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Version Date Modified Size Author Changes ... Change note
19 17-May-2016 15:31 25 KB Chris Martin to previous
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17 17-May-2016 15:28 25 KB Chris Martin to previous | to last
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14 17-Nov-2014 15:58 25 KB Sarah MacLean to previous | to last
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11 24-Oct-2012 13:14 25 KB Sarah MacLean to previous | to last
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3 04-Oct-2012 15:42 24 KB Chris Martin to previous | to last
2 14-Sep-2012 16:07 24 KB Alison Bennett to previous | to last
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Difference between version and

At line 16 changed one line
Each of these models has advantages and disadvantages; the local need and available resource helping to shape the most appropriate response. Keys to the Past creates a legacy overhead for new or changed records. In Warwickshire, while the records are less readable it is easier to synchronise public and professional records, ensuring the currency of public-facing information. There is also a pedagogical difference between them. One teaches the technical vocabulary of the historic environment to provide access; the other provides access by hiding the technical vocabulary. These important considerations are only properly resolved by understanding the needs of the intended primary audience and the uses to which they will put the information they find in the HER. (For a discussion on the use of online HERs in teaching and learning see [Kilbride et al 2002|http://intarch.ac.uk/journal/issue12/patois_index.html], [Kilbride and Reynier 2002|http://intarch.ac.uk/journal/issue12/editorial.html])
Each of these models has advantages and disadvantages; the local need and available resource helping to shape the most appropriate response. Keys to the Past creates a legacy overhead for new or changed records. In Warwickshire, while the records are less readable it is easier to synchronise public and professional records, ensuring the currency of public-facing information. There is also a pedagogical difference between them. One teaches the technical vocabulary of the historic environment to provide access; the other provides access by hiding the technical vocabulary. These important considerations are only properly resolved by understanding the needs of the intended primary audience and the uses to which they will put the information they find in the HER. (For a discussion on the use of online HERs in teaching and learning see [Kilbride et al 2002|Bibliography#Kilbride et al 2002|target='_blank'], [Kilbride and Reynier 2002|Bibliography#Kilbride and Reynier 2002|target='_blank'])
At line 54 changed one line
Kilbride, W.G., Fernie, K.M., McKinney, P. and Richards, J.D. 2002 'Contexts of Learning: The PATOIS project and Internet-based teaching and learning in Higher Education' in Internet Archaeology 12, online at [http://intarch.ac.uk/journal/issue12/patois_toc.html]
[Kilbride, W.G., Fernie, K.M., McKinney, P. and Richards, J.D. 2002 'Contexts of Learning: The PATOIS project and Internet-based teaching and learning in Higher Education' in Internet Archaeology|Bibliography#Kilbride et al 2002|target='_blank']
At line 56 changed one line
Kilbride, W.G. and Reynier, M.J. 2002 'Editorial - Keeping the Learning in Computer-Based Learning' in Internet Archaeology 12 online at [http://intarch.ac.uk/journal/issue12/editorial.html]
[Kilbride, W.G. and Reynier, M.J. 2002 'Editorial - Keeping the Learning in Computer-Based Learning' in Internet Archaeology 12|Bibliography#Kilbride and Reynier 2002|target='_blank']
This page (revision-19) was last changed on 17-May-2016 15:31 by Chris MartinTop