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2 books match the query 'Teaching History'
Innovations in Teaching History
Eighteenth-Century Studies in Higher EducationEdited by Ruth Larsen, Alice Marples, and Matthew McCormack
University of London Press, 2024
An essential teaching companion offering practical strategies for all teachers of history in higher education to enhance student learning.
The eighteenth century has been a notable recent growth area in historical studies and related disciplines and is key in university research and teaching. Although widely taught in history departments, the eighteenth century also presents challenges, including new students’ unfamiliarity with the period, the theoretical and interdisciplinary nature of the critical writings, and extensive online source material requiring digital skills for its evaluation.
Focusing on pedagogical innovation and current developments in the discipline, this collection of essays reflects on how we teach the history of the long eighteenth century, exploring current subfields such as histories of material culture, the senses, gender, crime, race, empire, and colonialism. It presents practical case studies showcasing how novel teaching methods can be employed in the classroom that promote active learning and invite students to think critically about the nature of their discipline. Methods covered include decolonizing the curriculum, digital history, transferable skills, engaging with objects, working in non-classroom settings, and multisensory approaches.
Grounded in real academic practice, this is a valuable guide for all history educators, whether specializing in the eighteenth century or beyond.
The eighteenth century has been a notable recent growth area in historical studies and related disciplines and is key in university research and teaching. Although widely taught in history departments, the eighteenth century also presents challenges, including new students’ unfamiliarity with the period, the theoretical and interdisciplinary nature of the critical writings, and extensive online source material requiring digital skills for its evaluation.
Focusing on pedagogical innovation and current developments in the discipline, this collection of essays reflects on how we teach the history of the long eighteenth century, exploring current subfields such as histories of material culture, the senses, gender, crime, race, empire, and colonialism. It presents practical case studies showcasing how novel teaching methods can be employed in the classroom that promote active learning and invite students to think critically about the nature of their discipline. Methods covered include decolonizing the curriculum, digital history, transferable skills, engaging with objects, working in non-classroom settings, and multisensory approaches.
Grounded in real academic practice, this is a valuable guide for all history educators, whether specializing in the eighteenth century or beyond.
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Teaching History in the Digital Age
T. Mills Kelly
University of Michigan Press, 2013
Although many humanities scholars have been talking and writing about the transition to the digital age for more than a decade, only in the last few years have we seen a convergence of the factors that make this transition possible: the spread of sufficient infrastructure on campuses, the creation of truly massive databases of humanities content, and a generation of students that has never known a world without easy Internet access.
Teaching History in the Digital Age serves as a guide for practitioners on how to fruitfully employ the transformative changes of digital media in the research, writing, and teaching of history. T. Mills Kelly synthesizes more than two decades of research in digital history, offering practical advice on how to make best use of the results of this synthesis in the classroom and new ways of thinking about pedagogy in the digital humanities.
Teaching History in the Digital Age serves as a guide for practitioners on how to fruitfully employ the transformative changes of digital media in the research, writing, and teaching of history. T. Mills Kelly synthesizes more than two decades of research in digital history, offering practical advice on how to make best use of the results of this synthesis in the classroom and new ways of thinking about pedagogy in the digital humanities.
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