You are here:

Analyzing Historical Primary Source Open Educational Resources: A Blended Pedagogical Approach

, , North Carolina State University, United States

CITE Journal Volume 18, Number 2, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

This qualitative case study addresses the need for pedagogical approaches to working with open educational resources (OER). Drawing on a mix of historical thinking heuristics and case analysis approaches, a blended pedagogical strategy and primary source database were designed to build student understanding of historical records with transfer of knowledge to related, contemporary problems. Thirty-seven graduate students tested the five-step strategy as they worked with historical OER on the topic of public health among slaves on 19th-century American plantations. Findings demonstrate the pedagogical strategy supported pattern identification and model building among all students and, for most students, the ability to transfer and use their understanding to inform new problems. Students expanded their understanding of 19th-century plantation life and factors impacting public health. Recommended adjustments to the strategy include added support for content curation, collaborative argument building, and discussion.

Citation

Oliver, K. & Purichia, H. (2018). Analyzing Historical Primary Source Open Educational Resources: A Blended Pedagogical Approach. Contemporary Issues in Technology and Teacher Education, 18(2), 392-415. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved September 19, 2018 from .

View References & Citations Map

References

  1. Anderson, C., Day, K., Michie, R., & Rollason, D. (2006). Engaging with historical source work: Practices, pedagogy, and dialogue. Arts& Humanities in Higher Education, 5, 243–263.
  2. Brent, I., Gibbs, G.R., Gruszczynska, A.K. (2012). Obstacles to creating and finding open
  3. Carini, P. (2009). Archivists as educators: Integrating primary sources into the curriculum. Journal of Archival Organization, 7, 41–50.
  4. Cleary, P., & Neumann, D. (2009). The challenges of primary sources, collaboration, and the K– 16 Elizabeth Murray project. The History Teacher, 43, 67–86.
  5. Creswell, J.W., & Poth, C.N. (2017). Qualitative inquiry& Research design: Choosing among five approaches (4th ed.). Thousand Oaks, CA: Sage.
  6. Demetriadis, S.N., Papadopoulos, P.M., Stamelos, I.G., & Fischer, F. (2008). The effect of scaffolding students’ context-generating cognitive activity in technology-enhanced casebased learning. Computers& Education, 51, 939–954.
  7. Doolittle, P.E., & Hicks, D. (2003). Constructivism as a theoretical foundation for the use of technology in social studies. Theory and Research in Social Education, 31, 72–104.
  8. Hassler, B., Hennessy, S., Knight, S., & Connolly, T. (2014). Developing an open resource bank
  9. Hatzipanagos, S., & Gregson, J. (2015). The role of open access and open educational resources: Analyzing Historical Primary 30
  10. Hicks, D., Doolittle, P.E., & Ewing, E.T. (2004). The SCIM-C strategy: Expert historians, historical inquiry, and multimedia. Social Education, 68, 221–225.
  11. Jacobson, M.J., & Spiro, R.J. (1995). Hypertext learning environments, cognitive flexibility, and
  12. Kim, H., & Hannafin, M.J. (2008). Grounded design of web-enhanced case-based activity. Educational Technology Research& Development, 56, 161–179.
  13. Liu, M., Bera, S., Corliss, S.B., Svinicki, M.D., & Beth, A.D. (2004). Understanding the
  14. Spiro, R.J., Coulson, R.L., Feltovich, P.J., & Anderson, D.K. (1988). Cognitive flexibility theory: Advanced knowledge acquisition in ill-structured domains. Retrieved from ERIC Analyzing Historical Primary 32
  15. Spiro, R.J., & Jehng, J.-C. (1990). Cognitive flexibility and hypertext: Theory and technology for the nonlinear and multidimensional traversal of complex subject matter. In D. Nix & R.J.
  16. Stanford History Education Group. (2016). Reading like a historian [Online curriculum]. Retrieved from https://sheg.stanford.edu/rlh
  17. Strobel, J., Jonassen, D.H., & Ionas, I.G. (2008). The evolution of a collaborative authoring
  18. Westerman, E.B. (2014). A half-flipped classroom or an alternative approach? Primary sources and blended learning. Educational Research Quarterly, 38(2), 43–57.
  19. Wineburg, S., Martin, D., & Monte-Sano, C. (2012). Reading like a historian (2nd ed.). New York, NY: Teachers College Press.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.