1. MASHABLE: MA Skills in History through Blended Learning Matthew McCormack Natalie Hanley-Smith

2. 1) Rationale Blended learning Large undergrad / small postgrad cohorts? MA History Relaunched in 2013 Transformative course redesign (Sharpe, 2006)

3. ‘History’ skills (HEA, 2007): Ability to read, analyse and reflect critically Appreciation of the complexity of reconstructing the past Ability to gather and deploy evidence Awareness of continuity and change over time Clarity, fluency and coherence of expression Ability to work collaboratively and participate in group discussion

4. 2) Methodology Student researcher Online questionnaire Focus group Involve students in design of HISM041 ‘History Research Methods’

5. 3) Results Online questionnaire: Convenience Advantages of class/online Of all the online tasks, preferred ‘research’ exercise ‘Personally it fits in with my lifestyle and the fact that I live at a distance from the university. I also find that it paces the learning at a level I enjoy.’ ‘You have time to think and reflect. Because you are typing your response you have to think more carefully about what you are saying and perhaps give a more considered response.’ ‘The quality of the information on EEBO and ECCO was easy to access and I found that researching a topic was interesting and informative.’

6. 3) Results Focus group: Structure not explained Uncertainty about online etiquette Tutors have different styles Design of HISM041: Not very opinionated! ‘It wasn't fully described to me, so I didn't quite know what to expect, we just followed the path that was set for us.’ ‘I think there is a barrier to placing comments on other people's ideas. The tendency is to follow the lecturer rather than members of your peer group.’

7. 4) Conclusion: MASHABLE framework ExpectationsEtiquetteEnquiryExamineExpectationsEstablishEngageEvaluate Induction Classroom Online

8. References Campbell, Victoria J & Kimball, Raymond A., 2010. The blended history classroom: keeping the student central. Teaching History: A Journal of Methods, 35(2), pp. 79-91. Dawson, J. et al, 2007. Using weblogs to encourage reflective learning in History and Classics. Available at: [Accessed 20 January 2014].http://www.heacademy.ac.uk/resources/detail/subjects/history/cs_dawson_weblogs_200707 Finkelstein, David, 2002. Utilising Online Learning in a Humanities Context. Available at: http://www.heacademy.ac.uk/resources/detail/resource_database/casestudies/cs_128 [Accessed 13 February 2014]. http://www.heacademy.ac.uk/resources/detail/resource_database/casestudies/cs_128 Garrison, D. & Kanuka, H., 2004. Blended learning: uncovering its transformative potential in Higher Education. Internet and Higher Education, 7, pp. 95-105. Gulc, Eddie, 2006. Using blended learning to accommodate different learning styles. Link 17, pp. 17-20. Holden, Karen & Poole, Steve, 2010. Exploring staff and student engagement with discussion boards in the postgraduate History curriculum at UWE. Available at: [Accessed 1 May 2013].http://www.heacademy.ac.uk/resources/detail/subjects/history/tlc10_holdenpoole_discussionboards_20100511_pptx McGee, Patricia & Reis, Abby, 2012. Blended course design: a synthesis of best practices. Journal of Asynchronous Learning Networks 16(4), pp. 7-22. Navickas, Katrina, 2010. Case study: using a VLE discussion board with final-year undergraduates. Available at: [Accessed 19 May 2014].http://www.heacademy.ac.uk/resources/detail/subjects/history/cs_navickas_vle Osguthorpe, Russell & Graham, Charles, 2003. Blended learning environments: definitions and directions. Quarterly Review of Distance Education 4(3), pp. 227-33. Quality Assurance Agency, 2007. History. Available at: [Accessed 20 January 2014].http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/Subject- benchmark-statement-History.aspx Sharpe, Richard et al, 2006. The undergraduate experience of blended e-learning: a review of UK literature and practice. Available at: [Accessed 1 May 2013].http://www.heacademy.ac.uk/resources/detail/teachingandresearch/Undergraduate_Experience