History Questions Addressed by This Work

  • Historians understand that learning the past is much more than lining up facts in chronological order, yet that remains the dominant way most undergraduate students of history (especially at the introductory level) perceive the study of the past. By using a teaching and learning tool that facilitates non-linear, interconnected thinking about history, can we inculcate more sophisticated historical thinking?
  • Despite their reputation as ``digital natives'' are undergraduates today really more savvy about using digital technologies in an active way? If they are not-which a great deal of evidence suggests is the case-how do we structure the introduction and use of this learning tool to facilitate the most effective learning experience?
  • The results from our experiments at Ithaca College, where the classes in which the project was implemented did not have more than 30 students per section, suggest some powerful learning gains of the kind described in question 1. But is this kind of learning experience scalable? In order to determine this we need to begin expanding the project to other institutional settings.