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Published: March 1999. |
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Creating an Interactive Student Medium for Learning about the HolocaustDavid Klevan and Arnold Kramer, United States Holocaust Memorial Museum, USA
BackgroundThe project grew out of the Museum's commitment to provide electronic access to its resources for students at the District of Columbia public high schools.We wanted to make a system that served multiple functions, including:
The Museum resource should provide the framework for the historical narrative. At the same time, it should promote active learning by engaging users with the investigative process and illuminating a hierarchy of ideas with its structure.
Interdepartmental Team BuildingAs with all web projects within the Museum, we assembled a team of specialists from across the institution was assembled. In this case including: the Education Department as project owner, the Learning Center Content Team (which has extensive experience in building historical content for a large multimedia system), the Office of the Historian at the Museum (for vetting), a graphic artist, Outreach Technology (builder of web tools and sites), and the Museum's attorney (copyright issues). In addition, the Museum contracted with a high school teacher with extensive experience in teaching about the Holocaust to serve as design consultant, mentor to the teachers participating in the pilot projects, and consultant to the pedagogical components of the project.The project represents a successful experiment in learning how the principles of classroom teaching might be refashioned for the web environment. Along the way, most of the participants had to reconsider the roles that they were accustomed to playing in more traditional classroom environments.
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The PlanI. goals / contentThe site is comprised of three components:
The content was based on the collections of the Museum with a particular emphasis on images (maps, photos, artifacts) that support the historical narrative presented in the Museum's main exhibition. The Museum had already published a text called Tell Them We Remember (Bachrach, 1994) for students aged 12-18. We wanted to make a resource that could be useful to students who came with varying degrees of interest and commitment.
II. The web environment -The debate about the value of building a web based program included the following arguments.Limitations:
The RealizationEach of the 50 text pages that form the spine of the hard content segment of the project is built on a single template
![]() The top of each page is a menu map
![]() with five main topics across the top and subtopics attached to each of the main topics displayed. Users can reach any page in the system in two clicks without ever backing up. Repetition of this menu bar on every page facilitates easy navigation and establishes a sense of location for the user. The narrative is divided into five sections: Nazi Rule, Jews in Germany, The "Final Solution", Nazi Camps, Rescue and Resistance. These five headings correspond to five frequently asked questions about the Holocaust:
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Communication Mechanism - An On-line DatabaseIn addition to the variety of media used to convey the historical content of the web site, we added a communication mechanism to facilitate learning through the spontaneous or prompted transfer of ideas among students, teachers, and Museum personnel. Throughout the web site text input box options forms are available. Messages
![]() can be addressed to individuals (your teacher, the Museum historian) or to groups (your class or a class at a different school). Users do not need their own Internet email accounts. Each student and teacher is maintained as a registered user of the system. Messages are maintained in a threaded structure
![]() within a searchable database. Teachers have the ability to view all messages sent by their students and the museum web administrators have the ability to view all messages in the system. Responses to student queries by Museum staff are searchable by all. The database is an evolving content resource accessible to all users. It is the place where thinking about the issues happens, where collaborations are worked out, where questions are asked. It can be a classroom. To begin a class's participation in the project, teachers create an account for each of their students. Although the accounts can only be opened at participating schools, once registered students and teachers can login from school or home and access all aspects of the system via the login screen
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Education and On-line ActivitiesThe conceptualization of this project centered on our desire to construct a web resource that would be useful for ordinary classroom teachers and students. Our challenge was to develop modules that were interactive, pedagogically sound, and a useful model of good teaching practice. The content and pedagogical focus of the modules was developed through the cooperation of a Museum historian, Museum educator, and a classroom teacher consultant.The modules allowed us the opportunity to expand the site content beyond the base text and to provide focus for students using the site to explore specific historical issues. We began by considering what strengths the museum brought to educational endeavors and what strengths the web offered. Almost any museum's success rests on its collections and exhibitions, as well as the expertise of its professional staff. Our educational modules had to expose students to the primary source documentation that comprise the Museum collections, and connect students, if possible, with Museum professionals. The non-linear mode of research and learning made possible in a web environment is how most visitors act in most museums. The United States Holocaust Memorial Museum is different from many museums (but somewhat typical of history museums) in that it features exhibitions that are primarily narrative in design and in which artifacts and other media are used to illustrate a story with a beginning, middle, and an end. Because they convey the history of events in sequence, these exhibitions frequently require the visitor to progress in a linear fashion in order to understand the historical narrative. Integrating the information from the Museum's exhibitions into non-linear education modules was challenging since we wanted to maintain the historical integrity of the narrative. All of the education modules rest on the practice of examining primary source documentation in order to explore questions and draw conclusions about the history. To help users to address these questions, the modules reframe the content of the larger site. Modules begin with a brief historical introduction and a primary question to address. Additional core questions provide steps that will help students answer the primary question. In order to answer the core questions, students are given several primary source materials and three or four corresponding resource analysis questions. After examining the documentary evidence and answering the resource analysis questions, students may then formulate answers to the core questions and reach a conclusion regarding the primary question. Although modules may be explored in a linear fashion, students may choose to examine the sources in any order they please and answer the core questions in any order. An alternative module structure begins with a brief historical introduction and several core questions. Rather than directly linking specific media to each of the core questions, this module provides links to six pieces of documentary evidence
![]() After examining these materials, students are challenged to construct an historical timeline that organizes the evidence into a meaningful story.
Pilot TestsThe First Pilot:During the winter/spring semester of 1996, seven social studies teachers and approximately 280 students at a New Jersey high school tested and evaluated the student outreach web site in its prototype stage.The teachers' lesson plans for using the site usually covered two to three weeks of activity, and students worked in pairs or small groups from six to fifteen class periods using the site. Prior to introducing the site to their students, teachers familiarized themselves with the system and addressed questions to the museum web administrator, the site programmer, and an education liaison via email. During the study, students had the opportunity to address questions to a museum historian via the web-enabled database. The database allowed all users of the site to view both the students' questions and the historian's responses to facilitate communal learning. Students' responses indicated that the site was a useful learning tool. The ability to pose questions to a museum historian, access documentary photographs, images of artifacts, ID cards, and survivor testimony were all cited as positive features of the site. Beyond the content, students praised the organization of information within the site. Pre/post tests indicated increases in student content knowledge in both taught and untaught material. Similar tests showed a substantial increase in students' attitudes about Internet use and history museums as learning tools. Teachers reported changes in both the content that they taught and the methods they used in the classroom. The dynamic and wide-ranging information available through the web site affected what teachers were able to ask of their students, and as a result, it affected the interest and accomplishments of the students. Teachers reported the need for more pre-lesson planning time than usual before using the web site. Their classroom activities were more student-centered and required the teacher to function as facilitator of knowledge acquisition. Teachers reported that students were more thoughtful and engaged in higher level thinking operations and problem solving more often as a result of using the web site. As a result of this dynamic, teachers had to rely on new assessment methods such as examining the quality of thinking demonstrated in student-generated on-line communications.
The Second Pilot:The second pilot involved seven schools from across the United States including:
The following information comes from the teacher survey, student logoff questionnaires, and student feedback to their teachers: 1. How did the use of on-line resources effect faculty planning, teaching, and assessment of student learning? Teachers reported that they planned open-ended assignments, arranged activities to engage students personally with the history, allowed for student self-pacing, and found themselves acting more as mentors and guides than as the primary source of information. The complexity of the site and the nature of the Internet offered potential distractions for students. Some teachers acknowledged the need to provide students with a clear process for working on-line and the opportunity for students to coach their peers through the process. Frequently, teachers found that they had planned insufficient time for exploration of the site. Reports from teachers on how previous Holocaust lessons differed from lessons designed around the website include:
Some teachers reported significant gains in the student learning process. Students generally elaborated ideas on their own, took more initiative and were interested in learning about the Holocaust. Teachers felt that it was important to give students time to explore their interests and questions through the site. The site provokes questions, and allows students to address them through research. Most students were motivated to learn by the self-directed environment. Small groups of students sharing a computer added a cooperative dimension to student experience. Some teachers reported a new spirit of cooperation, mutual respect and teamwork developing with more time on task. Contact with Museum staff was highly motivating for students. Since most students used the site at their schools and had limited access time, they had to make careful plans for how to use the site. Although the activity modules provided clear learning goals through a progression of focused questions, the amount of time to address these questions was often too lengthy for many students. 3. How did the use of on-line resources affect student content knowledge of the Holocaust? Students at all achievement levels showed gains in knowledge about the Holocaust. Teachers reported significant gains in other student outcomes as a result of using the site, such as: increasing student confidence, amount of in-depth learning, comfort with technology, comfort with group work, use of research skills, on-line student-student communication, use of primary sources and questioning. Of special interest, evaluation reports indicated that the use of multimedia resulted in significant gains in learning for medium and low achieving students. Student outcomes were generally better when they were given a goal, and then allowed to elaborate on the assignment and choose how to complete it. Several teachers reported that when students knew exactly what was expected of them, they could take initiative. This gave the teacher time to work with less motivated or less capable students. In addition, students showed significant knowledge gains in materials not covered directly by their teachers. This suggests the site's potential for incidental or user initiated learning. 4. What features of the Student Outreach site affected student learning about the Holocaust? As in the first pilot, students reported positively on the clarity of the web site's organizational structure, the wide variety of topics, the breadth of information, and the use of multimedia. By far, the audio clips of personal testimonies and the opportunity to communicate with Museum staff were the most highly valued elements of the site, followed by artifact images and documentary photographs. Some students expressed interest in real time chat opportunities both to reduce the lag time and to increase the feeling of intimacy when communicating with Museum staff and survivors. Student critiques reflected interests in the unique media elements that provided personal connections to the history. They asked for expanded survivor testimonies with more detail about the survivors' experiences and more opportunities for interactions with survivors through the site. They also requested that we increase the number of visual images, audio, and if possible, video on the site. Students viewed the site as a useful introduction to Holocaust history, but some students wanted more depth and detail on specific issues of interest. Contrary to the notion that teenagers do not read text, students requested that we elaborate the captions provided for photographs and other images, as well as the brief glossary definitions. This reflected the web site's shortcomings as an in-depth research tool. Students who were interested in targeted research also requested the addition of a hyper-linked topical index or a search engine; we have since added a site map. There was universal criticism of the timeline feature. It was too static and graphically too compressed.
Conclusion: Elements of Effective Enhanced Student Experiences On-lineOur experience developing and piloting the Student Outreach website supports the following conclusions about effective enhanced student experiences in an on-line environment.
References
Text used as the basis of the website: Bachrach, Susan D., Tell Them We Remember: The Story of the Holocaust, Little Brown & Co., New York 1994
Evaluation comments are from the study: Davis, Dr. Hilarie Bryce and Fernekes, Dr. William R., United States Holocaust Memorial Museum Student Outreach Site, 1997 |