representing, promoting and informing historians working in higher education
Aimee Merrydew (PhD Candidate and Graduate Teaching Assistant in English Literature, Keele University) Creating a sense of community for students is an integral part of the learning experience; it helps students to gain a sense of belonging and is linked Continue reading Pandemic Pedagogy: From Cohorts to Communities
Aimee Merrydew (PhD Candidate and Graduate Teaching Assistant in English Literature, Keele University) Working collaboratively online is different to face-to-face group work in a physical classroom. Students may not know others on the course or how to work as part Continue reading Pandemic Pedagogy: Building Online Learning Communities
Kate Cooper (Professor of History, Royal Holloway, University of London) One of the problems worrying wise heads as they think ahead to the autumn involves the instructional quantum formerly known as contact hours. Once we are no longer meeting in Continue reading Should we stop worrying about contact hours?
At the beginning of June, History UK launched a ‘Pandemic Pedagogy’ initiative to help support historians move out of the ‘emergency’ phase of online teaching and start planning for a remote and socially-distanced campus in the Autumn. The aim is Continue reading History UK Pandemic Pedagogy fellowship
In my previous post, the second in this series, I showcased some research into how social media is used by emerging and established academics, and used my own experiences to highlight how it does, or could, enhance the accessibility, for Continue reading Mental health and wellbeing in the history and heritage PhD community – three of three
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