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Students as makers of history: from the classroom to the dig

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Jamie Wood

on 16 March 2017

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Transcript of Students as makers of history: from the classroom to the dig

Creativity and History
What is creativity in your discipline?
What does 'creativity' mean? Can it be taught?
Students as makers of history: from the classroom to the digital
Developing skills II
Developing skills I
Students as Producers
Student as Producer (2010-13) - http://studentasproducer.lincoln.ac.uk
Jamie Wood, University of Lincoln
Creativity and History
Students as Producers
Creativity in the Classroom
Making Digital History
'Creativity'
in the Classroom

Lego
Lego serious play
start and finish
articulating ideas
abstract thinking
Creative industries
Creativity as desirable attribute of HE graduates
Creativity in non-creative disciplines
Defining creativity
‘creating and working something different to everyone else to set yourself apart from them’
Individual
Different to others
Originality
Charyton's (2009) concept of person, process, product in cultivating creativity in Engineering
"Student as Producer emphasises the role of the student as collaborator in the production of knowledge. The capacity for Student as Producer is grounded in the human attributes of creativity and desire, so that students can recognise themselves in a world of their own design."
"Self-authorship"
An outlook that involves the questioning of trusted authorities, moving away from comfortable ways of viewing the world towards exploring multiple perspectives and constructing one’s own beliefs and values (Baxter-Magolda, 2009)
Kristiansen & Rasmussen,
The Serious Business of Play
(2014)
Building knowledge by building things in the world
Using the hand as the leading edge of the mind
Concrete thinking versus formal abstract thinking
Digital Literacy in the Disciplines project (HEA/JISC): 2013-14

Developing students’ digital literacies

Students as partners

Xerte: Open Educational Resource (OER)

Student as producer, not consumer

Doing it at scale

Thinking about register and presentation



School of History and Heritage, University of Lincoln
2013-2015
Level 1, 2 and MA
Individual and group projects
Compulsory and optional use
All were summatively assessed
All staff involved chose to continue using it
Ongoing evaluation

East meets West
Core L1 module
2013: ca. 100 / 2014: ca. 130
Groups of 3-5 produce a Xerte object
Primary source focus
Challenges
IT support
Offline problems transferred online:
e.g. writing and presentation
Digital literacy
Group-work
Using a new technology
Group dynamics
Producing historical knowledge
Different (not an essay)
Choice and specialisation
Sources and research
Presenting things in interesting ways



Putting it together - presenting it
Technical issues
Being able to choose your own direction/ topic for the project
I enjoyed the research aspect
Researching an area I was interested in
the group work of analysing sources for it
"working with a group that had very different understanding of the word 'effort'"
"interacting with new people"
"we could all talk to each other about it"
"making sure everyone did the same amount of work"
organisational issues
to choose or not to choose
Cultivating creativity
"working with people on a task, not just my own"
it helped some students to think about how they present information to others, to consider that they might produce material that engages with an audience beyond the teacher

It encourages students to think about the problem from an unfamiliar angle, with a view to presenting their thoughts in an unfamiliar format. The unfamiliarity was initially a little unsettling for some, but ultimately facilitated deeper and more effective reflection
Thinking outside the box more. Making more of an effort to satisfy the audience’s needs in creative/ interesting/ interactive ways

It has allowed me to think in other formats than just an essay and made me think more about presentation
‘your own ideas’
‘ability to think of original ideas and concepts, not purely copying someone else’s work’
‘think for yourself’
‘pushing yourself out of your comfort zone’
Method
Questions added to standard module surveys
Targeted questions on creativity
Focus groups/ interviews on creativity
Reflections from staff involved
Digital T&L and you
Conclusions
Defining digital history teaching
digital humanities
teaching digitally
developing digital skills
Making Digital History
Group think about group work
Technological challenges
Disciplinary identity and pedagogy: "it's not what WE do" ... "it's not HOW we do it"
'Making' (& different kinds of learners)
Cultivating creativity across the curriculum
Full transcript