representing, promoting and informing historians working in higher education
Andrew Jotischky kicks off week 2 of our Pandemic Pedagogy follow-up with a blog post about the challenges of assessment – particularly exams – during the pandemic. Andrew is Professor of Medieval History at Royal Holloway University of London, having Continue reading Pandemic Pedagogy 2.0: Andrew Jotischky – Assessment during the Pandemic: ‘Take-home exams’
The fourth in our series of blog posts offering perspectives on Pandemic Pedagogy, is by Coreen McGuire, Lecturer in Twentieth-Century British History at Durham University. Her first book, Measuring Difference, Numbering Normal: Setting the standards for disability in the interwar period Continue reading Pandemic Pedagogy 2.0: Coreen McGuire – The Pandemic and Teaching Practice: thoughts on subtitles and accessibility
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
History UK is looking to build on the Pandemic Pedagogy project by exploring the continuing impact of Covid-19 on teaching history in higher education. We are inviting short blog posts (300-500 words long) and/or podcasts/videos (c. 3-5 minutes long) that Continue reading Pandemic Pedagogy – your chance to contribute
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