representing, promoting and informing historians working in higher education
By Sophie Moennich (University of Roehampton) Now over a year since the first lockdown, many history students have adapted to the challenges of online learning. But levels of engagement with online learning has seen wide variation, especially as time has Continue reading Pandemic Pedagogy: a student perspective 2
By Conor Penna-FitzGerald (University of Roehampton) My name is Conor Penna-FitzGerald and I am a postgraduate history student at the University of Roehampton. My project analysed how students experienced online learning during the pandemic in comparison to the ‘normal’ classroom Continue reading Pandemic Pedagogy: A student perspective 1
As we bring our series of blog posts following up on the Pandemic Pedagogy initiative to a close, we thought it would be useful to summarise the interesting contributions that we’ve received. Looking back through them, we thought that they Continue reading Pandemic Pedagogy 2.0: A summary
The second blog post following on from our Pandemic Pedagogy initiative is by Lucinda Matthews-Jones, a lecturer at Liverpool John Moores University. She teaches nineteenth-century gender and urban history modules. Her dynamic and innovative teaching approaches were recognised in 2018 Continue reading Pandemic Pedagogy 2.0: Lucinda Matthews-Jones – The Paper-Based Digital Classroom
The ongoing COVID-19 pandemic is continuing to affect the ways in which history is taught and assessed at universities. Following on from our Pandemic Pedagogy Handbook, History UK has commissioned a series of blog posts exploring how staff, students and Continue reading Pandemic Pedagogy 2.0: Amy Louise Blaney – Recreating Informal Spaces in Virtual Learning Environments
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