New Contested Histories research collaboration sparks a call for more

Grace Sahota Project Updates

This article was triggered by a new collaboration between the Contested Histories Initiative and students in ‘Narratives of the Past’ from France. Contested Histories is a multi-year project designed to identify principles, processes and best practices for addressing these contestations at the community or municipal level and in the classroom. As of September 2020, the project has identified more than 200 cases around the world with research conducted on more than 120 cases. Each case is catalogued in a database and added to a digital map. The long-term goal is to complete in-depth research on each case for review by experts, and create an online platform as a resource for a wide range of stakeholders.

Without research trainees and interns this feat would not be possible; collaborations with bright, motivated and dedicated students are the heart of the project. Research trainees come to the project from EuroClio’s traineeship programme, while research interns join us from associated universities. In addition, we welcome select independent researchers as interns and professional volunteers. 

Which research organisations are involved? 

Contested Histories (CH) is associated with a number of higher education institutions, namely Harvard University, University of Oxford and Erasmus University Rotterdam. Since 2017, more than 70 students--local and international--have taken on a research internship with CH and in doing so have made valuable contributions to the project. In December, we are welcoming an additional 22 students from the University of Oxford. This collaboration is integral to our project. Thanks to these engaged and bright young scholars, the project has grown enormously and has benefited from the various perspectives they bring. The diverse academic and personal backgrounds of research interns, as well as their language capabilities, are invaluable to our multidimensional and interdisciplinary approach to case study research and global mapping of cases. 

What are our researchers working on? 

Interns and the Contested Histories team participate in peer-review of completed cases, revising and updating where necessary, before a case is flagged for extended research and external review by experts in the given field. Several case studies have been published on EuroClio’s website. Launching the series of in-depth case studies in Spring 2020 was the Legacy of Cecil Rhodes at Oxford, written by Lucas Tse. At the time of writing, Lucas, a Rhodes scholar, was pursuing a Master's of Philosophy in Economic and Social History at the University of Oxford and is currently reading for a Doctorate in the same subject, also at Oxford. Additionally, the Legacy of Sir Stamford Raffles in Singapore, written by Wan Yii Lee, was published in Summer 2020. Wan Yii Lee is a candidate for the Master's of Philosophy in Development at the University of Oxford. Since completing her research internship with Contested Histories, she has been combing through archives and tracking local building histories in Singapore for her thesis on the politics of the built environment during the development of the nation-state. She's excited to start the second and final year of the MPhil soon, during which she will be taking more courses on development economics and the politics of global health in Africa. Most recently, the case study on a Statue of Robert Towns in Queensland, Australia by Sebastian Rees, a recent Master's of Philosophy graduate in Global History, has been published.

Why get involved with the project? 

Joining the team of an international organisation presents a unique opportunity for young researchers. As an intern or trainee you will become part of a passionate and international team of a fast-growing initiative and receive individual support. Not only will you have the opportunity to build up your research portfolio, CV, and network, but you will also have relative freedom to choose topics or regions that are of personal or academic interest to you,  As a global study the scope is vast, giving you the added option of exploring new interests--ranging from legacies of Japanese imperialism to toppled confederate monuments in the United States--with original research and editing tasks. Additionally, we offer an online work environment with flexible hours, ideal for gaining experience while adhering to coronavirus restrictions.  

What do the interns have to say about their experience? 

A conversation with Pierce, co-author of the upcoming case study on murals in Belfast. 

What was your favorite aspect of your research internship with Contested Histories?

My favourite aspect of the research internship with Contested Histories was the freedom and trust given to us as budding researchers to explore pressing and sensitive topics. The atmosphere was hugely supportive, resulting in case studies that will hopefully give more exposure to these struggles around the world, and, moving forward, perhaps offer a more robust and nuanced framework as to how they may be handled. 

How has your experience helped your professional development? 

The experience has been highly beneficial to my professional development. Not only has it increased my confidence in my own writing and researching abilities, I also had the pleasure of meeting a network of energetic researchers and history professionals from whom I learned a lot.

How do you feel about getting your case study published?

It’s really an honour to have a case study published, particularly one so close to home for me. I’m very pleased to share the Belfast Murals case. As with every example of Contested History, it has its own unique set of circumstances, but it also concerns issues of history, sectarianism, economics and creativity that I believe are relevant to many other cases. I owe a lot to EuroClio, the IHJR and to Luke, the contributing author, who updated the piece.

Would you recommend doing an internship with Contested Histories? If so, why?

I would absolutely recommend an internship with Contested Histories. As we can see, these issues are not going away quietly, so to feel like you are contributing in some small way to how they may be handled constructively in the future is highly rewarding. In addition, the opportunity to work with a great team in a forward-thinking and thought-provoking environment was an invaluable learning experience.

Staying involved as a professional volunteer

Some students remain dedicated to the project even after their traineeship or internship has ended and continue as professional volunteers. 

“Whether in the context of the West reckoning with its colonial past or former Soviet states reconciling antagonistic historical narratives to recover or reaffirm their own distinct identities, history has increasingly served as a flashpoint for conflict over the past three decades. I chose to continue working on Contested Histories as I believe its contribution to the field of memory and security studies is invaluable and will shape dialogue around information warfare and geopolitical conflict in years to come. The project is driven by a dedicated team of internationally-based researchers who push me to challenge assumptions, continuously learn, and refine my skill set. It goes without saying – I couldn’t ask for better colleagues.” - Katria

My research internship with IHJR solidified my professional interest in historical memory and gave me the practical experience necessary to write my undergraduate thesis and pursue research positions in the field. I returned as a professional volunteer because of the supportive team and the opportunity to raise awareness about this relevant topic.” - Miranda

The passion and energy that display is truly humbling to our organisation, we are excited to see more and more people raising awareness about the complexities and consequences of public memory. 

Interested in joining the team? 

Are you a research organisation or university looking for new opportunities?

Are you a student or recent graduate with an eye on a future in research or an independent researcher looking for a new project? 

Then Contested Histories may be the perfect project for you. 

Internship applicants must: 

  • Be in the final stages of their undergraduate degree or be enrolled in a Master’s of PhD programme with outstanding academic achievement, preferably in the area of history, international relations, or related fields
  • Proven research and academic English writing and/or editing skills
  • Fluency in English, additional language comprehension is a plus
  • Willingness to commit a minimum of 5 hours per week for at least 3 months
  • Willingness to join virtual weekly team meetings
  • Some knowledge of WordPress and database management is an asset, not a must

Submit your CV, letter of motivation and names of 2 references to info@ihjr.org. Indicate also your availability to start, desired hours and duration of internship. 

Interested research organisations or universities should email info@ihjr.org for further information.

Learning to Disagree training in Italy

The project Learning to Disagree was presented in Italy during a National Training organized in cooperation with the Chair of History Education of the University of Bari (Apulia region). The training took place as a cycle of three webinars held in July and focused on strategies to implement learning in times of pandemic.

Speakers during the first two meetings presented resources and examples of tasks developed to foster active learning with students working through online platforms. The last session focused on the challenges that the emergency poses to traditional models of education and knowledge.

Video lessons and materials have been published in Italian on Historia Ludens.

Roberto Maragliano, former professor of Education at Roma Tre University, argued that there is a relevant difference between “physical distance” and “social distance”. Whereas the first one is necessary in our times, teachers should aim at avoiding the second one. He highlighted that the current state of crisis of school teaching in Italy could be an opportunity to revise some of its long-standing principles of inspirations. Italian schooling still favours upper general secondary schools over technical/vocational and primary schools, and keeps alive a conflict between humanistic and scientific culture, as well as verbal and non-verbal learning. Forced online learning put into evidence the pitfalls of this system. Although in the immediate aftermath of the Corona crisis the Italian teachers tended to take on the challenge and look for new approaches, in the following months a strong reaction has tended to debase these attempts. The long-term impact of this phase is thus difficult to foresee and might contribute to confirm an old education model rather than to overcome it.

Antonio Brusa, former professor of History Education at the University of Bari, stated that each generation tends to refer to a presumed former golden age of historical knowledge and identifies a cause of growing historical ignorance in its present time. Nowadays, online learning is taken as the cause of Italian students’ ignorance. Although he admitted that many Italian students were not able to take advantage of online learning, Brusa claimed that digital resources enabled millions of them to keep on learning. Thus, online learning should be seen as part of the solution. However, Brusa pointed out that using technologies and new media is not enough to innovate transmissive approaches to teaching and learning. On the opposite, teachers should be aware of the risk that the use of up-to-date digital technologies covers a very traditional, teacher-centred approach. Moreover, the use of technologies must base on awareness of the epistemology of the disciplines and specific aims of each lesson. These, in turn, depend on real pupils and students.

Mr Paolo Ceccoli, former EuroClio President, opened the first session by presenting the Association and its activities. This was of special interest for Italian teachers because there is not a single strong association of history teachers in the country. This a great occasion to present Euroclio activities in Italy.

Mr Valerio Bernardi, member of the core team of Learning to Disagree, described the aims and the teaching materials that have been produced. In the first session, he introduced and showed some aspects of the teaching guide and how the project developed during the years. He also presented the activities prepared from the core team and published on Historiana. During the second session, he provided a detailed presentation of the activity about migration and the Vlora case study (which will also be presented at the 2020 EuroClio Annual Conference, see link). One third of the participants expressed a will to use the material proposed in class next year.

Ms Lucia Boschetti, who is working on a PhD in History Education at the University of Bari, focused on playful learning in history. She stressed the importance of creative learning and presented an activity set up in the 16th century. It aimed at enabling students to understand the changes in the concept of citizenship from Modern Times to European citizenship through playing interactive stories. Moreover, she explained how the free programming language Scratch supports the development of computational thinking as well as of historical thinking. Indeed, by creating a project about the crisis of the 14th century by using Scratch, students have to ask themselves questions about historical relevance and causality.

Mr Cesare Grazioli, who has published several articles about teaching contemporary history in Italy, explained how he planned and implemented materials to assess students’ historical thinking skills when learning online. He proposed examples of both formative and summative assessment. Attendee particularly appreciated an assignment which required students to select, analyse and use images as evidence of contention regarding political and social problems in the aftermath of the Second World War.

75 teachers followed at least 2/3 of the course, and 63 of them answered a final survey. On the basis of the results, attendees were equally distributed between lower secondary and upper secondary schools and came from all around Italy, although the majority worked in Apulia.

The course aimed to offer an opportunity for training but also to create a community of educators wishing to exchange ideas, doubts and experiences. The attendee particularly appreciated this aspect. Indeed 94% of them declared that they would like to join other meetings to discuss about daily teaching routine with colleagues. A higher percentage agreed that digital resources can contribute to improving the quality of teaching and learning after the pandemic. As argued by experts, teachers can achieve this result if they can plan their lessons with an awareness of the aims and methods of history teaching. Otherwise, online teaching and learning are likely to strengthen the comeback of a purely transmissive approach to the discipline, which proved to be poorly effective regardless of in-class or on-line teaching.

 

Written by Valerio Bernardi, history teacher and member of the Learning to Disagree team & Lucia Boschetti, PhD candidate in History Education at the University of Bari

 

Statement on the murder of Samuel Paty

Press or other inquiries

Download our statement as a PDF.

For contact with EuroClio Secretariat and Executive Director Steven Stegers, please call Communications Officer Andreas Holtberget +31 6 30911384.

For contact with the Association des Professeurs d’Histoire et de Géographie in France, please contact EuroClio Board Member Ann-Laure Lieval +33 6 86 40 13 05.

For contact with the Network of Concerned Historians, please contact Prof. Antoon de Baets in writing at a.h.m.de.baets@rug.nl


Background

Summary produced by Prof Antoon de Baets of the Network of Concerned Historians:

On 16 October 2020, Samuel Paty ([1973]–2020), a history and geography teacher, was attacked with a knife and beheaded near his school in Conflans-Sainte-Honorine, near Paris. Witnesses heard attacker Abdoulakh Anzorov, an 18-year-old man of Chechen origin, shout “Allahu Akbar,” or “God is Greatest.” Anzorov then posted a picture of the beheaded Paty to a Twitter account, along with insults to President Emmanuel Macron and French “infidels” and “dogs.” He later fired at police with an airgun before being shot dead in Eragny-sur-Oise, being hit nine times in all. On 6 October 2020, Paty had taught a class of Enseignement morale et civique (EMS; moral and civic education) about freedom of expression to the fourth year (13- and 14-year-olds) and shown the controversial cartoons of the Prophet Muhammad while talking about Charlie Hebdo (the satirical magazine that had republished the cartoons in 2015 and suffered a deadly attack for it). He had advised Muslim students to look away or leave the room if they thought they might be offended. The class caused an uproar among some Muslim parents with a few posting videos asking for Paty’s resignation and one lodging a formal complaint. Paty had also received a number of unspecified threats in the days following the class. At least fifteen people were detained for interrogation, including four school students (who may have helped identify Paty to Anzorov in exchange for payment), relatives of the attacker, parents of a child at Paty’s school and radical Islamist preacher Abdelhakim Sefrioui (who was accused of having issued a “fatwa” against Paty). President Macron called the beheading an “Islamist terrorist attack.” In the National Assembly, deputies stood up to honor the teacher and condemn the “atrocious terror attack.” On 18 October 2020, rallies with tens of thousands of people were held in Paris and several other cities in support of Paty. In the wake of the murder, police raided the homes of dozens of suspected Islamic radicals and Muslim associations, including the Collectif contre l’Islamophobie en France (CCIF; Collective Against Islamophobia) and BarakaCity. Some of those questioned had reportedly posted messages of support for Anzorov.

Notes:

Jean-Michel Décugis, Jérémie Pham-Lê & Ronan Folgoas, “Yvelines-Val-d’Oise: un professeur retrouvé décapité, un suspect abattu,” LeParisien (16 October 2020); Elise Vincent & Nicolas Chapuis, “Attentat de Conflans: neuf personnes en garde à vue, dont des parents d’élèves et des proches du meurtrier,” Le Monde (17 October 2020); “Macron Calls Paris Beheading ‘Islamist Terrorist Attack’,” BBC News (17 October 2020); “France Teacher Attack: Suspect ‘Asked Pupils to Point Samuel Paty Out’,” BBC News (17 October 2020); Kim Willsher, “Macron Speaks of ‘Existential’ Fight against Terrorism after Teacher Killed in France,” Guardian (17 October 2020); Kim Willsher, “Teacher decapitated in Paris named as Samuel Paty, 47,” Guardian (17 October 2020); Gert van Langendonck, “‘Er is een Frankrijk voor en een na de onthoofding’,” NRC Handelsblad (18 October 2020); “France Teacher Attack: Police Raid Homes of Suspected Islamic Radicals,” BBC News (19 October 2020); “France Teacher Attack: Four Pupils Held over Beheading,” BBC News (20 October 2020); Lucy Williamson, Samuel Paty: Beheading of Teacher Deepens Divisions over France’s Secular Identity,” BBC News (20 October 2020).

EuroClio’s response to the Consultation on Digital for Cultural Heritage

Lorraine Besnier Association

Workshop during the 2019 Summer School in Osijek.

 

Over the summer, the European Commission launched a public consultation regarding the evaluation, and possibly the revision of the recommendations of 27 October 2011 on the digitisation and online accessibility of cultural material and digital preservation aimed to support the digital transformation of the cultural heritage sector.

Individuals, academics, cultural heritage institutions, network organisations, Member State competent authorities with experience in the sector were encouraged to fill in a questionnaire to help the commission ensure that these recommendations still fit the needs and challenges of the cultural heritage sector in light of the extreme and ongoing changes of the current situation, and of the technological changes.

In addition to the questionnaire, the consultation offered a possibility to add a supporting document to the answers. EuroClio took this opportunity to underline the importance of the Europeana platform as an enabler for cooperation on digital heritage on European and global level.  

EuroClio recommended that the Cultural Sector, supported by the European Commission:

 

  • Recognises and emphasises the value of digitised heritage in education
  • Revives the ambition to give access to all public domain materials on Europeana
  • Promotes the use of licenses that allow educational use
  • Helps users find and use materials more easily
  • Ensures diversity and inclusion in the collections
  • Acknowledges and addresses the need for curation of the Europeana Collections
  • Creates an overview of the content that is already available

 

You can read EuroClio’s position paper on the Consultation on Digital for Cultural Heritage here.

EuroClio’s Position on the Digital Education Action Plan 2020 of the European Commission

Lorraine Besnier Association

Nique Sanders (Webtic) is leading a user testing session with history educators from EuroClio (London, April 2014)

In light of the COVID-19 pandemic, and the related challenges for the sector of Education in general, the European Commission proposed a revision of the Digital Education Action Plan of 2018.  This revision was based on a public consultation to gather the views of citizens, institutions and organisations on their experiences and expectations during the COVID-19 crisis (both to date and during the recovery period), as well as their visions for the future of digital education in Europe. 

This new action plan is meant to support Member States, education and training institutions and citizens in their efforts to adapt to the digital transition and help ensure a fair and inclusive recovery for all.

EuroClio answered the call for expertise and contributed to the online consultation. In addition to filling the questionnaire, EuroClio also wrote a position paper to further its recommendations to the European Commission. In particular, EuroClio supported some of the existing priorities such as; making better use of digital technology for teaching and learning; developing relevant digital competences and skills for the digital transformation and improving education through better data analysis and foresight. 

However, EuroClio raised the issue that those ways forward will not be sufficient to achieve the goals that the European Commission set for the new action plan. As such, EuroClio emphasised a few other important point of actions such as the need for:

 

  • The development or improvement of easy to use tools that educators can use to create, share and adapt their own open education learning resource.  
  • The development of high quality open education.
  • Research to identify and share strategies for the use of effective digital technologies for teaching and learning, especially in the humanities. 

You can read EuroClio’s Position on the Digital Education Action Plan here.

Working together online on Historiana: A meeting of the different teams.

Picture: The team catching up with each other.

 

The online Historiana Teams meeting took place on 21st, 22nd and 23rd August 2020. 

This meeting, originally scheduled to take place at the House of European History, was held online due to travel restrictions. The meeting gathered our historical content team (Andrea Scionti, Christopher Rowe, Francesco Scatignia and Robert Stradling), teaching and learning team (Bridget Martin, Gijs van Gaans, Helen Snelson, James Diskant and Sean Wempe), concept, design and development team (represented by Nique Sanders) as well as our partners in the House of European History (Laurence Bragard and Constanze Itzel). The purpose of the meeting was to agree on the mode of cooperation between the different teams and organisations involved.

To kick off the meeting, Constanze Itzel presented on how the House of European History dealt and is currently dealing with the Covid-19 crisis. Particularly, she introduced the work of the museum on documenting the crisis by the museum itself and by other European museums.

Then, the teams were introduced to the latest developments made by the concept, design and development team as well as the implications for their future additions on historiana. The team is working on the ‘analysis’ which will be brought back to the e-activity builder. The tool ‘sorting’ is being updated with the possibility for users to add their own background and add labels. A final improvement is the introduction of an ‘instruction button’ for teachers to help guide their students through the activities. After these improvements are made the team will further develop the concept of ‘narratives’ as a way to present new historical content on Historiana. 

The teams then discussed a possible re-organisation of the content listed in Historiana’s ‘Historical Content’ section under broader topics and themes. At the moment, Historiana hosts a number of source collections (shorter collection of sources curated and put in perspective on one topic), units (bigger collection of sources and material organised around one topic) and key moments (bigger collection of sources and material organised around one time period) in its ‘historical content’ section. The material available on historiana is constantly growing, making it sometimes challenging for teachers to find what they need. Consequently, organising the material available according to broader topics and themes should not only make it easier for teachers to find what they need, but it should also help display the great content that may sometimes be hidden on the platform.

To conclude Saturday’s meeting, the group was divided into breakout rooms to discuss and test a better way of working together across the different teams. This was needed to make sure that all the resources are built based on the expertise of both history educators and historians. The different smaller groups each tackled a different Source Collection and discussed possible ways in which the content could be adapted to help educators use it in an eLearning Activity and focused on different historical and educational themes.

Everyone gathered again on Sunday to discuss the next steps of a professional development course that Historiana will provide, as well as how to best involve our community in our work.

The next steps of the Historical Content Team will be to complete the research on which content is over- and under-represented. In addition, the team members will work on the development of new content that will make links to existing content (such as a unit about migration and partisans) or will correct the unbalance (such as a unit on Pandemics).  

The Historical Education Team will provide their expertise to the Historical Content team in the development of the four new Source Collections, create eLearning activities for Source Collections that do not have any yet, and work on a series of Webinars to introduce more people to the creation of eLearning Activities.

The Concept, Design and Development Team will continue working on the development of the concept of ‘Narratives’ to present content in better ways. They aim to introduce different perspectives about one event in order to easily give access to a truly multi perspective approach on a given topic. They will implement the feedback received on the ‘help’ button in the e-activity builder and further the development of the ‘instruction’ button, the Analysis tool and the Sorting tool.Overall, this meeting resulted in a better understanding of the next step of cooperation, and on the setting of the priorities for the next period. We will inform one when the next updates are available and meanwhile, do not hesitate to go look at our multitude of resources on historiana.eu!

6 Internal Site Search Recommendations to Europeana

Fani Partsafyllidou Project Updates
How can we facilitate the use of Europeana's digital collections in History education? 6 Internal Site Search Recommendations

Each sector approaches our cultural heritage in a different way; an artist needs to find items with high resolution, or with a specific colour -- a history teacher needs to find items that are dated and curated. This means that search engine optimizations has to act differently according to the user's profession or to provide different filtering options specialized for each sector. Ultimately, the aim of the research is to provide insight on how Internal Site Search can be customised for History.

 

 

Needs

assessment 

EuroClio worked on technical suggestions that will facilitate searching for historical sources in Europeana platform. These recommendations are based on the preferences and search behaviour of the educational community. To find these out, EuroClio conducted a field research on needs assessment.

The findings showed that the more contextualized an item is, the more useful it is for history education, provided that the item is of historical interest in the first place. In fact, Items with adequate, comprehensible descriptions are 58% more likely to be included in a lesson[1].

However, most objects do not have a description, which makes searching difficult. Meanwhile, the prospect of having all European items (48 million, in May 2020) curated by professionals is not probable in the foreseeable future.

Currently, stakeholders acknowledge the importance of curation, but find an obstacle in the perception that curation is not scalable, that millions of items cannot possibly be curated. This is exactly the issue we want to contribute solving in EuroClio.

 

 

Challenges 

 

 

Solutions

In this research we will share 6 recommendations for new functionalities in Europeana's internal search engine that will result in automated curation. These new functionalities use the data we already have on each item, then process them and combine them, creating more information.  Out of those 3 recommendations:

 

  • 3 filters determine -> Is the item of historical interest? Is it curated?
  • 2 functions enhance metadata
  • 1 function improves sorting the results

This research is part of the activity ‘Improving Discoverability’ of the project ‘Opening Up Historiana’, a Digital Single Infrastructure activity, part of Europeana DSI-4. It is implemented with the financial support of the CEF Telecom Programme of the Innovation and Networks Executive Agency (INEA) of the European Commission. The aim of the project is to promote the digital collections of Europeana from the scope of historical education. This research explores the preferences and the search behaviour of history teachers, which is a valuable element of the Needs Assessment. Its purpose is to make sure that the technological developments in Europeana and Historiana meet the current needs of the European educational community.

Please find our suggestions here.

[1] Digital innovation in History Education – a Field Research on Needs Assessment p. 23

 

Fani Partsafyllidou

MA in Black Sea & Eastern Mediterranean

Digital innovation in History Education – a Field Research on Needs Assessment

Fani Partsafyllidou Project Updates

In Digital innovation in History Education – a Field Research on Needs Assessment, EuroClio conducted a survey targeting history educators in order to conclude on the following questions:

  • What kind of sources are history educators looking for? Why do they select the sources they select? Why are they not selecting the sources they do not select?
  • What are the search words that history educators are using? Which of the advanced search options are history educators using?

The findings of this research are briefly mentioned below.

 

  • Items with adequate, comprehensible descriptions are 58% more likely to be included in a lesson. Out of the sources that the teachers selected, 79% had a long, meaningful, and easy to understand accompanying text, whereas 21% had not.
  • The search keywords that the history teachers use are more abstract than the words that are found in the descriptions.
  • If an item has an adequate, comprehensible description, a history teacher can identify related historical concepts in short time.
  • Interactive ways of presenting the search results, namely in a Map and in a Timeline, are highly recommended by the educational community.
  • Europeana’s existing filters are highly useful for teachers.
  • An additional filter to search by historical period would be beneficial for 88% of history teachers.
  • 96% of history teachers find filtering by country useful. However, 84% of them explain that, they need to search the place that the source refers to, not the place of origin.
  • Metadata regarding time, place, and people, have to reflect the content of the source, not the item itself as an object, in order to maximise their effectiveness in the study of History.

How is this research connected to Historiana and Europeana?

This research is part of the activity ‘Improving Discoverability’ of the project ‘Opening Up Historiana’, a Digital Single Infrastructure activity. It is implemented with the financial support of the CEF Telecom Programme of the Innovation and Networks Executive Agency (INEA) of the European Commission. The aim of the project is to promote the digital collections of Europeana from the scope of historical education. This research explores the preferences and the search behaviour of history teachers, which is a valuable element of the Needs Assessment. Its purpose is to make sure that the technological developments in Europeana and Historiana meet the current needs of the European educational community. This research can be of great interest for the Digital Humanities sector.

Fani Partsafyllidou

Studied History & Archaeology, with an MA in Black Sea & Eastern Mediterranean

Input Needed: EuroClio Network Needs Interest Survey

EuroClio EUROCLIO , , ,

Here at EuroClio, we understand that all of us are trying our best to maintain as much normalcy in and out of work during these strange and uncertain times.

In an effort to better support you, we have created this survey to inform the agendas of upcoming courses and webinars, as well as our outreach and content creation. If you could please take a few minutes to share with us your needs, preferences, and expectations, that would be greatly appreciated. Thank you in advance!

Section I: Needs and preferences

We will create a space on our website for you to receive updates and make use of new resources. There, we will also have a suggestion box where we hope you will provide questions and concerns that will inform agendas for the Virtual Office Hours and future webinars. In the meantime, please submit some topics you'd like to discuss above.

Section II: Informing upcoming webinars

Webinar I: How to use online teaching tools

Webinar I: How to use online teaching tools

Webinar I: How to use online teaching tools

Webinar II: Creating coherence, not chaos

Webinar II: Creating coherence, not chaos

Webinar II: Creating coherence, not chaos

Section III: Other

Demographic information registration, and unaddressed needs/interests

Is there anything we missed? Please tell us here.





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Surviving under pressure – Testimonies on the coronavirus outbreak

As the coronavirus pandemic gains traction across the world, there is no doubt that we are living through truly historic times.

People deal with situations of crises in a myriad of ways. We are keen to hear from history educators and the EuroClio community how the crisis affects your work, but also your state of mind and how the crisis is dealt with in your local communities. Witnessing this history "in the making", we call on anyone interested to contribute with short testimonies or stories through our online form (see below). How are you coping with lock downs, absence from work, friends and family? How do you keep yourself entertained, challenges and educated? We hope you may find this 'live recording' - whether daily or occasional - a therapeutic and beneficial exercise.

Additionally we hope that this might in fact become a useful resource for the future. After all, as historians, we all appreciate various testimonies, diaries, photographs and other records of past times. While living through a difficult time that certainly will be remembered in decades to come, we hope to make a small contribution towards the future interpretation of the current pandemic.

We encourage everyone to contribute with a short diary-like entry using the below online form and we hope to publish at least some of these in some form or another in the future. You may of course chose to stay anonymous in your contribution if you so wish.

Please stay healthy!

1. Contact Details

These questions are needed, so that we can link all of your experiences in one documents, were you to fill more than one form. You can decide to remain anonymous if you do not want your name to b published alongside your testimony.

The testimonies will have more impact if the reader can know a little bit about your background. You can present yourself by mentioning your age, your country, your profession, your city and anything that you deem relevant to your testimony. Click yes if you have already introduced yourself in a previous form, click no if this is your first form.

2. Your testimony

These questions are is included in order for us to create a format for everyone to follow. Below, you can add any other comments that you feel were not covered in our questions.

In this section, please describe the current situation in the world / in your country / in your city. Has any big announcement been made? Are people respecting the rules? Tell us about the current circumstances that you are experiencing.

How do you personally react to what you mentioned above? How is this affecting you personally?
( A word or a sentence is enough)

Describe something that is particularly hard for you. Are you far from your family? Do you have problems with your job? Do you find passing time difficult?
( A word or a sentence is enough)

Describe something that keeps you going. Does a local initiative warm your heart? Did you have a good call with a friend you had not talk to in a while? Did you find a way to fix something that you had trouble with for a while? (A word or a sentence is enough)

Did you encounter any posters, everyday scene or anything that you wish to attach to your testimony? Please upload it here.

3. Anything else?

Please add anything that has not been covered in the above questions. Is it not text? Then send an email to outreach@euroclio.eu mentioning your name and the date of your testimony and your extra material will be added to this form upon publication.