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001			228881
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008			221201t20222022xxk fo d z eng d
020			_a9781802700329 _qPDF
024	7		_a10.1515/9781802700329 _2doi
035			_a(DE-B1597)9781802700329
035			_a(DE-B1597)624338
035			_a(OCoLC)1322474270
040			_aDE-B1597 _beng _cDE-B1597 _erda
050		4	_aD16.2 _b.S63 2022
072		7	_aHIS037010 _2bisacsh
082	0	4	_a907.1/1 _223/eng/20220610
084			_aonline - DeGruyter
100	1		_aSobehrad, Lane J. _eautore
245	1	0	_aMedieval History in the Modern Classroom : _bUsing Project-Based Learning to Engage Today’s Learners / _cSusan J. Sobehrad, Lane J. Sobehrad.
264		1	_aLeeds : _bARC Humanities Press, _c[2022]
264		4	_c©2022
300			_a1 online resource (240 p.)
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
490	0		_aTeaching the Middle Ages
505	0	0	_tFrontmatter -- _tCONTENTS -- _tLIST OF ILLUSTRATIONS -- _tPREFACE -- _tChapter 1. CHANGING PERCEPTIONS IN TEACHING MEDIEVAL HISTORY -- _tChapter 2. MEDIEVAL HISTORY COURSE DESIGN -- _tChapter 3. ACTIVE CONSTRUCTION OF KNOWLEDGE AND INTENTIONAL PLANNING -- _tChapter 4. PROJECT MANAGEMENT -- _tChapter 5. TECHNOLOGY IN THE MEDIEVAL-HISTORY CLASSROOM -- _tChapter 6. MEDIEVAL STUDIES PROJECT EXAMPLES -- _tEPILOGUE -- _tAppendix A. HISTORICAL STANDARDS -- _tAppendix B. SAMPLE CONTENT AND SKILL RUBRICS -- _tAppendix C. PLANNING AND IMPLEMENTATION TOOLS -- _tAppendix D. SURVEY OF UNDERGRADUATE MEDIEVAL HISTORY COURSES IN US COLLEGES AND UNIVERSITIES -- _tINDEX
506	0		_arestricted access _uhttp://purl.org/coar/access_right/c_16ec _fonline access with authorization _2star
520			_aTeaching medieval history should engage students in the real work of professional medievalists. However, many undergraduate courses rely on instructional strategies that only engage students in rote retention of medieval "stuff" and unsupported writing assignments. With trends in the USA and elsewhere showing declining undergraduate enrollment in the humanities and an increasing number of questions from university administrators regarding the utility of the liberal arts, historians need to reassess how they teach. Project-based learning (PBL) is one approach that may help medieval history instructors offer coursework that is more engaging for today's undergraduate students and provide administrators a clearer picture of the utility of studying the past. The pedagogy of PBL actively engages students in projects reflective of the real work being done by medievalists, allowing instructors to move beyond the traditional narrative found in many undergraduate survey courses. This book provides an overview of PBL theory, methods for incorporating PBL into an undergraduate medieval history course, instructional strategies, scalable assessment formats, and other resources useful for any history classroom.
538			_aMode of access: Internet via World Wide Web.
546			_aIn English.
588	0		_aDescription based on online resource; title from PDF title page (publisher's Web site, viewed 01. Dez 2022)
650		0	_aCivilization, Medieval _xStudy and teaching (Higher).
650		0	_aMiddle Ages _xStudy and teaching (Higher).
650		0	_aProject method in teaching.
650		7	_aHISTORY / Medieval. _2bisacsh
653			_aMedieval Studies.
653			_aPedagogy.
653			_aProject-Based Learning.
700	1		_aSobehrad, Susan J. _eautore
850			_aIT-RoAPU
856	4	0	_uhttps://doi.org/10.1515/9781802700329?locatt=mode:legacy
856	4	0	_uhttps://www.degruyter.com/isbn/9781802700329
856	4	2	_3Cover _uhttps://www.degruyter.com/document/cover/isbn/9781802700329/original
942			_cEB
999			_c228881 _d228881