The Digital History Classroom: A Case Study PROCEEDINGS
Raymond Kimball, Department of History, United States
EdMedia + Innovate Learning, in Vancouver, Canada ISBN 978-1-880094-62-4 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
The use of a blended classroom design for introductory study of the humanities is still in its infancy. In this case study, a history instructor used multiple elements of digital media, to include podcasts, screen captures, and blogs to extend classroom space beyond the class hour. The primary objectives of the blended design were to preserve classroom time and provide incentives for student ownership of learning. Student reaction to this extension was overwhelmingly positive - students felt that the blended design contributed to their learning and comprehension of the core course concepts. Crucial to the success of this project was a focus on maintaining pedagogically sound techniques and augmenting them with technology. Standardization of student technology was an important contributing factor in the program's success - however, similar results can be achieved even when students have more flexibility and less regimentation in their system purchases.
Kimball, R. (2007). The Digital History Classroom: A Case Study. In C. Montgomerie & J. Seale (Eds.), Proceedings of ED-MEDIA 2007--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2265-2273). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved August 19, 2018 from https://www.learntechlib.org/primary/p/25686/.
© 2007 Association for the Advancement of Computing in Education (AACE)
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