By drawing the students' attention to changing literature throughout time, they will look into how the first authors recorded works and how technology has changed how people produce, publish and distribute literary works now and in the future.
“To what extent can literature be used as a source for gaining historical knowledge? This question has challenged historians and literary historians ever since the development of ‘history’ as a scholarly discipline. The answer tends to be moderately positive: literature may reveal specific information that can increase our historical knowledge of a certain time, but we should always take the specific character of literature into account. In some cases, however, literature seems to be indispensable for a correct view of a certain period.
This article discusses the case of Dutch resistance literature between 1806 and 1813 and argues that studying this type of literature fundamentally changes our perspective on these years. Not only does it offer us new insights in the rise of Dutch national thought and nationalism, it can also be seen as an example of international literary activism against Napoleon, which culminated during this period.”
A universally designed for learning (UDL) infused technological pedagogical content knowledge (TPACK) practitioners' model essential for teacher preparation in the 21st century. Journal of Educational Computing Research, ...
With discussions taking place around the College and University about the merits and technicalities of providing students with recorded materials, the timing couldn’t have been better for this workshop.
Hosted by Loughborough University with keynotes and sessions from leading users and supporters of lecture capture technology, the event was a good introduction to what experienced users are doing with he established technology, and how these enhancements are being vowed and used by students.
This book, which presents the whole splendid history of English literature from Anglo-Saxon times to the close of the Victorian Era, has three specific aims. The first is to create or to encourage in every student the desire to read the best books, and to know literature itself rather than what has been written about literature. The second is to interpret literature both personally and historically, that is, to show how a great book generally reflects not only the author's life and thought but also the spirit of the age and the ideals of the nation's history. The third aim is to show, by a study of each successive period, how our literature has steadily developed from its first simple songs and stories to its present complexity in prose and poetry.
Social Pedagogy leans on social learning theory, where learning takes place on a societal level. In other words social learning occurs when individuals experience a demonstrable change in understanding or behaviour through social interactions and that change extends to include the society in which they live.
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