History and Educational Technology (@oliverquinlan)

As someone who works in educational technology, and with a first degree/PhD in history, very interesting blog post:

People I meet in education are often surprised to learn that my undergraduate degree was not in technology, or anything related to ICT. In fact, I spent three years at Sheffield University studying History, particularly early modern social history. Having moved into a career based on education and technology, it would be easy for me to dismiss the importance of this part of my learning. However, I have recently realised that the study of History has shaped my thinking more deeply than I sometimes think.

I always think the importance of History is contrast. Learning about the past gives a different perspective, one which makes us question the way things are today, and how they might be. It is a bit more complex than simply ‘learning from our mistakes’, or even some notion of progress towards some greater, more developed state. What I think it does is provide a mirror we can hold up to our selves; to see what has changed, what has remained the same, and why that is. It helps us to see the constants of being human.

Read full article.

Downton Abbey: House Popular?

A really interesting story in Times Higher Education recently as to the popularity of Downton Abbey - and how the house itself – the ultimate British status symbol – has contributed to its popularity.

The success of Downton Abbey is a tribute not just to Julian Fellowes’ ability as a dramatist, but to the enduring popularity of his subject: the country house. Highclere Castle, playing Downton Abbey, is the real star of the show. The British are in love with the “big house”, the centre of a landed estate, and for centuries the dynamic heart of whole societies and economies in rural Britain.

The wealth and status of British landowners over the centuries and the impact of primogeniture in keeping estates intact has meant that Britain has a wealth of these magnificent properties, from mellow mansions nestling in the English shires to the palaces erected by Scottish dukes and earls in the border counties, and every year millions of us visit them.

Read full story.

The right kind of history?

Interesting story led by Sir David Cannadine:

Historian calls for evidence, not scaremongering, to inform how subject is taught. Matthew Reisz writes

One of Britain’s leading historians has called for “serious evidence-based policymaking about history teaching in schools” and an end to a debate characterised by “too much talk of crisis, too much irresponsible scaremongering, too much polarisation of views”.

Sir David Cannadine, Dodge professor of history at Princeton University, has recently carried out a major research project with Jenny Keating and Nicola Sheldon, research fellows at the University of London’s Institute of Historical Research.

The results are now published in a book released last week, The Right Kind of History: Teaching the Past in Twentieth-Century England.

“We have looked at huge amounts of official material, directives from Whitehall going back to the 1900s, and created our own oral history archive of pupils and teachers,” Sir David said. “Much of the discussion is very polarised – by academics, by politicians, by journalists looking for a good story.”

Debates on knowledge versus skills, elite versus popular history, and whether “we want a cheerleading story of national greatness or something more nuanced”, have been around for decades and are unlikely to be sorted out any time soon, he argued. Yet in the classroom, the researchers discovered, “these polarised issues aren’t like that”.

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Tribes & Tribulations

http://www.sxc.hu/photo/690462As someone who works inside/outside my original disciplinary boundaries, works across the disciplines, and has promoted interdisciplinary research – this was an interesting story:

Boxed into our disciplines, we academics toil away, slaves to the journal-impact factor. Everything about our research has to be geared to the style, interests and ideology of the most prestigious journals in our field. And some academics labour in obscure, forgotten, overlooked corners, where there are few journals of extremely modest impact.

There is a solution, but it is not for the faint-hearted: cross disciplinary boundaries. Step from literature to linguistics, psychology to psychiatry, economics to management. Go where the favoured high-impact journals are, and submit a paper.

Some surprises are in store for the naive border-crosser. It is a culture shock of considerable proportions. And, as with all culture shocks, it makes you examine your own culture rather closely. Rudyard Kipling was right when he said: “What should they know of England who only England know?” Here is a brief guide to what intrepid cross-disciplinary explorers might expect to encounter on their travels.

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Sources of Illumination @timeshighered

Characterised by creativity and attuned to the needs of their age, the first European universities have important lessons for higher education today, says Miri Rubin

As a historian of the Middle Ages, I am frequently asked about the links between universities then and now. Given the momentous changes that are affecting modern-day institutions of higher education and that touch the lives of so many people – students, parents, teachers, employers – such questions have become more frequent and more urgent, too.

All historians (especially those of us who focus on more ancient times) delight in pointing out parallels between “our” period and the present. An assessment of the role of medieval universities reveals some telling affinities between higher education then and now – and may hold lessons for today’s turbulent times.

When universities emerged between 1150 and 1200 in Italy, France and then England, they answered the needs of the two main institutions of governance – the Church on the one hand and dynastic kingdoms on the other. These institutions required bureaucrats: people trained in the procedures of government and in its lingua franca, Latin.

The standards of written Latin still depended on the conventions that had developed in the Greco-Roman world, encoded in the liberal arts of rhetoric, logic and grammar. The jobs for university graduates – bachelors of the arts – included the drafting of letters and diplomatic documents and the recording of important transactions, personal and public, ranging from marriage contracts to manorial accounts.

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Can David Starkey be called a historian?

History Time (http://www.sxc.hu/photo/731835)David Starkey should not be referred to as a historian when he makes media appearances as a pundit on matters outside his area of expertise because it brings the “profession into disrepute”, according to a letter signed by 100 of his peers.

In the letter in today’s Times Higher Education, academics criticise the “reductionist argument” made by Dr Starkey during his recent appearance on BBC Two’s Newsnight, when he said that the UK riots were caused because “the whites have become black”.

Such a claim is “both evidentially insupportable and factually wrong”, the letter says.

Particular ire is reserved for the BBC for introducing Dr Starkey as a historian when inviting him to comment on matters outside his historical specialism, which is British constitutional history in the Tudor period.

“The problem lies in the BBC’s representation of Dr Starkey’s views as those of a ‘historian’, which implies that they have some basis in research and evidence,” the letter says. “As even the most basic grasp of cultural history would show, Dr Starkey’s views as presented on Newsnight have no basis in either. His crass generalisations about black culture and white culture…would disgrace a first-year history undergraduate.

“It appears to us that the BBC was more interested in employing him for his on-screen persona and tendency to make comments that viewers find offensive than for his skills as a historian.”

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Why Work? Dorothy Sayers

Can you remember – it is already getting difficult to remember – what things were like before the war? The stockings we bought cheap and threw away to save the trouble of mending? The cars we scrapped every year to keep up with the latest fashion in engine design and streamlining? The bread and bones and scraps of fat that littered the dustbins – not only of the rich, but of the poor? The empty bottles that even the dustman scorned to collect, because the manufacturers found it cheaper to make new ones than to clean the old? The mountains of empty tins that nobody found it worthwhile to salvage, rusting and stinking on the refuse dumps? The food that was burnt or buried because it did not pay to distribute it? The land choked and impoverished with thistle and ragwort, because it did not pay to farm it? The handkerchiefs used for paint rags and kettleholders? The electric lights left blazing because it was too much trouble to switch them off? The fresh peas we could not be bothered to shell, and threw aside for something out of a tin? The paper that cumbered the shelves, and lay knee-deep in the parks, and littered the seats of railway trains? The scattered hairpins and smashed crockery, the cheap knickknacks of steel and wood and rubber and glass and tin that we bought to fill in an odd half hour at Woolworth’s and forgot as soon as we had bought them? The advertisements imploring and exhorting and cajoling and menacing and bullying us to glut ourselves with things we did not want, in the name of snobbery and idleness and sex appeal? And the fierce international scramble to find in helpless and backward nations a market on which to fob off all the superfluous rubbish which the inexorable machines ground out hour by hour, to create money and to create employment

Do you realize how we have had to alter our whole scale of values, now that we are no longer being urged to consume but to conserve? We have been forced back to the social morals of our great-grandparents. When a piece of lingerie costs three precious coupons, we have to consider, not merely its glamour value, but how long it will wear. When fats are rationed, we must not throw away scraps, but jealously use to advantage what it cost so much time and trouble to breed and rear. When paper is scarce we must – or we should – think whether what we have to say is worth saying before writing or printing it. When our life depends on the land, we have to pay in short commons for destroying its fertility by neglect or overcropping. When a haul of herrings takes valuable manpower from the forces, and is gathered in at the peril of men’s lives by bomb and mine and machine gun, we read a new significance into those gloomy words which appear so often in the fishmonger’s shop: NO FISH TODAY….We have had to learn the bitter lesson that in all the world there are only two sources of real wealth: the fruit of the earth and the labor of men; and to estimate work not by the money it brings to the producer, but by the worth of the thing that is made.

Read the full article here.

White Paper: rules may favour the humanities

http://www.sxc.hu/photo/1161602The government’s new higher education policies could cut student places in science, technology, engineering and mathematics (STEM) subjects and create extra places in cheaper arts and humanities disciplines, vice-chancellors have warned.

A number of senior sector figures are concerned that the core-margin system, unveiled in the government’s higher education White Paper, will deduct places from high-cost STEM subjects and allocate them to cheaper institutions more likely to offer lower-cost arts and humanities places.

Critics also argue that the proportion of AAB students is higher in arts and humanities subjects, creating a further incentive to weight provision towards those disciplines under the new market for elite students.

Some vice-chancellors raised the issue with Prime Minister David Cameron during a meeting at 10 Downing Street last month.

Under the system, universities will lose an average of 8 per cent of their student places, creating a 20,000-strong margin to be auctioned off to institutions – including further education colleges – that offer average fees of less than £7,500.

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Public history centre hopes to get the records straight

Digital archives must balance outreach, financial viability and scholarship, Matthew Reisz hears

Researchers at a new centre devoted to public history have warned that spending cuts and ill-conceived digitisation programmes pose a major threat to the archives essential to much academic work.

Kingston University’s Centre for the Historical Record was launched with the aim of promoting “collaborative research, knowledge exchange and discussion between historians, archivists, curators, heritage providers and the public”.

A conference held to mark the opening was devoted to the challenges and opportunities of preserving and presenting public history in the 21st century.

Nicola Phillips, a lecturer in history who co-founded the centre, said that libraries, archives and heritage organisations that faced budget cuts were often tempted to allow commercial companies to “snap up” the rights to archive data.

Although these businesses make the material available to anyone who is interested, it is often at a considerable price and in a form “more geared to people looking to investigate their family trees rather than academics looking at more in-depth trends such as occupations or migration”.

The effect, Dr Phillips said, is to “restrict their full education and research potential”, while any royalties to the archives tend to dry up quickly.

Read full story.

Fancy a p/t job as Web Manager for History Workshop Online?

A friend sent this to me, as it fits my skillset, but I’m already over-subscribed with work for next year, but keen to see someone who’ll be good at this take post!

NEW JOB AT HISTORY WORKSHOP JOURNAL

History Workshop Online: Web Manager

The editors of History Workshop Journal are looking for a part-time web manager and administrator to help establish and run a new website, History Workshop Online<http://www.historyworkshop.org.uk/>. This WordPress website is intended to reach beyond an academic audience and to be both a discussion forum and a resource for radical historians and for those interested in the interplay between past and present. The job involves an average of six hours work a week at an hourly rate of £16.50.

The post-holder will:

  • assist editors in commissioning material for the website and sub-edit contributions for publication
  • post material on the website, including picture research and layout
  • ensure the website is refreshed regularly, with the best use of images and design
  • maintain the noticeboard and forthcoming events sections of the site
  • ensure that the website is compliant with copyright, legal and other requirements
  • generate traffic to the site through search engine optimisation, posting of links on other relevant sites, and arranging mutual click throughs with other appropriate sites
  • use social media, including Facebook and Twitter, to promote the site
  • organise and attend meetings of the web committee (roughly every six weeks)
  • attend general meetings of the editorial collective (roughly every six months) and  prepare for these a brief report on the progress of the site
  • liaise with the web designer as appropriate
  • seek approval and account for any expenditure required for the upkeep and improvement of the site

We are looking for someone who:

  • has experience in website management and administration
  • can work independently
  • has good IT and design skills
  • has an interest in history
  • can attend evening and occasional weekend meetings, usually in London
  • has good oral and written communication skills
  • is very organised

To apply for the post please send your CV with a covering letter, plus links to any websites on which you have worked, to historyworkshopjournal@gmail.com. The deadline for applications isJune 10th.

For further information about this post, email Barbara Taylor on b.taylor@uel.ac.uk