How do you think learning in the humanities (or your specific area) will change in the future?

Answering institutions:

Replies:

  • Lancaster University
    Department of Linguistics and Modern English Language:

    In tandem with changing the general medium of information dissemination, teaching will adapt along the same lines. If we change the way we communicate with other researchers, we may also change the way in which we communicate with students. We can combine efficiency with effectiveness to improve teaching for students. Specifically, bringing IT into teaching in a reasoned way should liberate students from time and space limitations on learning. All in all, we can enable life-long and distance learning as well as augmenting traditional degree schemes.

  • Linköpings universitet
    Department of Computer and Information Science, Natural Language Processing Laboratory :

    First of all the learning process must include learning how to to use the computer-based tools. Second, computer-aided learning may support more explorative approaches, providing examples from rich text repositores and tools for analysis. Obviously, interactive language learning programs, may be a valuable complement to linguistic interaction in the classroom.

  • Queen Mary & Westfield College
    Centre for Historical Computing/Department of History:

    Teaching `packages', courseware, and independent learning aids will become more available, but until very close attention is paid to the relationship these have to the traditional teaching and learning methods and processes, they are in danger of remaining at the margins.%0

  • The Robert Gordon University
    CRiAD- Centre for Research in Art and Design Gray's School of Art:

    The shift in professional focus outlined above has in turn demanded new approaches to the way in which the disciplines are taught within an academic context. There is, on the one hand, less dependence on the locus of an institution, with a greater emphasis on developing a viable working context in which education is a constant process within professional practice. The practitioner is thereby given the means to cope with constant change through the integration of education with practice in the field. There are clearly implications for distance learning and student centred learning, with corresponding responsibilities for academic institution and student alike. The responsibility of the host institution is perceived to be that of facilitating the exchange of information, current and past, in the field as well as stimulating critical debate and interpretation. The responsibility of the student is to contribute to a body of knowledge from within their own experience of professional practice as well as by active participation in both the training and debate on offer.

  • Universidad Autonoma de Madrid
    Departamento de Linguistica, Lenguas Modernas, Logica y Filosofia de la Ciencia:

    We must design a common strategy to convince our chancellors and deans of the irreversible preseence of computers in the humanities and the need to introduce them effectively in our teching, not only in the research, where the principle is generally accepted. We need a new design of classrooms to do that.

  • Université de Pau et des Pays de l'Adour
    Faculté des Langues, Lettres et Sciences Humaines, Département d'Anglais :

    Staff and students will be able to access a much larger amount of resources, data, including video etc. making flexible learning a more developed possibility (however we still plan to use books!!) Not on the spur of the moment. Most of what we are doing is as something of a sideline, and priority has to go to other aspects of our work at times. Now is one of those times! Nonetheless, there are aspects of advanced computing which are now an essential part of our working practice. None of us, I think, would now think of making up examples to use in linguistics wihout looking at a corpus. The access to information and resources in all areas of the Humanities is increasingly drawn upon.

  • University of Exeter
    Bill Douglas Centre for the History of Cinema and Popular Culture :

    IT (especially WWW) *should* open up greater intellectual resources for consideration, and allow greater international cooperation, where it is not only used as a way of cutting short-term costs. Resources like our collection in Exeter should begin to introduce more 'popular' media and materials to established areas of study. Over a period of years IT resources and networks will themselves become stablished areas of critical/historical study.