Tag Archives: pedagogy

National History Day has recently included web sites as an acceptable type of presentation.

Or, I probably should put it, they’ve recently included “web sites” as an acceptable type of presentation. The sites are required to be on a single CD-Rom– something I find somewhat problematic, as it doesn’t allow students to link to outside sources, use APIs or third party hosting… So putting Youtube videos in the site, or using the Google Maps API are out. In forcing the students to create sites that can’t have elements from other sites integrated, you’re taking a step back and forcing them to make very strictly Web 1.0 material. Actually, by creating sites that are completely self-contained– by putting them on CD rather than hosting them online– you’re actually killing part of the point of web 1.0… hypertext should be expansive, not self-contained.

I understand that they’re trying to make the project more inclusive, by removing the barriers presented to poorer students by not forcing them to pay for hosting services… but it kind of defeats the point of making a web page, if you ask me.

But this is all just a digression. National History Day puts together books about each type of presentation, introducing students to best methods, tricks of the trade, how to exploit the medium to its fullest, what have you. A friend of mine is helping to work on the new book for websites. A group of us were sitting around recently, with her, brainstorming about what should or should not be included. How do you explain to an audience of middle and high school students the real potential of digital history– especially with the limitations of making a web site with a limited word count that has to fit on a single disk? How much do you talk about HTML, CSS, etc, or do you assume that they’ll be using WYSIWYG design programs? Continue reading →

National History Day has recently included web sites as an acceptable type of presentation.

Or, I probably should put it, they’ve recently included “web sites” as an acceptable type of presentation. The sites are required to be on a single CD-Rom– something I find somewhat problematic, as it doesn’t allow students to link to outside sources, use APIs or third party hosting… So putting Youtube videos in the site, or using the Google Maps API are out. In forcing the students to create sites that can’t have elements from other sites integrated, you’re taking a step back and forcing them to make very strictly Web 1.0 material. Actually, by creating sites that are completely self-contained– by putting them on CD rather than hosting them online– you’re actually killing part of the point of web 1.0… hypertext should be expansive, not self-contained.

I understand that they’re trying to make the project more inclusive, by removing the barriers presented to poorer students by not forcing them to pay for hosting services… but it kind of defeats the point of making a web page, if you ask me.

But this is all just a digression. National History Day puts together books about each type of presentation, introducing students to best methods, tricks of the trade, how to exploit the medium to its fullest, what have you. A friend of mine is helping to work on the new book for websites. A group of us were sitting around recently, with her, brainstorming about what should or should not be included. How do you explain to an audience of middle and high school students the real potential of digital history– especially with the limitations of making a web site with a limited word count that has to fit on a single disk? How much do you talk about HTML, CSS, etc, or do you assume that they’ll be using WYSIWYG design programs? Continue reading →