• Course title: Introduction to Public History
• Number of ECTS: 5
• Course code: MADIPH-1
• Module(s): Historiography
• Language: EN
• Mandatory: Yes

-Understand the relationship between the academic study of history and public understandings of and interests in the past.-Understand the transformation of the field of Public History and the range of places that public historians work.

-Analyse primary and secondary historical sources, using their findings to examine how intersecting societal forces can manifest in a consumable product.-Develop a public-facing “voice” by developing a public history project-Improve public skills through active participation in discussion sections as well as the completion of assignments.

-Make sure history does not lie inert

This course introduces students to the field of Public History by teaching them the skills to deconstruct, decipher and understand the historical narratives they will encounter in public space. Broadly speaking, public history includes projects of communicating history to large audiences (museums, guided tours, Podcasts, YouTube channels, etc.), and participatory processes that involve the members of the public (crowdsourcing). The course helps students to understand the changing roles of historians, professionals (curators, archivists, YouTubers, tour guides) and members of the public in interpreting the past. By exploring debates about the past (TV Shows, fiction, video games) students critically assess some of the ways the past is used in the present. Students explore, identify, and analyze the constructions and uses of the past through lectures, readings, guest speakers and public history projects.

-Attendance and participation 10%-Evaluation of a public history project 10%-Class presentation about a major theoretical issue in public history 20% -Proposal for a public history project (30%)-Self-reflective essay on public history (30%)

-Thomas Cauvin, Public History: a Textbook of Practice (Routledge, 2022)

-Jerome de Groot, Consuming History: Historians and Heritage in Contemporary Popular Culture (New York: Routledge, 2016)

• Course title: Introduction to Digital History
• Number of ECTS: 5
• Course code: MADIPH-2
• Module(s): Historiography
• Language: EN
• Mandatory: Yes

At the end of this course, students should be able to:

Understand the history and genealogies of the field of digital history

Understand the relation between digital and public history

Understand the history and politics of digitization and how it relates to

history by and for public audiences

This course will introduce students to the field of digital history and probe its links with the field of public history. We will focus especially on digital cultural heritage and start with a closer look at the historical trajectories of technological advances in historical scholarship as well as in archives, libraries, and museums, which have been probing the possibilities afforded by analog and digital computing since at least the 1950s. We will delve into the different forms of cultural heritage digitization, from bottom-up community archiving to mass digitization and state-funded efforts. Particular attention will then be paid to the politics of digitization and the question of which stories can and cannot be told with online heritage and how this shapes public understandings of history. Finally, we will consider the various forms of mediation and dissemination existing today, from Wikipedia to video games.

10 %

Attendance

30 %

Preparation

30 %

Presentation

40 %

Final essay

Bastian, Jeannette A. and Andrew Flinn.

Community Archives, Community Spaces: 

Heritage, Memory and Identity.

London: Facet Publishing, 2020.

Harrison, Rodney, Nélia Dias, en Kristian Kristiansen, red.

Critical Heritage 

Studies and the Futures of Europe

. London: UCL PRESS, 2023.

Kremers, Horst.

Digital Cultural Heritage.

Springer Nature, 2020.

Lewi, Helen, Wally Smith, Dirk Vom Lehn and Steven Cooke.

The Routledge 

International Handbook of New Digital Practices in Galleries, Libraries, 

Archives, Museums and Heritage Sites.

London: Routledge, 2019.

Noiret, Serge, Tebeau, Mark, and Zaagsma, Gerben, eds.

Handbook of Digital 

Public History

. Germany, Berlin : De Gruyter Oldenbourg, 2022. 

https://www.degruyter.com/document/doi/10.1515/9783110430295/html

.

Zaagma, Gerben. ‘Digital History and the Politics of Digitization’.

Digital 

Scholarship in the Humanities

38, nr. 2 (2023): 830-51. 

https://doi.org/10.1093/llc/fqac050

.

• Course title: Research Methods
• Number of ECTS: 5
• Course code: MADIPH-3
• Module(s): Historiography
• Language: EN
• Mandatory: Yes

At the end of this course, students should be able to:

–  understand the notion of contemporary history, and related concepts like

everyday history,

–  sources of contemporary history,

–  tools for collecting, annotating, and managing primary sources and 

secondary literature;

–  build and criticize a dossier with different types of primary sources.

“Contemporary History is history that is usually deemed to provide an explanatory or interpretive background for events still being contested or whose ramifications are still affecting current political or social development” (International Encyclopedia of the Social & Behavioral Sciences, 2001). Contemporary History as “Zeitgeschichte” has been founded in the early 1950s and deals usually with events that occurred within the lifetime of the historian. Yet, in the French and Anglo-Saxon world it often refers to history post-1914 or even earlier. In this course, we will first discuss different notions of contemporary history and related concepts. We will investigate periodisations, definitions, and approaches to writing contemporary history. In a second step, we will discover primary sources that are specific for contemporary history and train the method of source criticism. We will introduce different tools and skills for collecting, annotating, and managing primary sources and secondary literature. Throughout the course, students will work on a dossier of primary sources to develop their historical method skills.

Presentation of a dossier of primary sources 20%

Report on primary source collection 80%

Jan Palmowski and Kristina Spohr Readman, Speaking Truth to Power: 

Contemporary History in the Twenty-first Century, in: Journal of Contemporary 

History, 46(3), 2011, 485-505.

Tracey Loughran (ed.), A practical guide to studying history. Skills and 

approaches, London, Bloomsbury 2017.

Jeanette Kamp et al. (eds.), Writing History! A Companion to Historians, 

Amsterdam, AUP, 2018.

Stefan Berger e.a. (eds.), Writing History: Theory & Practice, London, 

Bloomsbury, 2020.

• Course title: Data and Web Archives
• Number of ECTS: 5
• Course code: MADIPH-4
• Module(s): Core Production Skills
• Language: EN
• Mandatory: Yes

At the end of this course, students should be able to:

–  Understand the fundamentals of data and its various types

–  Explain the key principles of web archives, web archiving techniques,

including data collection, storage, preservation, access, analysis

–  Gain knowledge of the most current state of the art and of key notions

related to the course, like raw data, big data, distant reading, scalable

reading, etc.

–  Develop and share their data literacy

–  Select data from various web sources and create a corpus

–  Retrieve and organize digital data efficiently

–  Apply analytical methods to extract insights from digital data and web

archives

–  Interpret digital data and web archives

–  Process datasets

–  Explain legal and ethical issues related to data collection and web archives

–  Clearly present the results of data analysis

–  

Demonstrate skills in writing and oral presentations, as well as in

problem-solving and critical thinking

This course delves into the most recent scholarship related to data and web archives, unraveling the essentials of critical data literacy, and progressing from the basics of data identification to the intricacies of navigating mixed methods to critically analyse and present them. It introduces students to critical data studies, including issues related to data feminism, data justice, dataveillance, etc. It also aims to offer a comprehensive exploration of born digital heritage and web archives, and their impact on shaping historical narratives in the digital era. Students will delve into the fundamentals of data, gaining insights into various types (raw data, open data, big data, qualitative and quantitative data, metadata, etc.), and web archives, covering the principles and techniques of web archiving, encompassing data collection and curation, storage, preservation, and access. Efficiency in creating corpora, retrieving and organizing digital data, selecting tools, intertwining approach to study web archives (close, scalable, and distant reading, cross-reading of several types of data, contextualization, etc.), will be emphasized. Exploration of digital tools and analytical methods will be deployed to extract valuable insights from digital data and web archives, fostering critical interpretation. The course includes hands-on training on data and web archives. Students will be actively engaged in undertaking a concrete project in the field of digital history and/or public history, applying their skills to real case studies, presenting their results, both in written reports and oral presentations, fostering effective communication of data analysis and historical findings. This ensures that participants not only understand theoretical concepts but also gain experience in using data and web archives for historical inquiry, while developing an awareness of legal and ethical considerations associated with data collection and web archiving.

– A 6-8 pages written report related to a diachronic analysis of Web archives, combining close and distant reading, presentation of the corpus, visualizations, and a critical approach of data and archives (60%)

– An intermediary written presentation of the project, its design, challenges, and goals (20%)

– Oral presentation of the project (20%)

Boyd, d., and Crawford, K. (2012). Six provocations for Big Data

2011,https://ssrn.com/abstract=1926431 or http://dx.doi.org/10.2139/ssrn.1926431

Brügger, N. (2018).

The Archived Web

. Cambridge, MA: The MIT Press. Flanders, J., and Jockers. M.L. (2013). A Matter of Scale. Keynote lecture from the Boston Area Days of Digital Humanities Conference. Boston, MA. http://digitalcommons.unl.edu/englishfacpubs/106.Fickers, A. (2020). Update für die Hermeneutik. Geschichtswissenschaft auf dem Weg zur digitalen Forensik?

Zeithistorische Forschungen/studies in Contemporary History,

17, 157-168.Gitelman, L. (ed.). (2013

). « Raw Data » is an Oxymoron

. Cambridge, MA: The MIT Press.Hitchcock, T. (2014) Big Data, Small Data and Meaning.

Historyonics

. http://historyonics.blogspot.com/2014/11/big-data-small-data-and- meaning_9.html.Milligan, I. (2020). You shouldn’t Need to be a Web Historian to Use Web Archives: Lowering Barriers to Access Through Community and Infrastructure.

WARCnet paper

. Aarhus: University of Aarhus. https://cc.au.dk/fileadmin/user_upload/WARCnet/Milligan_You_shouldn_t_Need _to_be.pdf.Mons, B. (2018).

Data stewardship for open science. Implementing FAIR principles

. CRC Press.Moretti, F. (2007).

Graphs, Maps, Trees: Abstract Models for Literary History

. London and New York: Verso.Musiani, F., Paloque-Bergès, C., Schafer, V., & Thierry, B. (2019).

Qu’est-ce qu’une archive du Web?

. Marseille : OpenEdition Press.Pangrazio, L., and Selwyn, N. (2023).

Critical Data Literacies. Rethinking Data and Everyday Life

. Cambridge, MA: The MIT Press.Pomerantz, J. (2015).

Metadata

. Cambridge, MA: The MIT Press

.

Rhodes, T. (2013). A Living, Breathing Revolution: How Libraries Can Use “Living Archives” to Support, Engage, and Document Social Movements. Singapour, IFLA WLIC.

https://thescholarship.ecu.edu/handle/10342/4496

Rogers, R. (2017). Digital Methods for Cross-Platform Analysis. In

The SAGE Handbook of Social Media

, ed. by J. Burgess et al., 91-110. London: Sage. Rollason-Cass, S., and Reed, S. (2015). Living movements, living archives: Selecting and archiving web content during times of social unrest.

New Review of Information Networking,

2(2), 241-247.Schafer, V., and Winters J. (2021). The values of web archives.

Int J Digit Humanities

2

, 129-144. https://link.springer.com/article/10.1007/s42803-021- 00037-0

• Course title: Oral History
• Number of ECTS: 5
• Course code: MADIPH-5
• Module(s): Core Production Skills
• Language: EN
• Mandatory: Yes

• Course title: Project Management for the GLAM Industries pt. 1
• Number of ECTS: 5
• Course code: MADIPH-6
• Module(s): Core Production Skills
• Language: EN
• Mandatory: Yes

• Course title: International Public History
• Number of ECTS: 5
• Course code: MADIPH-7
• Module(s): Historiography
• Language: EN
• Mandatory: Yes

-Understand the different interdisciplinary practices and approaches of public history around the world

-Understand the main debates about the field, the different challenges, and restrictions faced by public history practitioners around the world

-Develop a personal approach and practices to the field

-Situate your approach within a broad and international context

This course introduces students to different practices, approaches, and understanding of public history around the world. Through examples and discussions with practitioners and students from various countries, students will develop and situate their own approach of the field. This class naturally follows the Introduction to Public History course and aims to make students aware of the complexity of the field in an international context. The course will also – as far as possible – propose and provide opportunities to discuss and work with students from other programmes in Europe and beyond.

-Attendance and participation 10%

-Blog report on one class session 10%

-Evaluation of a public history project outside Europe 20%

-Group organisation of an online International Public History seminar 30%

-Essay in which students present their personal approach to public history, the practices that they would like to develop and/or study through their final MADiPH project, and how they connect and relate to examples outside Europe (30%)

-Thomas Cauvin, Public History: a Textbook of Practice (Routledge, 2022)

-International Public History journal

-Additional online resources will be provided

• Course title: Luxembourgish History
• Number of ECTS: 5
• Course code: MADIPH-8
• Module(s): Historiography
• Language: EN
• Mandatory: Yes

At the end of the course, the students will be able to:

–

understand notions of migration history, especially related to the contemporary history of Luxembourg and history of the industrial town of Esch-sur-Alzette.

–

Develop a deeper understanding of population flows from and to Luxembourg during the 19th and 20th centuries

–

understand the role of micro-history, oral history, autobiographical works, and other methodologies as tools for understanding urban and industrial history.

–

Critically analyse and integrate historical sources for the purpose of reconstructing narratives of the past.

The course first introduces students to important notions of Luxembourg political, social and economic contemporary history, with a particular focus on migration history as viewed through the lens of the south-western iron ore industrial basin.The steel industry’s boom at the end of the 19th century led to a significant influx of immigrants, whose presence continues to shape Luxembourg today as a financial and European center within the Greater Region. Students will explore this historicalcontext and relations through the history of an industrial town, Esch-sur-Alzette; a worker’s district, The Hoehl-Frontier district; and the microhistory of a house, the Casa dei Romagnoli, where eight Italian families of steel and mining workers lived for fifty years and were replaced in the last decades by mainly Portuguese construction workers.The practical component centres on the collaborative development of an interactive documentary. Working in synergy with Prof. Sandra Camarda’s “Transmedia Storytelling” course, students will explore the history of the Casa dei Romagnoli in the Hoehl district of Esch-sur-Alzette. Drawing on archival materials and historical research, students will collectively create an interactive narrative that showcases the significance of this site, aiming to engage public audiences with its history.

Final Group Project (60%): a group digital storytelling project, evaluated based on:

– Narrative structure and coherence

– Effective use of media and interactivity

– Historical accuracy and audience engagement

 

Written Critical Essay (40%): An individual reflection on the student’s contribution to the group project, assessed on:

– Depth of critical analysis

– Clarity and structure of the argument

– Engagement with theoretical concepts discussed in the course

PERUZZI, Luigi, Mes Mémoires. Un antifasciste italien déporté au SS-Sonderlager Hinzert raconte. Traduit de l’italien par Véronique Igel, Présenté et annoté par Denis Scuto, Avec les Mémoriaux de la Déportation des antifascistes italiens du Luxembourg et d’Audun-le-Tiche en annexe, Esch-sur-Alzette, Editions Le Phare, 2002

SCUTO, Denis, Histoire des immigrations au Luxembourg (XIXe-XXIe siècles), in : OGBL, 25e anniversaire du Département de l’immigration (1985-2010), Esch-sur- Alzette, OGBL, 2011 (http://www.ogbl.lu/wpcontent/uploads/2011/08/immigres_25eme_anniversaire.pdf)

SCUTO, Denis, La Casa dei Romagnoli. L’aventure humaine d’une masion-symbole de l’immigration dans la Hoehl à Esch-sur-Alzette, in: Luxembourg-Italie. Hommage au Père Benito Gallo, Dudelange, 1999, p. 132-139

RICHTER, Daniel, Grüne Mauern und der Mythos der “ausgbliebenen Proletarisierung”. Periphere Arbeiterstraßen in der industrialisierten Kleinstadt Esch/Alzette (Luxemburg) zwischen Urbanität und Ruralität, PhD thesis, Universität Luxemburg, 2024

FOOT, John, Micro-history of a house: memory and place in a Milanese neighbourhood, 1890–2000, in: Urban History 34/3 (12.2007), p. 431-452

 

A comprehensive bibliography will be shared during the course.

• Course title: Transmedia Storytelling
• Number of ECTS: 5
• Course code: MADIPH-9
• Module(s): Historiography
• Language: EN
• Mandatory: Yes

Upon completing this course, students will:

-Understand the principles and theories of transmedia storytelling in the context of public history.

-Develop practical skills in digital storytelling using Twine and Klynt software.

-Design and implement a collaborative transmedia project.

-Analyse and adapt historical narratives for multiple platforms and diverse audiences.

-Reflect on the ethical and methodological challenges of narrating complex histories

This course explores the intersection of storytelling, digital media, and public history. It introduces the concept of transmedia storytelling as a method of creating interconnected narratives across multiple platforms, emphasising its role in engaging contemporary audiences with history. Students will examine theoretical approaches and case studies while gaining hands-on experience in developing a digital storytelling project. The practical component centres on the collaborative development of an interactive documentary. Working in synergy with Prof. Denis Scuto’s “Luxembourg History” course, students will explore the history of the Casa dei Romagnoli in the Hoehl district of Esch-sur-Alzette. Drawing on archival materials and historical research, students will collectively create an interactive narrative that showcases the significance of this site, aiming to engage public audiences with its history. By examining the challenges and opportunities of representing history in interactive formats, students will consider ethical questions, such as how to balance narrative creativity with historical accuracy and how to make diverse perspectives accessible to broad audiences. Through this process, the course builds skills in research, collaboration, and digital production, preparing students to navigate the evolving landscape of public history in the digital age.

Final Group Project (60%): a group digital storytelling project, evaluated based on:

-Narrative structure and coherence

-Effective use of media and interactivity

-Historical accuracy and audience engagement

Written Critical Essay (40%): An individual reflection on the student’s contribution to the group project, assessed on:

-Depth of critical analysis

-Clarity and structure of the argument

-Engagement with theoretical concepts discussed in the course

-Freeman, M., & Gambarato, R. R. (Eds.). (2018). The Routledge Companion to Transmedia Studies. Taylor and Francis.

-Hartmut Koenitz et al. (Eds.) (2015). Interactive Digital Narrative: History, Theory and Practice. Routledge.

-Jenkins, H. (2006). Convergence Culture: Where Old and New Media Collide. New York University Press.

-Murray, J. H. (1997). Hamlet on the Holodeck: The Future of Narrative in Cyberspace. MIT Press.

-Aarseth, E. J. (1997). Cybertext. JHU Press.

 

A comprehensive bibliography will be shared during the course.

• Course title: Digital and Public History Summer School
• Number of ECTS: 5
• Course code: MADIPH-10
• Module(s): Core Production Skills
• Language: EN
• Mandatory: Yes

-Analyse the impact of digital technologies on public history practice.

-Apply digital tools for content management, accessibility, and user-centred design.

-Develop and present participatory digital history projects tailored to diverse audiences.

-Critically evaluate ethical and practical challenges in digital public history.

The Digital Public History Summer School is a four-day intensive course designed to explore the intersection of public history and digital technologies. Combining theoretical perspectives with practical applications, this programme equips students with the tools and methodologies to engage audiences and create accessible, user-centred digital history projects. The programme consists of daily morning lectures and discussions, complemented by hands-on afternoon sessions. Topics covered include the impact of digital tools on public history, public engagement strategies, accessibility in digital design, and the creation of participatory digital projects. Participants will develop a small-scale digital public history project, culminating in a presentation and peer feedback session. The course encourages collaboration, creativity, and critical thinking, preparing students for the challenges and opportunities in the evolving field of digital public history.

– Final project: wireframe mock-up of a digital exhibition, website, or storytelling initiative (60%).

– Peer feedback and presentation quality (20%).

– Lab notebook and reflections on daily activities (10%).

– Participation in discussions and group activities (10%).

Noiret, S., Tebeau, M., & Zaagsma, G. (Eds.) (2022). Handbook of Digital Public History. Berlin, Germany: De Gruyter Oldenbourg. doi:10.1515/9783110430295-001

 

A comprehensive bibliography will be shared during the course.

• Course title: Project Management for the GLAM Industries pt. 2
• Number of ECTS: 6
• Course code: MADIPH-11
• Module(s): Core Production Skills
• Language: EN
• Mandatory: Yes

At the end of this 2-semester course, students should be able to:

-Understand the fundamentals, affordances and challenges of project management with GLAM industry partners (including the development of an action plan, and the legal and contractual framing of such transdisciplinary collaboration).

-Gain hands-on knowledge of transmedia storytelling as a Public History practice and apply its key principals and methods on a concrete project.

-Develop and execute a (small-scale) project management plan working in a team as part of the concrete transmedia project “Radio Luxembourg”.

-Demonstrate skills in creatively translating historical research into compelling story-driven narrative formats.

-Clearly identify how the different multimedia outputs of the transmedia project function in relation to each other as part of an overarching transmedia ecosystem.

-Understand the role and shared authorship of historians in collaborative citizen science projects involving industry partners.

-Manage multimedia archives (crowdsourcing/collection, digitization, processing of metadata, publication and preservation).

-Develop and promote critical thinking and media literacy.

-Demonstrate skills in creative writing and science communication.

-Understand the administrative, legal and ethical issues related to academia-GLAM industry collaborations.

This hands-on course stretches over two semesters and offers the students an opportunity to acquire real fieldwork experience in all aspects of collaborating with GLAM industries in Luxembourg and beyond. The students will work on and contribute to the development of a concrete project with external partners and thus experience first-hand the various affordances and challenges of public historians working in collaboration with GLAM industries as well as participating communities. This includes learning the principles of project management, working in a transdisciplinary team, exploring the potential of transmedia storytelling as historical practice on the field, and practicing science communication. More specifically, the students will be involved in the making of the transmedia project “Radio Luxembourg – The station that changed our world” (https://radio.lu/) and the immersive XR experience inside Villa Louvigny (end 2024). They will contribute to the production of a story-driven podcast series to be released in Summer 2025, develop a communication and distribution strategy of the podcast series, as well as be actively involved in the management of the project website as a crowdsourcing platform (radio.lu). The students will learn how to manage a complex 360° transmedia project consisting of various interconnected media outputs (project website radio.lu, in-situ and web-based XR experience, podcast series, and a documentary film). While the first semester provides a clear overview of the methods and practices of transmedia production with concrete project-related examples and familiarises the students with fundamental project management skills and creative forms of science communication, the second semester delves the students into the production of one specific media output as part of the 360° transmedia project: a podcast series.

Summer Semester 2024-2025, 6 ECTS:

–

A script of a podcast-episode (30%)

–

A post-produced podcast (collaborative work) (50%)

–

Writing of a blog post for radio.lu Website (20%)

Adair, Bill, Filene Benjamin and Koloski Laura, eds. 2011. Letting Go? Sharing Historical Authority in a User-Generated World. Philadelphia: Pew Center for Arts & Heritage.

Aston, Judith, Sandra Gaudenzi and Mandy Rose (ed.). 2017. i-docs. The EvolvingPractices of Interactive Documentary. New York: Columbia University Press.

Berg, Katja. 2021. Grenzenlose Unterhaltung. Radio Luxemburg in der Bundesrepublik (1957-1980). Göttingen: Wallstein.

Fickers, Andreas. 2019. “Europe as a Jamming Session?: Intended & Unintended Spill-Overs & Techno-Political Challenges of Cross-Border Communication”, in: Communicating Europe. Technologies, Information, Events. London: Palgrave Macmillan, 197-238.

Gaudenzi, Sandra. 2014. “Strategies of Participation: The Who, What and When of Collaborative Documentaries”. In New Documentary Ecologies. Emerging Platforms, Practices and Discourses, edited by Kate Nash et. al., 129-150. Hampshire: Palgrave Macmillan.

Jehle, Anna. 2018. Welle der Konsumgesellschaft. Radio Luxembourg in Frankreich (1945-1975). Göttingen: Wallstein.

Kalogeras, Stavroula. 2014. Transmedia Storytelling and the New Era of Media Convergence in Higher Education. Hampshire, Palgrave Macmillan.

Legay, Richard. 2024. The Cultural Histories of Radio Luxembourg and Europe n°1. Broadcasting Across Europe. Palgrave Macmillan.

Nash, Kate. 2022. Interactive Documentary. Theory and Practice. New York: Routledge.

Ryan, Marie-Rose. 2020. “Transmedia Storytelling and Its Discourses”. In: Transmediations: Communication across Media Borders. New York, London: Routledge, Taylor & Francis Group.

Santana, Dominique. 2022. “Historians as Digital Storytellers: The Digital Shift in Narrative Practices for Public Historians”. In: Handbook Digital Public History. Berlin: De Gruyter, 487-496.

Zimmermann, Patricia R., and Helen de Michiel. 2018. Open Space New Media Documentary. A Toolkit for Theory and Practice. New York-London: Routledge, Taylor & Francis Group.

• Course title: French for the Public Historian
• Number of ECTS: 3
• Course code: MADIPH-12
• Module(s): Core Production Skills
• Language: FR
• Mandatory: Yes

–

Identifier les différents types d’écriture en histoire

–

Rédiger des textes adaptés à différentes productions historiques : légendes explicatives de documents, textes de synthèse, scénarios de podcasts

–

Analyser différents types de documents (ego-documents, caricatures, photos, documents audio et/ou audiovisuels)

–

Préparer et réaliser des interviews (rédaction d’une notice biographique, d’un questionnaire)

–

Établir la structure d’une exposition virtuelle pour présenter un sujet historique sous différents aspects

–

Identifier les enjeux juridiques liés à différentes formes de publications historiques en ligne

–

Présenter oralement des travaux d’analyse sur un sujet historique choisi

Les technologies nouvelles offrant aux étudiants un accès en ligne à des connaissances, des sources, des cours entiers sont appelées à renouveler profondément l’enseignement de l’histoire. Durant ce cours, nous présenterons différents outils et compétences pour rédiger des textes adaptés à la présentation de plusieurs types de documents dans des espaces de publication en ligne tout en soulignant les enjeux méthodologiques et juridiques liés à ces usages multiples. Tout au long du cours, les étudiants travailleront sur des exemples concrets en lien avec une grande variété de médias différents. Leurs capacités rédactionnelles seront développées spécifiquement selon le type de travail historique à rendre.

Présentations orales – 20 %

Devoirs écrits – 80 %

Brown, G. S. (2005). Enseigner l’histoire à l’âge du multimédia. Cahiers

d’histoire (Espaces Marx (Association)), 96–97, 121–134.

https://doi.org/10.4000/chrhc.1275

• Course title: Orientation
• Number of ECTS: 1
• Course code: MADIPH-13
• Module(s): Core Production Skills
• Language: EN
• Mandatory: Yes

– Identify personal academic and career goals within the field of Digital and Public History.- Analyse programme offerings and opportunities in view of the desired career path.- Develop an individual study plan tailored to professional aspirations.- Reflect on strengths and areas for improvement in academic progress.- Explore relevant internships, projects, and courses to enhance employability.- Prepare for applications, interviews, and professional networking.

Orientation focuses on guiding students to craft a personalised academic and professional development plan through individual meetings with instructors. These one-on-one sessions provide a tailored approach to identifying students’ strengths, interests, and career ambitions. The sessions will cover:- Assessing the student’s current academic performance.- Mapping the curriculum to personal career aspirations.- Exploring opportunities such as internships, workshops, and additional certifications.- Understanding pathways to roles in cultural heritage, public history, academia, and other related fields. Students will also be encouraged to reflect on their progress and discuss strategies to overcome academic or professional challenges. By the end of the semester, they will have a clear action plan outlining their course of studies and career trajectory.

– Participation in individual meetings – 50%

– Submission of a detailed study and career plan – 50%