ERIC Number: EJ955496
Record Type: Journal
Publication Date: 2012
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1474-0222
EISSN: N/A
Available Date: N/A
Training Humanities Doctoral Students in Collaborative and Digital Multimedia
Ensslin, Astrid; Slocombe, Will
Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice, v11 n1-2 p140-156 Feb-Apr 2012
This study reports on the pedagogic rationale, didactic design and implications of an AHRC-funded doctoral training scheme in collaborative and digital multimedia in the humanities. In the second part of this article we discuss three areas of provision that were identified as particularly significant and/or controversial. These include (1) desktop publishing and information design for academic posters, (2) quantitative, corpus-based approaches to text analysis, and (3) a discussion of the affordances and constraints of "collaborative" Web 2.0 based research as reflected by participants and relevant theory. (Contains 3 notes and 1 figure.)
Descriptors: Foreign Countries, Desktop Publishing, Humanities, Multimedia Materials, Partnerships in Education, International Education, Educational Resources, Educational Cooperation, Training Methods, Course Descriptions, Doctoral Programs, Graduate Students, Computational Linguistics, Graphic Arts, Cooperative Learning, Humanities Instruction, Program Descriptions, Student Attitudes, College Instruction, Program Effectiveness, Influence of Technology, Computer Simulation, Computer Uses in Education, Educational Technology, Web 2.0 Technologies, Computer Mediated Communication, Web Sites, Electronic Publishing, Visual Aids, Research Projects, Research Skills, Research Tools, Student Research, Instructional Design, Questionnaires
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany; Norway; United Kingdom
Grant or Contract Numbers: N/A
Author Affiliations: N/A