The teacher produced educational videos to convey academic content for students of classical archaeology. Subsequently, the students had to communicate their own academic content through video.
To encourage the students to work with the material independently and creatively.
THE PROCESS | |||
Two forms of active video-based learning were used:
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Two types of teaching videos were used:
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The teacher's videos were very popular with the students, who watched them several times.
The students worked more actively and thoroughly with academic content when they had to communicate it on video.
The video exercise sharpened the students' sense of source use and source criticism.
There may be technical barriers – students on classical studies are not necessarily familiar with certain technologies.
A lot of time may be spent on producing videos - both for the teacher and students.
It may be a good idea to include topics in the videos that the students can relate to. For example, draw parallels between the symposium of Antiquity and the contemporary Christmas party.
The activity should take place in groups, because it is important that the students learn to use each other and to work in teams.
| Educator | Helene Blinkenberg Hastrup |
| Faculty and department | Arts, School of Culture and Society |
| Degree programme | Classical Studies |
| Level of study | 6th semester |
| Course/subject | Classical Archaeology |
| Number of students | 18 |
| Extent | Short course |
| Teaching format | Classroom instruction |
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