Humanities Pedagogy in a Pandemic Context: Maintaining High-impact Practices in Virtual Classrooms.
The arrival of the COVID-19 pandemic and its disruption of post-secondary education turned future planning for online courses into an immediate reality. Given the in-person limitations, courses centred on experiential learning (EL) opportunities were challenging to offer without their curricula unde...
| Publicado en: | International Journal of Humanities & Arts Computing: A Journal of Digital Humanities Vol. 17; no. 2; pp. 70 - 86 |
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| Autores principales: | , , , |
| Formato: | Artículo |
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Edinburgh University Press
Oct2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=172914054&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 172914054 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 17538548 2QD7 jtl: International Journal of Humanities & Arts Computing: A Journal of Digital Humanities issn: 17538548 maglogo: N pubinfo: dt: Oct2023 vid: 17 iid: 2 pid: 2327 pub: Edinburgh University Press artinfo: ui: 172914054 10.3366/ijhac.2023.0305 ppf: 70 ppct: 16 formats: fmt: – @attributes: type: T – @attributes: type: P size: 195KB tig: atl: Humanities Pedagogy in a Pandemic Context: Maintaining High-impact Practices in Virtual Classrooms. aug: au: Lobalsamo, Teresa Nogueira, Ethan Salerno Segreti, Dellannia Pasquali, Adriano su: University of Toronto Virtual classrooms Scholarly method Integrity Foreign study Experiential learning Digital learning Online education sug: subj: University of Toronto Virtual classrooms Scholarly method Integrity Foreign study Experiential learning Digital learning Online education keyword: Cultural Studies digital humanities experiential learning Food Studies high-impact practices Italian Studies ab: The arrival of the COVID-19 pandemic and its disruption of post-secondary education turned future planning for online courses into an immediate reality. Given the in-person limitations, courses centred on experiential learning (EL) opportunities were challenging to offer without their curricula undergoing extensive reconsideration. This article highlights how two Italian Studies courses at the University of Toronto (U of T) and University of Toronto Mississauga (UTM), known for their in-person EL opportunities and study abroad, were able to provide highly interactive, global learning spaces online through the deployment of digital technologies and inclusion of redesigned high-impact practices (HIPs). What emerged from these new virtual spaces and adjacent components (e.g. virtual lectures, tours, workshops, assessments) were models for the preservation of academic integrity, frequent peer-to-peer interaction, and innovative ways to put learners into direct contact with Italian culture. Drawing from these successes and from current scholarship in teaching and learning, the courses at the centre of this article – Modern Italian Culture (ITA358/9Y0, U of T) and Italian Culture through Food (ITA235H5, UTM) – are presented as case studies which champion the inclusion of digital learning tools, open access and virtual opportunities across humanities curricula, regardless of delivery mode. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of International Journal of Humanities & Arts Computing: A Journal of Digital Humanities is the property of Edinburgh University Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: International Journal of Humanities & Arts Computing: A Journal of Digital Humanities holder: Edinburgh University Press dt: @attributes: year: 2023 holdings: @attributes: islocal: N |
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