{"id":4899,"date":"2016-03-17T11:37:12","date_gmt":"2016-03-17T11:37:12","guid":{"rendered":"http:\/\/blogs.northampton.ac.uk\/learntech\/?p=4899"},"modified":"2016-03-17T11:37:12","modified_gmt":"2016-03-17T11:37:12","slug":"blogs-for-assessment-in-history-with-alternating-classroom-and-online-fortnightly-structure","status":"publish","type":"post","link":"https:\/\/blogs.northampton.ac.uk\/learntech\/2016\/03\/17\/blogs-for-assessment-in-history-with-alternating-classroom-and-online-fortnightly-structure\/","title":{"rendered":"Blogs for Assessment in History with alternating \u2018classroom\u2019 and \u2018online\u2019 fortnightly structure."},"content":{"rendered":"<p>In this associated blog post, Matthew Mccormack details the team approach to the redesign of the MA History, and how the use blogs aligned to evidence one of the key subject benchmark statements.<\/p>\n<p>&#8220;Our blog assessment fits in with the module\u2019s fortnightly structure. We alternate between \u2018classroom\u2019 and \u2018online\u2019, with the blog taking place alongside the online seminar: case studies have emphasised the importance of structuring blogging around the rhythm of classes. Every fortnight, the tutor posts up a primary source that relates to the previous class topic, and the students have 500 words per source to blog about it. After 5 fortnightly blogs, the students submit their work for assessment&#8230;One of the key \u2018History\u2019 skills highlighted in our subject benchmark is \u2018an ability to read, analyse and reflect critically and contextually upon contemporary texts and other primary sources\u2019 \u2013 so this is an example of how blending the method of delivery can enhance subject skills.&#8221;<\/p>\n<p><a href=\"http:\/\/blogs.northampton.ac.uk\/history\/2014\/05\/12\/mashable-blending-assessment\/\" title=\"Blogs for Assessment in History with alternating 'classroom' and 'online' fortnightly structure.\" target=\"_blank\">Please click here to read the original post.<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>In this associated blog post, Matthew Mccormack details the team approach to the redesign of the MA History, and how the use blogs aligned to evidence one of the key subject benchmark statements.<\/p>\n<p>&#8220;Our blog assessment fits in with the module\u2019s fortnightly structure. We alternate between \u2018classroom\u2019 and \u2018online\u2019, with the blog taking place alongside [&#8230;]<\/p>\n","protected":false},"author":8,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":"","_links_to":"","_links_to_target":""},"categories":[3],"tags":[35,42,177],"class_list":["post-4899","post","type-post","status-publish","format-standard","hentry","category-un-case-studies","tag-assessment-design","tag-blogs","tag-shed-2"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v25.8 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Blogs for Assessment in History with alternating \u2018classroom\u2019 and \u2018online\u2019 fortnightly structure. - Learning Technology Blog<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"http:\/\/blogs.northampton.ac.uk\/learntech\/2016\/03\/17\/blogs-for-assessment-in-history-with-alternating-classroom-and-online-fortnightly-structure\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Blogs for Assessment in History with alternating \u2018classroom\u2019 and \u2018online\u2019 fortnightly structure. - Learning Technology Blog\" \/>\n<meta property=\"og:description\" content=\"In this associated blog post, Matthew Mccormack details the team approach to the redesign of the MA History, and how the use blogs aligned to evidence one of the key subject benchmark statements. &#8220;Our blog assessment fits in with the module\u2019s fortnightly structure. 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