SCUA regularly uses backward design as a method to create instruction sessions. We start by discussing with faculty what we want the students to gain from the sessions and what the learning goals are. Working back from that, we then consider what content or skill-building would enable us to reach those goals.
Whether the session is synchronous or asynchronous is an important consideration.
In a remote environment, being deliberate is key. Creating a lesson plan of some sort is always part of our planning, but reliance on technology and surrogates, and not being in the same space as it all, suggests a more detailed and deliberate approach. This could entail creating a storyboard for the class to map out what materials are being used and when, what screen will be up, etc.
What is the primary focus for the materials used in the session? Content? Object?
If the course will utilize digital primary sources, teaching students to find and evaluate these sources on their own would be a separate skill set and could benefit from its own instruction session.
The students may have a different experience of the materials and the session on their side of the screen that we will need to consider. Will the colors of a digitized image render accurately? Will they have distractions in their environment? Will they be able to see or hear the other students in the class?
SCUA often uses the questions below to facilitate critical analysis of items.
Questions to Consider When Evaluating Primary Sources
Questions for Evaluating Non-Written Primary Sources
from Mary Lynn Rampolla, A Pocket Guide to Writing in History, 6th ed. (Boston: Bedford, 2010)
For Photographs
For Cartoons
For Artifacts
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