The methodological approach to online teaching has its specifics, but accompanied by good coordination of work, it can open the door to the unimplemented world of teaching based on the development of key competencies and assessment of understanding with the use of interactive and multimedia digital tools.
This is one of the conclusions from the publications – Methodological guide for online history teaching and Methodological guide for evaluation of knowledge in online history teaching, which the Centre for Civic Education (CCE) published within the project ’’Teaching history in COVID19 pandemic – equal opportunity for all“, with the financial support of the Government of the Federal Republic of Germany.
Guides are created with the aim to provide a review of challenges and methodologies of online history teaching, as well as knowledge assessment based on results and directed to understanding, in order to at least partially facilitate challenging work of history teachers and other history educators.
In history teaching, especially in the teaching of complex, sensitive and controversial issues, the need for the development of understanding of what has been learned instead of knowledge transfer is crucial. In addition to the challenges and opportunities of online teaching, genuine doubt in practice still exists, both in terms of the potential for knowledge transfer and skills development in the virtual world, and in its evaluation, especially when it comes to the evaluation of comprehension.
These two manuals were created by incorporating the experience gained during the development of online materials, but also including the advice of colleagues, who participated in the development of the supporting curriculum and during participation in seminars organized during the project implementation.
Miloš Vukanović, Advisor