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Use What You Know: Online Teaching Tools

If you teach history at any sort of educational institution, whether K–12 or higher ed, chances are your institution has “pivoted” to remote (online) instruction, if not closed campus entirely, as a response to the rapid spread of COVID-19 and the imperative for social distancing. Over the past week, a wave of these pivots and closures has left many of us scrambling for alternative means of engaging our students in an online and likely asynchronous setting. This is not the optimal way to teach and learn history, given that good online courses take more time and planning to develop than the handful of days most of us have been given.

So what do we do? How do we keep as many of the essential elements of our course as possible, even if those look different online? We want to help our students to continue to be engaged with history; that is, to still feel present in the course and actively work with the course material. We want our students to do things like discuss, analyze, work with primary sources, and be able to communicate their interpretations to others.....

Many historians have already been doing this kind of teaching online, so there might not be the need for you to re-discover fire. Check out the #twitterstorians hashtag on Twitter to read and participate in ongoing conversations and resource sharing. Waitman Beorn, a senior lecturer in history at Northumbria University, has generously created a spreadsheet of teaching tools, digital history sites you can direct students to, digital tools for historical scholarship, digital humanities projects, and digital archives (use the tabs at the bottom of the spreadsheet to navigate between categories). H-Net has put together a repository for resources on teaching history online, which should be a thriving community soon. One of the most exciting cross-disciplinary products has been the “Keep Teaching” online community set up by the staff of Kansas State University’s Global Campus, an excellent virtual gathering spot where faculty, staff, and designers are sharing tips, tricks, techniques, and—most importantly—solidarity as we navigate this rapidly changing landscape together. 

As historians and teachers, we pride ourselves on being able to engage students with the complexity and wonders of the past. Though our current circumstances are far different than we anticipated, we have the research skills and critical faculties to help solve this new set of problems. Being analytical and discerning about the tools we use is a necessary part of that process, but so, too, is our discipline’s remarkable willingness to collaborate and share expertise. If you’re one of the thousands of us “moving online,” good luck, and see you on the internet!