Tags » Teaching History

Recent Travels

The past two weeks have been BUSY. I recently returned from Champaign, Illinois where I conducted a seminar with a history department there. We spent a great deal of time evaluating what they are currently doing and what changes needed to transpire. 354 more words


Expressing Revolution Through Clothing

Okay, I know this is only my second post related to clothing in a short period of time. But after writing and education, fashion is my tertiary passion. 598 more words

Encountering the Sachsenhausen Concentration Camp Memorial and Museum

My main reason for being in Berlin this past week has been to work on some new research relating to genocide, memory, and place. The roots of the project are in my own questions about the power of places like concentration camp sites–the scenes of so much suffering, death, and evil–and in my search for richer language with which to describe and assess genocide in the classroom, for students who are responding intellectually, but also morally and emotionally, to what they’re learning. 1,045 more words

Teaching History

New Research on Genocide, Memory, and Place

Yesterday I spent the day at the Sachsenhausen Memorial and Museum, at the site of the one-time Nazi concentration camp on the outskirts of Berlin. I was there with my dear wife Colleen, who earned high spousal merit points for exposing her sensitive soul to the horrors of Adolf Hitler’s police state. 720 more words

Teaching History

Combating Grade Inflation by Putting Grades into Context

Grade inflation has been issue in higher education for a generation or more.  Andrew Perrin states in the The Chronicle of Higher Education that University of North Carolina Chapel Hill is moving toward a grading system shows not only letter grades and GPA on transcripts, but the median grade for every class and SPA (schedule-point average).   271 more words

Daily History

Why most MOOCs are boring for nearly everybody involved.

“White-collar professionals, too, are subject to routinization and degradation, proceeding by the same logic that hit manual fabrication a hundred years ago: the cognitive elements of the job are appropriated from professionals, instantiated in a system or process, and then handed back to a new class of workers–clerks–who replace the professionals.”

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sandvick reblogged this on DailyHistory.org and commented:

Jonathon Rees at More or Less Bunk has an article on why most MOOCs are boring. MOOCs are Massive Open Online Courses and they are currently all the rage. All around the country, universities are adding MOOCs and incorporating MOOCs in traditional classroom settings. Despite the strong push to create MOOCs, there is not a lot of evidence suggesting that they are particularly effective. Rees points out that MOOCs typically retain only about 10% of their students.  Additionally, when students have MOOC elements added to their traditional classes they are also generally less satisfied. Rees argues that MOOCs are probably only useful for people who are already interested in the course material. The key problem with MOOCs is that students watch them on their computers or mobile devices which are tools of mass distraction. Right now, I have two monitors and four separate programs open on my computer. If I found a MOOC boring, I would probably check my email, surf the web, update my Facebook status, turn on a game or make a sandwich. I am still not sold on the idea that MOOCs are particularly effective.

Sumptuary Laws and Clothing as Primary Sources

I always have thought fashion and articles of clothing made for fascinating primary sources. Sumptuary laws, in particular, provide a fantastic means to discuss cultural norms and class conflicts. 480 more words