Ian Colvin and Lisa Hay present the 'University of Cambridge School Classics' Project which has been developed to support school-level teaching. From humble beginnings like simple vocabulary testers, the program has since evolved to a large range of resources including schemes of work for civilisation topics, documentaries on aspects of ancient life, and support for reading authentic literature. By removing some of the 'performance' elements of a traditional classroom, these interactive resources can support positive learning habits, risk taking, and creativity. The core aim of the project remains to help make the classical world accessible to as many students as possible'.
{"title":"Ancient Languages and the Modern Learner","authors":"I. Colvin, L. Hay","doi":"10.38072/2703-0784/p29","DOIUrl":"https://doi.org/10.38072/2703-0784/p29","url":null,"abstract":"\u0000 Ian Colvin and Lisa Hay present the 'University of Cambridge School Classics' Project which has been developed to support school-level teaching. From humble beginnings like simple vocabulary testers, \u0000 the program has since evolved to a large range of resources including schemes of work for civilisation topics, documentaries on aspects of ancient life, and support for reading authentic literature. \u0000 By removing some of the 'performance' elements of a traditional classroom, these interactive resources can support positive learning habits, risk taking, and creativity. The core aim of the project \u0000 remains to help make the classical world accessible to as many students as possible'.\u0000","PeriodicalId":422231,"journal":{"name":"Teaching Classics in the Digital Age","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125663254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Gloria Mugelli, Giulia Re, F. Boschetti, Andrea Taddei
Gloria Mugelli, Giulia Re, Andrea Taddei & Federico Boschetti describe the Ephoria EDU system, a resource for digital annotation of ancient texts developed by the Lab. of Anthropology of Ancient Greece (LAMA), the CoPhiLab at the ILC-CNR in Pisa and the Venice Digital and Public Humanities Department. The system allows to structure textual information by connecting keywords and creating networks of concepts such as ritual actions in Greek Tragedy. It is applicable to all kinds of linguistic or cultural observations, allowing a wide range of collaboration between teachers and students from high school to university.
Gloria Mugelli, Giulia Re, Andrea Taddei和Federico Boschetti描述了Ephoria EDU系统，这是一个由实验室开发的古代文本数字注释资源。古希腊人类学中心(LAMA)、比萨国际文化中心(ILC-CNR)的CoPhiLab和威尼斯数字与公共人文学系。该系统允许通过连接关键词和创建概念网络(如希腊悲剧中的仪式行为)来构建文本信息。它适用于各种语言或文化观察，允许从高中到大学的教师和学生之间进行广泛的合作。
{"title":"Learning Greek and Latin Through Digital Annotation","authors":"Gloria Mugelli, Giulia Re, F. Boschetti, Andrea Taddei","doi":"10.38072/2703-0784/p18","DOIUrl":"https://doi.org/10.38072/2703-0784/p18","url":null,"abstract":"\u0000 Gloria Mugelli, Giulia Re, Andrea Taddei & Federico Boschetti describe the Ephoria EDU system, a resource for digital annotation of ancient texts developed by the Lab. \u0000 of Anthropology of Ancient Greece (LAMA), the CoPhiLab at the ILC-CNR in Pisa and the Venice Digital and Public Humanities Department. The system allows to structure textual \u0000 information by connecting keywords and creating networks of concepts such as ritual actions in Greek Tragedy. It is applicable to all kinds of linguistic or cultural observations, \u0000 allowing a wide range of collaboration between teachers and students from high school to university.\u0000","PeriodicalId":422231,"journal":{"name":"Teaching Classics in the Digital Age","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130163526","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Dorthe Hutz-Nierhoff and Antje-Sophie Menschner present ‘Success Factors for Teaching Museum Studies in the Digital Age: Insights into museOn | weiterbildung & netzwerk`. By demonstrating the key factors of the blended learning program museOn, the authors suggest that these factors be transferred to the basic teaching of Classics. While there may be obstacles such as the unfamiliarity of teaching staff with digital methods and traditional forms of examination, the digital format presents many benefits for a shift from teaching to learning and for fostering highly relevant skills such as digital interaction and collaborative working.
{"title":"Success Factors for Teaching Museum Studies in the Digital Age","authors":"Dorthe Hutz-Nierhoff, Antje-Sophie Menschner","doi":"10.38072/2703-0784/p21","DOIUrl":"https://doi.org/10.38072/2703-0784/p21","url":null,"abstract":"\u0000 Dorthe Hutz-Nierhoff and Antje-Sophie Menschner present ‘Success Factors for Teaching Museum Studies in the Digital Age: Insights into museOn | weiterbildung & netzwerk`. By demonstrating \u0000 the key factors of the blended learning program museOn, the authors suggest that these factors be transferred to the basic teaching of Classics. While there may be obstacles such as the \u0000 unfamiliarity of teaching staff with digital methods and traditional forms of examination, the digital format presents many benefits for a shift from teaching to learning and for fostering \u0000 highly relevant skills such as digital interaction and collaborative working.\u0000","PeriodicalId":422231,"journal":{"name":"Teaching Classics in the Digital Age","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128935990","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Fernando Lozano Gómez, Alfonso Álvarez-Ossorio Rivas, Víctor Sánchez Domínguez
Fernando Lozano Gómez, Alfonso Álvarez-Ossorio Rivas, and Victor Sánchez Domínguez assess the conclusions of several successive research projects on teaching innovation funded by the University of Seville. Members of the Department of Ancient History developed these projects that are indebted to game based learning. The main goal was to present History in all its complexity, without simple explanations, and to improve the student’s general knowledge of the subject by promoting autonomous learning. The paper presents the new teaching materials created by the members of the project. These include an open access handbook with specific teaching tools, instructions for autonomous learning through historical role-play, and the use of timeline playing cards in the university classroom for learning History.
Fernando Lozano Gómez, Alfonso Álvarez-Ossorio Rivas和Victor Sánchez Domínguez评估了由塞维利亚大学资助的几个连续的教学创新研究项目的结论。古代历史系的成员开发了这些基于游戏学习的项目。主要目标是呈现历史的所有复杂性，而不是简单的解释，并通过促进自主学习来提高学生对这门学科的一般知识。本文介绍了该项目成员编写的新教材。其中包括一本带有特定教学工具的开放获取手册，通过历史角色扮演进行自主学习的指导，以及在大学课堂上使用时间线纸牌来学习历史。
{"title":"A New Way of Teaching Ancient History","authors":"Fernando Lozano Gómez, Alfonso Álvarez-Ossorio Rivas, Víctor Sánchez Domínguez","doi":"10.38072/2703-0784/p27","DOIUrl":"https://doi.org/10.38072/2703-0784/p27","url":null,"abstract":"\u0000 Fernando Lozano Gómez, Alfonso Álvarez-Ossorio Rivas, and Victor Sánchez Domínguez assess the conclusions of several successive research projects on teaching innovation funded by the University of \u0000 Seville. Members of the Department of Ancient History developed these projects that are indebted to game based learning. The main goal was to present History in all its complexity, without \u0000 simple explanations, and to improve the student’s general knowledge of the subject by promoting autonomous learning. The paper presents the new teaching materials created by the members of the project. \u0000 These include an open access handbook with specific teaching tools, instructions for autonomous learning through historical role-play, and the use of timeline playing cards in the university \u0000 classroom for learning History.\u0000","PeriodicalId":422231,"journal":{"name":"Teaching Classics in the Digital Age","volume":" 50","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120834694","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the 21st century, Classical Archaeology is making more and more use of digital tools and methods. This tendency towards a future field of “Digital Classics” requires participation not only as users, but also as developers. For this reason, the required qualification profile for a student of Classical Archaeology is changing and academic teaching at universities is confronted with new challenges. Our presentation tackles this issue by suggesting a new teaching concept that focuses especially on the pivotal skills that are needed to use and develop digital methods within an interdisciplinary team. It is based on the didactic model of a simulation game. This simulation is attached to a (real) interdisciplinary research project. In this way it offers the possibility of a structured process model and challenges the participants’ skills of interaction and complex decision-making. The result is a realistic environment whose demands, means and conditions of action support the assessment and evaluation of academic expectations in multidisciplinary professional situations
{"title":"Simulating Digital Classics in Classical Teaching","authors":"Corinna Reinhardt, Torsten Bendschus","doi":"10.38072/2703-0784/p26","DOIUrl":"https://doi.org/10.38072/2703-0784/p26","url":null,"abstract":"\u0000 In the 21st century, Classical Archaeology is making more and more use of digital tools and methods. This tendency towards a future field of “Digital Classics” requires participation not \u0000 only as users, but also as developers. For this reason, the required qualification profile for a student of Classical Archaeology is changing and academic teaching at universities is confronted \u0000 with new challenges. Our presentation tackles this issue by suggesting a new teaching concept that focuses especially on the pivotal skills that are needed to use and develop digital methods \u0000 within an interdisciplinary team. It is based on the didactic model of a simulation game. This simulation is attached to a (real) interdisciplinary research project. In this way it offers the \u0000 possibility of a structured process model and challenges the participants’ skills of interaction and complex decision-making. The result is a realistic environment whose demands, means and \u0000 conditions of action support the assessment and evaluation of academic expectations in multidisciplinary professional situations\u0000","PeriodicalId":422231,"journal":{"name":"Teaching Classics in the Digital Age","volume":"85 5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123340659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In her contribution ‘Classical Studies for the new millennium: traditional material through new methods and perspectives’, Eleni Bozia presents a variety of digital teaching examples that also address contemporary problems, such as identity politics from antiquity to contemporary time, the symbiotic relationship between humanities and technology, and the significance of language learning. Students are taught to work on ancient representations of ethnicity, race, and citizenship and their modern equivalents, engage with the significance of technology for the humanities and vice versa, and appreciate the politics of language in all disciplines and areas of research, by engaging in digital storytelling, using digital resources in sociolinguistic analysis of ancient and modern texts, and pursuing interdisciplinary projects.
{"title":"Classical Studies for the New Millennium","authors":"Eleni Bozia","doi":"10.38072/2703-0784/p23","DOIUrl":"https://doi.org/10.38072/2703-0784/p23","url":null,"abstract":"\u0000 In her contribution ‘Classical Studies for the new millennium: traditional material through new methods and perspectives’, Eleni Bozia presents a variety of digital teaching examples that also \u0000 address contemporary problems, such as identity politics from antiquity to contemporary time, the symbiotic relationship between humanities and technology, and the significance of language learning. \u0000 Students are taught to work on ancient representations of ethnicity, race, and citizenship and their modern equivalents, engage with the significance of technology for the humanities and vice versa, \u0000 and appreciate the politics of language in all disciplines and areas of research, by engaging in digital storytelling, using digital resources in sociolinguistic analysis of ancient and modern texts,\u0000 and pursuing interdisciplinary projects.\u0000","PeriodicalId":422231,"journal":{"name":"Teaching Classics in the Digital Age","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127375208","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Justine Diemke, Nadine Leisner, Alexandra Trachsel
Justine Diemke, Nadine Leisner and Alexandra Trachsel present three examples of e-Learning from the Hamburg Open Online University (HOOU). Each Classics department has developed multimedia applications and playful learning scenarios like quizzes: the eManual of Ancient History, the online presence Ariadne which provides basic archaeological information about the ancient Mediterranean, and Antike Heute in Hamburg, an online quiz focusing on Greco-Roman mythology.
Justine Diemke, Nadine Leisner和Alexandra Trachsel介绍了汉堡开放在线大学(HOOU)的三个电子学习例子。每个古典学系都开发了多媒体应用程序和有趣的学习场景，比如小测验:《古代史手册》(eManual of Ancient History)、提供有关古代地中海的基本考古信息的在线网站Ariadne，以及汉堡的Antike Heute——一个专注于希腊罗马神话的在线小测验。
{"title":"Classics at the Hamburg Open Online University","authors":"Justine Diemke, Nadine Leisner, Alexandra Trachsel","doi":"10.38072/2703-0784/p17","DOIUrl":"https://doi.org/10.38072/2703-0784/p17","url":null,"abstract":"\u0000 Justine Diemke, Nadine Leisner and Alexandra Trachsel present three examples of e-Learning from the Hamburg Open Online University (HOOU). Each Classics department has developed \u0000 multimedia applications and playful learning scenarios like quizzes: the eManual of Ancient History, the online presence Ariadne which provides basic archaeological information \u0000 about the ancient Mediterranean, and Antike Heute in Hamburg, an online quiz focusing on Greco-Roman mythology.\u0000","PeriodicalId":422231,"journal":{"name":"Teaching Classics in the Digital Age","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125204893","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-13DOI: 10.4135/9781412971973.n11
Michael Blömer, F. Brouns, A. Duplouy, S. Feuser, S. Malmberg, Stephan Merten, Christina Videbech, Mantha Zarmakoupi
The paper presents the international, multilingual teaching project 'Ancient Cities'. The contributors explain the production of the Massive Open Online Course (MOOC) 'Discovering Greek & Roman Cities', its structure and learning material (such as videos, introductory texts, and quizzes), the participants’ varied demographics and their feedback. Furthermore, they show how the course’s materials were successfully implemented in academic teaching at the Université Paris 1 Panthéon-Sorbonne and at the University of Pennsylvania.
{"title":"Ancient Cities","authors":"Michael Blömer, F. Brouns, A. Duplouy, S. Feuser, S. Malmberg, Stephan Merten, Christina Videbech, Mantha Zarmakoupi","doi":"10.4135/9781412971973.n11","DOIUrl":"https://doi.org/10.4135/9781412971973.n11","url":null,"abstract":"\u0000 The paper presents the international, multilingual teaching project 'Ancient Cities'. The contributors explain the production of the Massive Open Online Course (MOOC) 'Discovering Greek & \u0000 Roman Cities', its structure and learning material (such as videos, introductory texts, and quizzes), the participants’ varied demographics and their feedback. Furthermore, they show how \u0000 the course’s materials were successfully implemented in academic teaching at the Université Paris 1 Panthéon-Sorbonne and at the University of Pennsylvania.\u0000","PeriodicalId":422231,"journal":{"name":"Teaching Classics in the Digital Age","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121466347","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Micah Myers describes the project ‘Mapping Cicero’s Letters: Digital Visualizations in the Liberal Arts Classroom’: A team comprising of classics faculty member, instructional technologists, and undergraduate students create digital visualizations of ancient Mediterranean travel narratives and investigate them as reflections of the geospatial and travel-related conceptions of ancient authors and audiences. The project therefore represents an ideal combination of content and method: its primary learning aims are increased student facility with tabular data, data visualization, ancient Mediterranean geography and travel, and late Republican Roman history.
{"title":"Mapping Cicero’s Letters","authors":"M. Myers","doi":"10.38072/2703-0784/p24","DOIUrl":"https://doi.org/10.38072/2703-0784/p24","url":null,"abstract":"\u0000 Micah Myers describes the project ‘Mapping Cicero’s Letters: Digital Visualizations in the Liberal Arts Classroom’: A team comprising of classics faculty member, instructional technologists, and \u0000 undergraduate students create digital visualizations of ancient Mediterranean travel narratives and investigate them as reflections of the geospatial and travel-related conceptions of ancient authors \u0000 and audiences. The project therefore represents an ideal combination of content and method: its primary learning aims are increased student facility with tabular data, data visualization, ancient \u0000 Mediterranean geography and travel, and late Republican Roman history.\u0000","PeriodicalId":422231,"journal":{"name":"Teaching Classics in the Digital Age","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125132723","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Konstantin Schulz shows various applications of natural language processing (NLP) to the field of Classics, especially to Latin texts. He addresses different levels of linguistic analysis while also highlighting educational benefits and important theoretical pitfalls, especially in vocabulary learning. NLP can solve some problems reasonably well, like tailoring exercises to the learners' current state of knowledge. However, some tasks still prove to be too difficult for machines at the moment, e.g. reliable and highly accurate parsing of syntax for historical languages.
{"title":"Natural Language Processing for Teaching Ancient Languages","authors":"K. Schulz","doi":"10.38072/2703-0784/p19","DOIUrl":"https://doi.org/10.38072/2703-0784/p19","url":null,"abstract":"\u0000 Konstantin Schulz shows various applications of natural language processing (NLP) to the field of Classics, especially to Latin texts. He addresses different levels of linguistic \u0000 analysis while also highlighting educational benefits and important theoretical pitfalls, especially in vocabulary learning. NLP can solve some problems reasonably well, like tailoring \u0000 exercises to the learners' current state of knowledge. However, some tasks still prove to be too difficult for machines at the moment, e.g. reliable and highly accurate parsing of syntax \u0000 for historical languages.\u0000","PeriodicalId":422231,"journal":{"name":"Teaching Classics in the Digital Age","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116821851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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