2. UO Mission and Identity UO is a comprehensive research university Smallest public university member of the AAU

3. Goals of Undergraduate Education Question critically Think logically Communicate clearly Act creatively Live ethically Opportunities to teaching/learning, research, and service

4. Partnerships to Enrich Learning UO Libraries First Year Programs Academic Affairs Student Affairs University Housing Photo by flickr user WolframBurner. Creative Commons Attribution-NonCommercial-NoDerivs. Source file )http:// p://www.flickr.com/photos/wolframburner/3359632645/

5. What is a FIG? Cohort of 25 students 2 courses in general-education and/or major Interdisciplinary connections Academic & Social Transition 1 faculty-led seminar Undergraduate FA

6. Origins of Hidden History WR 399: The New Research (4 credits) Meets M 10-12 and W 10-11 How can you carry out more effective research and make better arguments in this age of new media, digitalization, and collaboration? How can you pursue new knowledge, how can you find something original and convincing that makes a real contribution to a field? This class will do a series of writing and research exercises to improve your techniques and help you learn to establish the credibility of sources. You will complete a research paper or project that shows you have learned to make use of these very valuable abilities. You will work in the University of Oregon library, using online resources, the archives, the class blog, and exploring the new possibilities of publishing your research online or making a powerpoint presentation.

7. Hidden History: The Analog Era Four Essential Learning Challenges Of Teaching History 2007-2008

8. Hidden History 2009-2010: The Big Idea

9. Hidden History 2009-2010: The Big Questions How does technology effect the methodology of doing history? –(The nature of primary sources) How does technology effect teaching history? –(Res community and online community) How does technology effect learning history? – (Drawing parallels from the past to the present)

10. Incorporating Web 2.0 Technologies

11. Hidden History Hub – pbworks wiki

12. Tales of the O

13. Facebook Group

14. Documenting Freshman Year Project 17 written journals 5 Blogs 1 Podcast 1 Scrapbook 1 Photo collection 1 Video series

15. Documenting Freshman Year Projects EXAMPLES

16. Donation and Preservation

17. Access Scholars’ BankNorthwest Digital Archives

18. Intended Learning Outcomes Understanding historiography Thinking critically Historical thinking Source analysis and interpretation Peer community development Interdisciplinary inquiry

19. Previous Experience with Social Media Blogs -2 of 23 students had blogs -5 of 23 students read blogs -5 students wrote blogs for their DFYP Podcasts -4 of 23 students subscribed to podcasts -1 student produced a podcast for their DFYP Facebook -100% of students were Facebook users

20. Student’s Assessment and Findings Was the wiki helpful in analyzing Lucile’s diary? “I enjoyed being able to compare my thoughts to others and it was a chance to connect before fall term began.” “After reading the diary, I had developed my own thoughts and ideas. Being able to read other wiki posts helped me understand the document.” “The wiki was helpful reading Lucille’s diary so that a thorough discussion could occur online. It gave me a good indication of what the course discussion would be like before they event started.” 20 out of 23 students found the wiki helpful in analyzing Lucile’s diary

21. Student’s Assessment and Findings Did the communal nature of the Tales of the O blog influence what your wrote and did you return after your initial post? “I did return to my post but my motivation was to read other people’s stories, then I noticed comments on my own story and I was encouraged to re-read my work.” “I did return after I posted and read all the stories simply because I was curious about what my classmates and neighbors wrote about.” “The Tales of the O really inspired me to write truthfully and honestly about the story I was telling. I wanted my classmates to know my style of writing and the way I tick.” 15 out of 23 students returned to the blog after their initial posts

22. Student’s Assessment and Findings Did the wiki or blog help you understand the connections between folklore and history? “It made me realize that our stories were similar to the primary sources we had been reading in World History. While we may find our stories to be small, later they may be used to document the past.” “I thought the very idea of posting someone’s diary online for everyone to read made it very easy to see that everyday people’s mundane lives are making history and anything they do can matter to someone in the future.” “Not really, I think our discussion in class helped me form that connection.” 11 out of 23 students found the wiki and the blog helpful in relating the two FIG courses

23. Student’s Assessment and Findings Did the wiki or blog make your posts feel more like a conversation or dialogue than simply an assignment or busy work? “Yes, it felt like a discussion. For Lucile’s diary, people commented on my entry and would agree or disagree with it and explain why. I would do that to other entries as well.” “It was like a having a dialogue with people in the FIG even before school started, in the case of Lucile’s diary, which was cool.” “No, not really. Since I don’t like to write, and I don’t write blogs, everything felt like an assignment.” 17 out of 23 students found the wiki and the blog made assignments more conversational

24. Student’s Assessment and Findings Did the wiki and blog contribute to the development of a peer community inside class and/or inside class in the residence hall? “Yes, for example, people still talk about Tales of the O all the time, especially the funny ones!” “No. I think the fact that we were a residential FIG was the reason that we were more of a community than a class.” “The blog did, not so much the wiki. It was really great to read the stories of my McClure neighbors posted, and experience their voice in writing. Some stories I already knew; others taught me really interesting things about my fellow residents.” 12 out of 23 students found the wiki and the blog contributed to peer community

25. Student’s Assessment and Findings Having used the wiki and blog, do you leave the course with an improved understanding of what it means to be both a student of history and a historical actor? “Yes, I can look at sources now and determine if they are primary or not and look at how they function in describing history. I can also now make connections between history and folklore and I am more aware of what traces of myself I am leaving behind.” 21 out of 23 students found the wiki and the blog helped to convey what it means to be both a student of history and a historical actor

26. Implications for Libraries Enabling technologies, digital infrastructure, and training and consultation programs need to be in place

27. Implications for Archives Contribution to knowledge instead of class work Students in the course development conversation Documenting student experience? Talk to the archivist.

28. Implications for Teaching History Empower students to interpret and create primary sources outside of traditional media Transform students from passive consumers of facts to active producers of historical narratives Keeps history relevant and timely to students’ experiences and lives by providing online learning environments

29. Implications for Peer Mentorship and Community Building Dynamic of the FIG was enhanced by technology – conversation vs. function Course based requirements were central incentives to use technology rather than community

30. Rebooting the Past, Uploading the Future DUCKS LOGO

31. Resource List University of Oregon Academic Plan http://provost.uoregon.edu/files/2009/12/Academic-plan-10_13_09-final.pdf http://provost.uoregon.edu/files/2009/12/Academic-plan-10_13_09-final.pdf First-Year Programs http://firstyear.uoregon.edu/FYP_home.html Living-Learning Initiatives http://housing.uoregon.edu/reshalls/academic_programs.php Scholars' Bank page for the HIST 199 Hidden History community: https://scholarsbank.uoregon.edu/xmlui/handle/1794/9983 NWDA Guide to the Hidden History collection: https://scholarsbank.uoregon.edu/xmlui/handle/1794/9983 http://nwda-db.wsulibs.wsu.edu/findaid/ark:/80444/xv56450 Scholars' Bank collection for the student papers: https://scholarsbank.uoregon.edu/xmlui/handle/1794/309http://nwda-db.wsulibs.wsu.edu/findaid/ark:/80444/xv56450 https://scholarsbank.uoregon.edu/xmlui/handle/1794/309 Here is the digital collection that was started for the class, but really flourished with the additions gathered from students' research: http://boundless.uoregon.edu/digcol/uopres/ Here is the New Research Summit video archive: http://media.uoregon.edu/newresearch/intro.html http://media.uoregon.edu/newresearch/intro.html

32. Contacts Andrew Bonamici, Associate University Librarian, Media and Instructional Services University of Oregon Libraries bonamici@uoregon.edu (541) 346-2682 Heather Briston, Corrigan Solari University Historian and Archivist University of Oregon Libraries bonamici@uoregon.edu hbriston@uoregon.edu (541) 346-1899 Kevin D. Hatfield Assistant Director for Academic Initiatives/Adjunct Assistant Professor University of Oregon kevhat@uoregon.edu (541) 346-1977 kevhat@uoregon.edu Matthew Villeneuve, Student University of Oregon villeneu@uoregon.edu (425) 941-6740 villeneu@uoregon.edu Copyright Andrew Bonamici, Heather Briston, Kevin Hatfield, and Matthew Villeneuve, 2010. This work is the intellectual property of the author.s. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that of the author. To disseminate otherwise or to republish requires written permission from the author(s).