Getting the Romans Online: e-learning, student engagement and contextual knowledge in the humanities...
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Transcript of Getting the Romans Online: e-learning, student engagement and contextual knowledge in the humanities...
![Page 1: Getting the Romans Online: e-learning, student engagement and contextual knowledge in the humanities Dr James Gerrard & Emma Gooch History, Classics and.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649d205503460f949f4812/html5/thumbnails/1.jpg)
Getting the Romans Online:e-learning, student engagement and contextual knowledge in the
humanities
Dr James Gerrard & Emma GoochHistory, Classics and Archaeology
http://images.scholastic.co.uk/assets/a/ba/b0/roman-lion-ns-742127.jpg
![Page 2: Getting the Romans Online: e-learning, student engagement and contextual knowledge in the humanities Dr James Gerrard & Emma Gooch History, Classics and.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649d205503460f949f4812/html5/thumbnails/2.jpg)
Motivations• Increased fees and concerns (real and perceived) about ‘value for
money’
• Student focus on high value summative assessments > Deep strategic learning at expense of breadth
• Threshold Concepts / Contextual Knowledge
• Need to explore online resources and use them to their full potential
• Continuous formative assessment – enabling students to gauge their progress
![Page 3: Getting the Romans Online: e-learning, student engagement and contextual knowledge in the humanities Dr James Gerrard & Emma Gooch History, Classics and.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649d205503460f949f4812/html5/thumbnails/3.jpg)
NWE Bursary
• Following discussions within Archaeology it was decided to use a NWE bursary to develop e-learning for UG Roman period modules
• Wanted student involvement in the design and development process
• Formal application process and interview > careers skills
• Emma Gooch Stage 3 Anc. Hist. and Arch. appointed in December 2013.
![Page 4: Getting the Romans Online: e-learning, student engagement and contextual knowledge in the humanities Dr James Gerrard & Emma Gooch History, Classics and.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649d205503460f949f4812/html5/thumbnails/4.jpg)
Application Process Student Perspective
• Formal process
• Application– Career’s Service advice
• Interview– Invaluable experience
• Outcome
http://www.wallarc.com/wallpaper/view/293867
http://www.bangsarbabe.com/2013/08/interview.html/interview-cartoon
![Page 5: Getting the Romans Online: e-learning, student engagement and contextual knowledge in the humanities Dr James Gerrard & Emma Gooch History, Classics and.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649d205503460f949f4812/html5/thumbnails/5.jpg)
General TestsAims• To have wide-ranging applicability • To enhance knowledge of threshold concepts• To provide revision aids
Geography of the Roman Empire: Early Provinces I
Series• Dates• Images of Emperors • Geography of the Roman Empire
![Page 6: Getting the Romans Online: e-learning, student engagement and contextual knowledge in the humanities Dr James Gerrard & Emma Gooch History, Classics and.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649d205503460f949f4812/html5/thumbnails/6.jpg)
Module-Specific TestsAims• To enhance and broaden
learning within modules• To provide visually-stimulating
learning resources • To encourage the learning of key
information
Examples• Anatomy of a Roman Fort• Anatomy of an Early Byzantine
Church • Hadrian’s Wall Forts
Identification• Antonine Wall Forts
Identification Anatomy of a Roman Fort
![Page 7: Getting the Romans Online: e-learning, student engagement and contextual knowledge in the humanities Dr James Gerrard & Emma Gooch History, Classics and.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649d205503460f949f4812/html5/thumbnails/7.jpg)
Resource-Based TestsAims• To encourage use of Module Handbooks• To promote interaction with key resources
Examples• Late Roman Amphorae• Buckles and Burials at Lankhills
![Page 8: Getting the Romans Online: e-learning, student engagement and contextual knowledge in the humanities Dr James Gerrard & Emma Gooch History, Classics and.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649d205503460f949f4812/html5/thumbnails/8.jpg)
http://archaeologydataservice.ac.uk/archives/view/amphora_ahrb_2005/index.cfm
Late Roman Amphorae: Types Identification Test
![Page 9: Getting the Romans Online: e-learning, student engagement and contextual knowledge in the humanities Dr James Gerrard & Emma Gooch History, Classics and.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649d205503460f949f4812/html5/thumbnails/9.jpg)
Feedback
• Positive
• Progressive
• Advisory
• Multiple attempt enabled tests
Incorrect Feedback
Try revising the form and notable characteristics of Late Roman Amphora types, which makes it easier to distinguish between the different forms.
Useful sources to aid your revision include:• http://archaeologydataservice.ac.uk/archives/view/
amphora_ahrb_2005/index.cfm• http://www.potsherd.uklinux.net• Hayes, J.W. (1997) Handbook of Mediterranean Roman Pottery.
London: British Museum Press.• Peacock, D.P.S (1982) Pottery in the Roman World: An
Ethnoarchaeological Approach. London: Longman.
The image used here was sourced from: http://archaeologydataservice.ac.uk/archives/view/amphora_ahrb_2005/zoom.cfm?id=236&img=PEC335&CFID=72514&CFTOKEN=8888F238-60C0-4535-91A1BF6AF4095138
![Page 10: Getting the Romans Online: e-learning, student engagement and contextual knowledge in the humanities Dr James Gerrard & Emma Gooch History, Classics and.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649d205503460f949f4812/html5/thumbnails/10.jpg)
The Resource Created
• Approximately 45 tests
• Variety of question types to engage interest
• Range of key topic areas covered
• Suitable for use across modules
• Personal progress awareness (Students)
![Page 11: Getting the Romans Online: e-learning, student engagement and contextual knowledge in the humanities Dr James Gerrard & Emma Gooch History, Classics and.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649d205503460f949f4812/html5/thumbnails/11.jpg)
Benefits
• Value added to courses
• Enhances learning
• Students can assess progress (so can staff)
• Forces students to engage with resources
• ‘Fun’ / addictive
• Cost effective
• Automatically assessed
• Frees up time and resources