Historical informatics - rubric Information technologies in history education
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Historical informatics
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MAIN PAGE > Journal "Historical informatics" > Rubric "Information technologies in history education"
Information technologies in history education
Mikhaelis S.I., Mikhaelis V.V., Mikhaelis D.V. - Methods to Visualize Historical Research Data: Courts of the Russian Empire after the Judicial Reform of 1864 pp. 1-18

DOI:
10.7256/2585-7797.2021.3.35971

Abstract: The article studies the issues of information visualization to demonstrate the results of historical research. It shows how MS Excel and Tableau Public Desktop Edition software can be used to visualize data and generate ideas on the basis of big data sets as well as facilitate the process of scientific research. This software can be used to show data in the form of tables, graphs, and charts helping to present information on the Russian Empire’s court activity. This is the so-called presentation method of visualization which is introductory in its nature and focuses on the audience for which the report is performed. The research is based on statistics of the Ministry of Justice of the Russian Empire and archival data for the period from the second half of the 19th century to the first quarter of the 20th century. It is concluded that today’s level of computing equipment allows researchers to have modern software tools at hand that provide for demonstrating results of their research at conferences, lectures, in dissertations, etc. The article can be used at scientific-methodical seminars of the departments, at professional development courses for teachers as well as to teach undergraduates and graduate students to present the research results.
Borodkin L. - Bachelor, Master and PhD Students: Moscow State University Historical Information Science Educational Programs pp. 115-125

DOI:
10.7256/2585-7797.2018.2.26947

Abstract: The article analyzes the formation and the development of educational programs in the field of historical information science at the History Faculty of Lomonosov Moscow State University. The topicality of the issue is the growing demand for specialists in humanities who have professional experience in the expanding information environment. This demands further development of a relative component of historian’s education considering those innovations which characterize “digital shift” in historical studies. Development of this educational component provides history graduates with conspicuous advantages at modern intellectual labor market. The article systematically studies the structure of educational programs in this interdisciplinary field and characterizes the main scholarly work of the academic staff at the same time. This article is the first to provide a detailed description of historical information science educational programs realized in Lomonosov Moscow State University at all three levels of university education. The experience of the Department of Historical Information Science of Moscow University may be in demand in other universities as well.
Bocharov A.V., Muchnik V.M., Fil'kin K.N., Khazanov O.V. - Dialogue on Two Systems of Historical Education: a Computerized One and a Traditional One pp. 134-147

DOI:
10.7256/2585-7797.2017.2.22915

Abstract: The article studies cultural and historical as well as social and psychological aspects of interaction between computerized and traditional forms of higher historical education. The following adversarial lines between traditions and innovations in education are analyzed: hypertext readers, audio slides and video lectures in contrast to “live” face-to-face lectures; step-by-step online training aids instead of taking notes and sitting for an exam at the end; stagewise formalized testing instead of single-stage oral exam; electronic mail instead of tutorial meetings; forum discussions instead of “offline” seminars; virtual simulators instead of laboratory work with real objects and texts; individual knowledge acquisition trajectory instead of general curriculum; automatically registered “success rating” and “scientific value” instead of informal opinion and expert reviews; necessity to analyze huge digitized datasets instead of descriptions and compilation of a relatively small amount of published data. The research methodology is the use of theories and analogies from history and culture of traditional societies and civilizations to understand instructor’s role in the situation of education technologization. The article is an experiment to revive epistolary dialogical genre in research articles. This text is an expert exchange of pro and contra arguments about traditional and innovative forms of work with information in the field of liberal education and especially historical one. The dialogue does not aim at its transformation into a “line” or a “dot”. Its aim is in contrast to hear what others say and compare their opinion with one’s own interpretation and perception of reality, to find new meanings and ways of their verbalization and “external presentation”. The main conclusions are ideas stating that any computer technology is a more convenient and efficient form of educational information that relates mainly to modern epoch in terms of its volume, speed and update availability rather than quality of education. This does not lead to the increased quality of education. The latter is merely in line with the communicative structure and dynamics of modern civilization. Full-time education based on a single curriculum in its traditional form with lectures and seminars is still irreplaceable and has a number of advantages over computer-based self-education. The study provides new arguments in favor of the central, irreplaceable and irretrievable role or face-to-face communication of instructors and students as well as emphasizes the lack of problems understudy related to online education efficiency criteria in comparison with live offline dialogue methods of the educational process. The research novelty is an original dialogical search of hidden and rarely mentioned advantages and disadvantages within the opposed innovative and traditional forms of higher historical education.
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