Tracking Student Behavior and Knowledge Translation Utilizing Cultural Heritage Resources
Award year: 2002-2003
The web and various other means of dissemination of digital information have facilitated access to, and use of, cultural historical materials that were previously available only through physical access to specific holding institutions. As image collections appear on the web, patterns of student learning in classrooms are changing to utilize and accommodate this new resource. Images are increasingly understood to be valuable primary and secondary resources documenting the material culture and the past they represent. The increased use of web-based resources in classrooms has not examined how classroom users are accessing on-line collections for historical understanding, nor how this information accommodates previous knowledge. It is critical for those involved in teaching history to identify, examine, and analyze the behaviors of classroom users with access to organized visual and textual collections that are easy to navigate, to search, and to gain information. The goals of this proposed project will be to track how classroom users in a high school history classroom utilize digitized resources in understanding the past. This work will draw upon the multi-disciplinary expertise of practitioners and researchers in the museum and library fields, as well as those in NCSA in working with data mining and the learning that results from various texts. This project will provide theory about classroom users behavior and the transference of knowledge between digital and non-digital sources.