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Jamie Wood, University of Lincoln
E: jwood@lincoln.ac.uk
T: @woodjamie99 and @MakDigHist
http://makingdigitalhistory.co.uk/
Our project
Context
What we did
Feedback, 2013-15
Creativity
Digital literacy in the Disciplines project
(HEA/JISC): 2013-14
Developing students’ digital literacies
Xerte: Open Edu...
Institutional focus: students as
producers (http://bit.ly/1ljWEDR), not
consumers
HEA/ JISC focus: students as partners
...
Level 1, 2 and MA
Individual and group projects
Compulsory and optional use
All were assessed
All staff involved chos...
Core L1 module
Numbers of students
 2013: ca. 100
 2014: ca. 130
 Work in groups of 3-5 to produce a Xerte object tha...
https://xerte.lncd.lincoln.ac.uk/play.php?template_id=2137
• Group-work
• Using a new technology
• Offline problems transferred online:
• e.g. writing and presentation
• Digital lit...
Competencies 2013-14
(n = 81)
2014-15
(n = 90)
Team working
Ability to find and use primary and
secondary sources
Knowledg...
ECSTASI: Encouraging Creativity in Students
Through Applied Student Inquiry
with Drs Marie Griffiths and Maria Kutar, Sa...
 ‘person’s natural imagination’
 ‘ability to think of original ideas and concepts, not purely copying
someone else’s wor...
Person
is the student a creative
person and have their
learning experiences
developed their
creativity?
Process
is the pro...
Do you think of yourself as a creative
person?
Yes - 16
Positive (e.g. ‘a bit’) - 10
Negative (e.g. ‘not very’) - 4
N...
It has allowed me
to think in other
formats than just
an essay and made
me think more
about presentation
Not really, I thi...
“Some of the students who had achieved
mediocre results in more traditional forms of
assessments managed to excel in prod...
Yes: 11
Somewhat: 11
No: 2
Focus group
Xerte +
 offers ten different ways to
approach a source, an
essay is too structured to
achieve the same scop...
“It encourages them to think about the problem
from an unfamiliar angle, with a view to presenting
their thoughts and con...
How would you measure your creativity for the artefact on a
scale where 1 = least creative and 5 = most creative?
Averag...
Creative elements:
Multimedia content (e.g. pictures, videos)
Varied methods of presenting information (e.g.
‘zooming i...
“[…] it helped (some of) the students to
think about how they present
information to others, to consider that
they might ...
Digital objects sometimes passive: “you can take
as little or as much as you like”
“Definitely the most effective way to...
Key: not Xerte, but the pedagogy
Making (or creating) digital history developed range of skills
 Team working, using so...
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Making Digital History: students creating online learning objects at the University of Lincoln

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Presentation at the Teaching History in Higher Education Conference, London, September, 2015: http://www.history.org.uk/resources/secondary_news_2471.html

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Making Digital History: students creating online learning objects at the University of Lincoln

  1. 1. Jamie Wood, University of Lincoln E: jwood@lincoln.ac.uk T: @woodjamie99 and @MakDigHist http://makingdigitalhistory.co.uk/
  2. 2. Our project Context What we did Feedback, 2013-15 Creativity
  3. 3. Digital literacy in the Disciplines project (HEA/JISC): 2013-14 Developing students’ digital literacies Xerte: Open Educational Resource (OER: http://www.xerte.org.uk/index.php?lang=en)
  4. 4. Institutional focus: students as producers (http://bit.ly/1ljWEDR), not consumers HEA/ JISC focus: students as partners Students create learning objects
  5. 5. Level 1, 2 and MA Individual and group projects Compulsory and optional use All were assessed All staff involved chose to continue using it
  6. 6. Core L1 module Numbers of students  2013: ca. 100  2014: ca. 130  Work in groups of 3-5 to produce a Xerte object that teaches an audience (of their choosing) about a primary source we looked at in class http://bit.ly/1lNNUGO
  7. 7. https://xerte.lncd.lincoln.ac.uk/play.php?template_id=2137
  8. 8. • Group-work • Using a new technology • Offline problems transferred online: • e.g. writing and presentation • Digital literacies?
  9. 9. Competencies 2013-14 (n = 81) 2014-15 (n = 90) Team working Ability to find and use primary and secondary sources Knowledge of the subject Ability to present information in a concise and interesting way Ability to use the Internet for research 67 60 59 57 33 77 67 61 53 42
  10. 10. ECSTASI: Encouraging Creativity in Students Through Applied Student Inquiry with Drs Marie Griffiths and Maria Kutar, Salford Business School Gathering data from students in 2013-14 and 2014-15 Questionnaires (students and staff; pre- and post- surveys) Focus groups Analysis of ‘products’
  11. 11.  ‘person’s natural imagination’  ‘ability to think of original ideas and concepts, not purely copying someone else’s work’  ‘your own ideas’  ‘think for yourself’  ‘pushing yourself out of your comfort zone’  ‘creating and working something different to everyone else to set yourself apart from them’  ‘intrinsic to the individual’  ‘you’re either a creative person or not, more born with it’
  12. 12. Person is the student a creative person and have their learning experiences developed their creativity? Process is the process through which the person learnt or the product was made creative? Product is the essay or other piece of work creative? Adapted from (Charyton et al., 2009)
  13. 13. Do you think of yourself as a creative person? Yes - 16 Positive (e.g. ‘a bit’) - 10 Negative (e.g. ‘not very’) - 4 No - 3
  14. 14. It has allowed me to think in other formats than just an essay and made me think more about presentation Not really, I think the program was just complicated and wasn't fair that it was new and part of the assessment. Don't think that it was just me that felt this Thinking outside the box more. Making more of an effort to satisfy the audience’s needs in creative/ interesting/ interactive ways Yes maybe, I could do a lot more than I expected
  15. 15. “Some of the students who had achieved mediocre results in more traditional forms of assessments managed to excel in producing their digital objects.” (Staff response)
  16. 16. Yes: 11 Somewhat: 11 No: 2
  17. 17. Focus group Xerte +  offers ten different ways to approach a source, an essay is too structured to achieve the same scope  helped them see research as “like a tree growing”, starting from a central source and branching out.  “absolutely has potential to allow people to be creative” Xerte -  “very inaccessible […] “it seems like it’s still in development […] it seems unfinished.”  “not very simple to use”  more guidance needed  problems in working in groups “we were creative with it because it enabled us to explore quite an old document in a language none of us can read and make it accessible.”
  18. 18. “It encourages them to think about the problem from an unfamiliar angle, with a view to presenting their thoughts and conclusions in an unfamiliar format. The unfamiliarity was initially a little unsettling for some, but ultimately facilitated deeper and more effective reflection, as they grappled with new ways of presenting information.” (Staff response)
  19. 19. How would you measure your creativity for the artefact on a scale where 1 = least creative and 5 = most creative? Average response = 3.33 “group projects like the Xerte object will have to be creative to stand out from the rest”
  20. 20. Creative elements: Multimedia content (e.g. pictures, videos) Varied methods of presenting information (e.g. ‘zooming in’)  “we could have just written about it or done a poster about it, but it wouldn’t have had the impact.” Encouraging creativity: Ability to reach a wider audience and application (e.g. essays just seen by author and tutor)
  21. 21. “[…] it helped (some of) the students to think about how they present information to others, to consider that they might be producing material that engages with an audience beyond the teacher.” (Staff response)
  22. 22. Digital objects sometimes passive: “you can take as little or as much as you like” “Definitely the most effective way to deliver a creative presentation that I’ve come across” Xerte is more engaging, but essays can allow students to “be more creative with my ideas because you can extend and expand them more”
  23. 23. Key: not Xerte, but the pedagogy Making (or creating) digital history developed range of skills  Team working, using sources, subject knowledge  Less impact on digital literacy  Stress (e.g. of groupwork) aided learning? Creativity developed across three areas, although with challenges  Person – certain students think they are more suited to this  Process – problem solving and thinking in different ways  Product – thinking about audience

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