Sendziuk has argued that new types of group assessment may reduce the time required to assess students while improving their historical understanding (Sendziuk, ). In particular, he has described his development of a “Museum Exhibition Group Project” and while he does not present it as digital history the production of what he describes as a virtual museum draws on digital forms of historical research and presentation (Sendziuk, ).…”

Section: And What To Do With Students?mentioning

confidence: 99%

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Digital humanities, digital methods, digital history, and digital outputs: History writing and the digital revolution

Brennan

2018

History Compass

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While the term "digital humanities" appears inclusive, its exact meaning remains unclear and its early association with studies in English Literature means the term has already been partially superceded by "digital methods." However, that renaming is problematic as it emphasises the research tools used while the field itself is adjusting to include new methods, new topics, and new types of production, not just new ways of working with existing materials. Historians have long been alert to new tools as they become available to researchers. However, even as historians have revelled in the increased access to primary sources provided by digitisation and have analysed the opportunities that access offers, they have been aware of the unevenness of the digitisation process and the gaps it both creates and disguises. Issues of copyright and the ethics of creating public access to private lives have also caused historians concern. More recently, discussion about the evaluation of digital scholarship has begun. Often purely digital outputs are not formally recognised by their authors' institutions, despite having a significant online presence and contributing to scholarship. In parallel with being concerned about fairly assessing the work of peers, historians have also begun to consider how to teach (and assess) the digital skills now expected of history graduates.

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Section: And What To Do With Students?mentioning

confidence: 99%

Section: And What To Do With Students?mentioning

confidence: 99%