Learning From Other Students

In truth, I looked at these websites and student interviews about a month ago, since I knew I wasn’t going to have time to change much in my project. I have my huge, cumulative Greek grammar exam on Friday, so, I don’t see a ton of changes happening between now and then. Going through these resources, however, did really influence how I put my project together.

I think the interview that most influenced my project was Nate Sleeter’s who modeled the historical research process for his students. At that point, I already knew that I wanted to focus on the Alexamanos Graffito, but I wasn’t sure what I was going to do with it. After watching his interview, the idea of walking my students through the steps of an object study came to life.

Jeri Wieringa and Celeste Sharp’s project got me thinking about implementing my project in a class room. When I was first confronted with this assignment, I had no idea what Professor Mills wanted from us. What the heck was a “digital learning opportunity?” At first, I was thinking about creating a project geared at the general public, but Wieringa and Sharp got me thinking about creating something for students. I really wanted to make a syllabus like they did, to accompany my assignments, but I just didn’t have enough time. If I find a spare hour, I will post a list of  dues dates (not specific calendar dates, but the days and weeks of a typical 13 week semester).

The list of projects to check out didn’t really inform my thinking. They were either resources for the general public or k-12 teachers. And they were huge projects, more akin to the type of work I did last semester. In “Digital History” I did first begin to think about what kinds of online assignments are possible and how to integrate primary sources. Really, it was Digital History that first gave me the idea to include a teacher resource about how to use this assignment in a class. I had originally intended to make one for high school and another for post-secondary.  As I worked through the project, however, I found that the content was way too specific to Early Christian archaeology, so I abandoned the teacher’s guide.

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