Visualising Historical Networks: Family Trees and Wikipedia

This article situates itself within the growing field of digital heritage and will explore methods for digital representation of historical network. This includes a social family network as it is typically presented in a genealogical structure, consisting of all family members, as well as a network created by hyperlinks and linked data on Wikipedia. It uses the family tree of the Drachmann family in 19th century Copenhagen as a case to explore and compare these networks in a digital framework. It will use the potential conflicts between Actor-Network Theory and Feminist Theory to frame this discussion

Medansvar og fagligt engagement gennem digitale skriveøvelser

Vi rapporterer om vores forsøg på at promovere medansvar og fagligt engagement blandt vores studerende gennem digitale skriveøvelser. Disse kombinerer skriftlighed i læring (som en refleksionsfremmende og forpligtende øvelse) med de kollaborative muligheder, der ligger i at benytte digitale platforme. Dybde i læring og reflekteret/reflekterende feedback er aspekter, som bliver centrale, når fagligt indhold på skrift indlejres i en digital læringskontekst. I artiklen tages udgangspunkt i TEACHs universitetspædagogiske initiativer inden for skriftlig læring og erfaringerne fra universitetspædagogikum. Forfatterne afprøvede nogle af disse idéer i form af kollaborative skriveøvelser på et bachelorkursus på Det Informationsvidenskabelige Akademi (Københavns Universitet). Forfatternes praktiske fremgangsmåde dokumenteres, og der gøres rede for de erfaringer, de har gjort sig. I den forbindelse diskuteres aspekter som tekstnære vs. åbne spørgsmål, de studerendes motivation for skrivning, deres vurdering af egen arbejdsindsats, en vurdering af de studerendes tidsforbrug og de studerendes holdning over for den foretrukne feedback - underviserens eller peer-to-peer. Der afsluttes med anbefalinger, som baserer sig på dette forsøg. This article reports on our attempts to promote accountability and commitment among our students through digital writing exercises. These combine writing as a reflective and required learning process with the collaborative possibilities that exist in using a digital platform. When using this kind of platform the depth of understanding and the quality of the feedback are important aspects of the learning experience. The study is based on the university’s TEACH programme, which focuses on writing in higher education, and it also draws on our experience from the university’s pedagogy course. Some of the ideas were tested on students from the Bachelor programme at the Royal School of Library and Information Science (University of Copenhagen) who took part in a series of collaborative writing exercises. This article documents the practical set-up of the exercises and discusses some of the outcomes, such as the benefits of text related vs. open questions, the students’ motivation for writing, their assessment of their own work, assessment of the how the students spent their time and whether the students preferred peer or instructor feedback. It concludes with recommendations based on the study

Medansvar og fagligt engagement gennem digitale skriveøvelser

Vi rapporterer om vores forsøg på at promovere medansvar og fagligt engagement blandt vores studerende gennem digitale skriveøvelser. Disse kombinerer skriftlighed i læring (som en refleksionsfremmende og forpligtende øvelse) med de kollaborative muligheder, der ligger i at benytte digitale platforme. Dybde i læring og reflekteret/reflekterende feedback er aspekter, som bliver centrale, når fagligt indhold på skrift indlejres i en digital læringskontekst. I artiklen tages udgangspunkt i TEACHs universitetspædagogiske initiativer inden for skriftlig læring og erfaringerne fra universitetspædagogikum. Forfatterne afprøvede nogle af disse idéer i form af kollaborative skriveøvelser på et bachelorkursus på Det Informationsvidenskabelige Akademi (Københavns Universitet). Forfatternes praktiske fremgangsmåde dokumenteres, og der gøres rede for de erfaringer, de har gjort sig. I den forbindelse diskuteres aspekter som tekstnære vs. åbne spørgsmål, de studerendes motivation for skrivning, deres vurdering af egen arbejdsindsats, en vurdering af de studerendes tidsforbrug og de studerendes holdning over for den foretrukne feedback - underviserens eller peer-to-peer. Der afsluttes med anbefalinger, som baserer sig på dette forsøg. This article reports on our attempts to promote accountability and commitment among our students through digital writing exercises. These combine writing as a reflective and required learning process with the collaborative possibilities that exist in using a digital platform. When using this kind of platform the depth of understanding and the quality of the feedback are important aspects of the learning experience. The study is based on the university’s TEACH programme, which focuses on writing in higher education, and it also draws on our experience from the university’s pedagogy course. Some of the ideas were tested on students from the Bachelor programme at the Royal School of Library and Information Science (University of Copenhagen) who took part in a series of collaborative writing exercises. This article documents the practical set-up of the exercises and discusses some of the outcomes, such as the benefits of text related vs. open questions, the students’ motivation for writing, their assessment of their own work, assessment of the how the students spent their time and whether the students preferred peer or instructor feedback. It concludes with recommendations based on the study

The contributions of family and local historians to British history online

Community history projects across Britain have collected and created images, indexes and transcriptions of historical documents ranging from newspaper articles and photographs, to wills and biographical records. Based on analysis of community- and institutionally-led participatory history sites, and interviews with family and local historians, this chapter discusses common models for projects in which community historians cooperated to create digital resources. For decades, family and local historians have organised or contributed to projects to collect, digitise and publish historical sources about British history. What drives amateur historians to voluntarily spend their time digitising cultural heritage? How do they cooperatively or collaboratively create resources? And what challenges do they face