Jaymie Orchard | University of Otago (original) (raw)

Articles by Jaymie Orchard

Journal of the Numismatic Association of Australia, 2020

Roman coins provide rich and wide-ranging opportunities for student learning about the ancient Me... more Roman coins provide rich and wide-ranging opportunities for student learning about the ancient Mediterranean. In this article we examine how Roman coins can serve as a catalyst for student research, teaching, and learning projects. We use the pedagogical approach Students-as-Partners as a framework, both in terms of students as curriculum developers and as peer-teachers, to discuss the implementation of experiential learning projects using Roman coins. These projects provide students with a unique opportunity to re-contextualise what they have learned and to communicate that knowledge to their peers.

As a case study, we provide details about the creation and presentation of a teaching module on Roman coins written for From Stone to Screen–a student-run, digital humanities project. We identify some of the challenges that may arise from Students-as-Partners projects and provide an appendix with practical suggestions for each component of the project, as well as possible assessments which could be adapted and implemented in other teaching contexts. Our aim is to encourage others to consider utilizing Students-as-Partners projects as a way to increase accessibility to departmental and museum collections and provide students the opportunity to forge their own connections to the ancient world.

Journal of the Numismatic Association of Australia, 2020

Roman coins provide rich and wide-ranging opportunities for student learning about the ancient Me... more Roman coins provide rich and wide-ranging opportunities for student learning about the ancient Mediterranean. In this article we examine how Roman coins can serve as a catalyst for student research, teaching, and learning projects. We use the pedagogical approach Students-as-Partners as a framework, both in terms of students as curriculum developers and as peer-teachers, to discuss the implementation of experiential learning projects using Roman coins. These projects provide students with a unique opportunity to re-contextualise what they have learned and to communicate that knowledge to their peers.

As a case study, we provide details about the creation and presentation of a teaching module on Roman coins written for From Stone to Screen–a student-run, digital humanities project. We identify some of the challenges that may arise from Students-as-Partners projects and provide an appendix with practical suggestions for each component of the project, as well as possible assessments which could be adapted and implemented in other teaching contexts. Our aim is to encourage others to consider utilizing Students-as-Partners projects as a way to increase accessibility to departmental and museum collections and provide students the opportunity to forge their own connections to the ancient world.

Journal of the Numismatic Association of Australia, 2020

Roman coins provide rich and wide-ranging opportunities for student learning about the ancient Me... more Roman coins provide rich and wide-ranging opportunities for student learning about the ancient Mediterranean. In this article we examine how Roman coins can serve as a catalyst for student research, teaching, and learning projects. We use the pedagogical approach Students-as-Partners as a framework, both in terms of students as curriculum developers and as peer-teachers, to discuss the implementation of experiential learning projects using Roman coins. These projects provide students with a unique opportunity to re-contextualise what they have learned and to communicate that knowledge to their peers.

As a case study, we provide details about the creation and presentation of a teaching module on Roman coins written for From Stone to Screen–a student-run, digital humanities project. We identify some of the challenges that may arise from Students-as-Partners projects and provide an appendix with practical suggestions for each component of the project, as well as possible assessments which could be adapted and implemented in other teaching contexts. Our aim is to encourage others to consider utilizing Students-as-Partners projects as a way to increase accessibility to departmental and museum collections and provide students the opportunity to forge their own connections to the ancient world.

Journal of the Numismatic Association of Australia, 2020

Roman coins provide rich and wide-ranging opportunities for student learning about the ancient Me... more Roman coins provide rich and wide-ranging opportunities for student learning about the ancient Mediterranean. In this article we examine how Roman coins can serve as a catalyst for student research, teaching, and learning projects. We use the pedagogical approach Students-as-Partners as a framework, both in terms of students as curriculum developers and as peer-teachers, to discuss the implementation of experiential learning projects using Roman coins. These projects provide students with a unique opportunity to re-contextualise what they have learned and to communicate that knowledge to their peers.

As a case study, we provide details about the creation and presentation of a teaching module on Roman coins written for From Stone to Screen–a student-run, digital humanities project. We identify some of the challenges that may arise from Students-as-Partners projects and provide an appendix with practical suggestions for each component of the project, as well as possible assessments which could be adapted and implemented in other teaching contexts. Our aim is to encourage others to consider utilizing Students-as-Partners projects as a way to increase accessibility to departmental and museum collections and provide students the opportunity to forge their own connections to the ancient world.