INVENTINGEUROPE

1

Concerns: TheRe‐useofEuropeanadatainInventingEuropeeducationDate: 14October2015By: SuzanneLommers(s.b.lommers@tue.nl)andJanKorstenThis document serves to inform our stakeholders ‐ museums, publishers, sponsors,authors, and teachers ‐ about the Inventing Europe education strategy and activitieslinked to theEuropeanaCEFproject that is co‐fundedby theEuropeanCommission.1Thisdocumentservesasbasisfordecision‐makingregardingthefurtherdevelopmentand use of Europeana data by the IE teaching community via the Inventing Europewebsiteandconnectedactivities.TableofcontentIntroduction.........................................................................................................................................................2 

InventingEuropeEducationinnumbers................................................................................................3 

HowhasInventingEuropebeenused?....................................................................................................4 

Whatwerethechallenges?............................................................................................................................8 

TheroleofEuropeanainteaching...........................................................................................................10 

Developmentoptionsforthere‐useofEuropeanadata................................................................11 

Awordofthought...........................................................................................................................................13 

Recommendations..........................................................................................................................................15 

Appendix1:IETeachingCommunity.....................................................................................................16 

AppendixII:Sourcesforthisreport........................................................................................................17 

AppendixIII:CoursesthatinvolveInventingEurope.....................................................................19 

1TheInventingEuropeprogramiscoordinatedbytheNetherlandsFoundationfortheHistoryofTechnology,issponsoredbytheEuropeanaFoundation,andisco‐fundedbytheEuropeanCommission.OtherinvestorsinthewebsiteareEindhovenUniversityofTechnology,Fonds21(formerlyknownasSNSReaalFonds),NextGenerationInfrastructures,andtheSHTCorporateProgramme.

INVENTINGEUROPE

2

Introduction SincethestartoftheInventingEuropeprojectin2011,theFoundationfortheHistoryofTechnologyhascollaboratedcloselywiththeEuropeanaFoundation.Thispartnershipturned Inventing Europe into one of the first users of the Europeana API. Thistechnology allows relevant European digital heritage data to be displayed on theInventingEuropewebsite.Atthemomentthewebsitecountsover200ofsuchdisplays.

Why is Inventing Europe collaborating with Europeana, and why is Europeana soimportant for the teachingof thehistoryof technology?Why is InventingEuropenotusingsearchengines like for instanceGoogle.This isdirectlyconnectedtotheuniquepositionanddataofEuropeana.Other thanfor instanceGoogle,Europeana isadirectdigital gateway to library, archive and museum collections all over Europe. Theavailabledataarewell‐indexedandcatalogued,whichoffersopportunitiesforcreatingpowerfulnewcombinationsofmaterialculturalheritage.ThesecombinationsopenupunexploredpathsthroughEuropeanhistory,andnewopportunitiesforhistory‐relatedresearchquestions.

InthecontextoftheEuropeanaCEFproject2015‐2016,InventingEuropeparticipatesin the re‐use of Europeana data in education. Inventing Europe has had an activeteachingcommunitysince2012(Appendix I) thatbringsInventingEurope’shistoricalnarrative and approach, aswell as large amounts of digital cultural heritage sources,intotheclassroomsacrossEurope.TheEuropeanadataonInventingEuropearere‐usedbyitsteachersandstudentstocreatenewconnections,newnarratives,newmetadata,andnewmeaningstocultureandidentityformation.

Within the CEF context this report examines the opportunities for improving therepresentationofEuropeanadataviaInventingEurope,allowingforabetterintegrationin local teaching and learning activities at universities. The report is the result of anintensiveroundofdiscussionswiththeInventingEuropeteachersindividually,aswellasofaroundtablediscussionontheteachingofhistoryoftechnologywiththebroaderTensionsofEuroperesearchnetworkduringitsConferenceinStockholm(Sweden)2‐6September2015(AppendixII).2

Thisreportdiscussesthroughtheeyesoftheteachers:

1.Thestate‐of‐the‐artusageofInventingEuropeinteaching.

2. The opportunities and challenges of using Inventing Europe and Europeanadataintheirclassroom.

3. Recommendations for improving their teachingwith digital humanities anddigitalculturalheritageresources

2 TheTensionsofEuropenetworkisInventingEurope’spotentialusercommunityofwhichthecurrent

activeteachingcommunityisapart.

INVENTINGEUROPE

3

Inventing Europe Education in numbers...

Forasfarasweknowof…in3yearstime…Between14.467and15.004students

Over18teachers11courses

15disciplines11countries

13universities3ScienceandResearchInstitutions

2onlinefullcourseoutlines12onlinesampleassignments

497offlinevirtualmuseumstudenttours 217EuropeanaAPIqueries

1onlineEducationenvironment1onlineinteractiveplatform

…forthedisciplines

Anthropology,Architecture,BusinessHistory,CivilEngineering,EnvironmentalStudies,CulturalHeritageManagement,DigitalHumanities,Economics,Ethnology,EuropeanHistory,EuropeanIntegration,Informatics,MediaStudies,Science,

Technology&SocietyStudies,andSociology.

…inthecountries

Belgium,Bulgaria,CzechRepublic,Finland,Germany,Greece,Luxembourg,theNetherlands,Poland,PortugalandSweden.

….withasnowballeffectontostudentsfrom

Brazil,Columbia,India,Russia,Turkey,Ukraine,andUSA.NB.ForcoursespecificationsseeAppendixIII.

INVENTINGEUROPE

4

How has Inventing Europe been used? ThissectionprovidesanoverviewofInventingEurope’suseineducationoverthepastthree years.We startwith a brief history of the education initiative, followed by thestate‐of‐the‐artuseofthewebsiteinteaching,exploringthewaysinwhichthevariouspartsofthewebsitehavebeenemployedinteachingandforwhatlearningobjectives.AbriefhistoryoftheeducationinitiativeInordertounderstandhowInventingEuropehasbeenusedinteachingabriefhistoryof the projects is needed. After its release in September 2012, Inventing Europe hasexplored its usage in education during a one‐year experiment. 11 teachers usedInventingEurope in classduring17 coursesat8universities in7 countries, reachingabout1300studentsacrossthecontinent(ReportFebruary21,2013).These teachersonlyhad thebasicwebsiteat theirdisposal consistingof anumberofentrancepointsintoEurope’shistoryoftechnologytightlyinterlinkedwithcollectionsfrom over 11 European cultural heritage institutes. The students could access thisEuropean history via the Exhibitions & Tours, offering an object‐based and themednarrativethroughthishistory.Thestudentscouldexplorethe1000+objectpage,whichdisplaysallobjectson theInventingEuropewebsite,andthereforeallowsstudentstoenter European history via a visual and object perspective. Thirdly, students couldexplore Europe’s cultural heritage further on theweb through theWhat’s out there?ExploreEuropeanasection.Thissectionoffersanumberofrelatedobjectstothestoriesand objects in the tours, leading the student via the Europeana website back to theoriginalsource.In Paris, teachers and development team gathered to discuss the results andrecommendations on how to proceed (Report October 8, 2013). The Parisrecommendations were translated into an online Education Page for offline learningwith a number of sample assignments and lecture materials, and later into theInteractiveMyEurope space, where students can do an online Create your own Tourassignment. One and a half year later, the CEF project follows up on these earlierinitiatives,creatinganoverviewofthreeyearsofteachingandrecommendationsforthebetterre‐useofdigitalculturalheritagesourcesintheclassrooms.CurrentState‐of‐the‐ArtIn three years time, most parts of the Inventing Europe website have been used inteaching, from the Exhibitions and Tours, to the Explore Europeana section, theMyEuropeenvironmentandtheEducationpage.Teachersclearlyusethedifferententrypointsintothewebsiteforachievingdifferentlearningobjectives,varyingfromamore

INVENTINGEUROPE

5

contentbasedorientation,amoreresearchskillsbasedorientatian,oranobjectbasedorientation.Overall,learningobjectiveshaveremainedrelativelyconstant,withtheexceptionofthesixtlearningobjectivewhichisnew.

1. StudentsengagewithacurrentdebateinEuropeanhistoriographythattheycancontrast with other historical approaches, like national histories, Europeanintegrationliteratureetc.

2. Students learn towrite for theweb,andrecognizehow thatdiffers fromotherwritingstyles.

3. Students learn to engage with the web in an academic way. They learn tocontextualize objects, how to relate objects and academic content, and how todealwithmetadataquestions,copyrightissuesandwithsourcecriticism.

4. Studentslearnnewwaysofbuildingmuseumsinavirtualworld.5. Studentsenhancetheircreativeandinnovativeskills.6. Engineeringstudentsobtainanunderstandingof their futureworking identity,

andtheircontributoryroletosociety.

The sixthobjective is an interestingnewuseof thewebsiteand itsnarrative. Severalteachers have consciously used thewebsite’s historical narrative to train students tothinkabouttheirfutureworkinglife,theiridentities,andthecontributionstheywanttomake to theworld. The histories showhowengineers and other experts are actuallycapable of building Europe from below, a tendencywe call the hidden integration ofEurope.Extrapolatingthisontothepresent,allowsforpersonalgrowthopportunities.

We recommend creating a number of sample assignments for learning objective 6 toplaceontotheeducationpageforteachers’inspiration.

Theeducationpageaims to inspire, informandallow for sharingof lecturematerialsamongstitsteachingcommunity.AlthoughsometeachersthinkofassignmentswithoutevenconsultingtheInventingEuropeteachingenvironment,othersmakeampleuseofthe available materials. In combination with the MyEurope environment severalteachers have used the sample assignments, the MyEurope manual, and let theirstudentswatchthevideosbyJohanSchotandAlexanderBadenoch.At the moment, the Inventing Europe environment only partially responds to theteachers’ needs. Recommended is to place several new assignments, which teachershavecreated,ontheEducationpage.Alsorecommendedistocreateanewentrypointintotheassignmentsavailableonline,namelybymeansoflearningobjectives.

INVENTINGEUROPE

6

Exhibitions&Tours

Figure1ThreeofthefixedexhibitionsonInventingEurope

ThemainfocusoftheteachershasbeentheExhibitions&Tourssectionofthewebsite,with equal importance to the stories and the objects. The “Exhibitions & Tours” aremuch appreciated by teachers and students. Teachers mainly use this area formethodology,historiographyandconceptualization issues (LearningObjective1).Thetours either function as secondary literature, exemplary case‐studies, and activelearningassignments.Onaveragethispartofthewebsiteisgradedan8.5byteachers,with9.1fordesign,8.5forfunctionality,and8.8foreasinessofuse.TheExhibitionsandToursthatareusedwidely,seemtobeattractive,to‐the‐pointandinformative.RecommendedistobetterintegratethemontotheEducationPage.RelationshipwiththeMakingEuropebookvolumesTheMakingEuropebookseriesformsthepoint‐of‐departureandmaininspirationforthe concepts and approach of the Inventing Europe portal. Several teachers activelycombined Inventing Europewith the already available volumes of the series. Othersexpressedtheirdesiretodosointhefuture,preferablybymeansoffreeusage.Thereseemstobeconsensusthat1+1makes3ratherthan2.Teachers consider the combined use of theMaking Europe books and the InventingEuropewebsiteastrongcombination.Thebooksallowforin‐depthhistoriographyandconceptual and methodological understandings, where Inventing Europe adds activeunderstanding of practical research skills such as source criticism. Also, Inventing

INVENTINGEUROPE

7

Europe adds awide variety of cases to the book series that teachers use for turningpassiveintoactivelearning.On Inventing Europe, the Governance, Globalization and Media Exhibitions are lesspopular in teaching than the Daily Lives, Knowledge Societies, and InfrastructureExhibitions.AlsotheGuestTours,withtheexceptionoftheIronCurtainComputertourwhichisverypopular,arenotbeingused.This is partially explained by the fact that the Consumption and Knowledge SocietyvolumesoftheMakingEuropebookserieshavebeenpublishedtwoyearsago,allowingintegrationineducation.TheGovernancevolumeispublishedoneyearnow,butseemstosufferfroman‘academic’and‘more‐difficult‐to‐grasp’image,especiallyforfirstyearBachelor students. Daily Lives is considered more accessible, and introduces aperspectiveto“Whatistechnology?”thatstudentshavehardlyeverthoughtof.WerecommendtobetterintegratethebookseriesintotheEducationPage,inordertoshowtheopportunitiesthevariousbooksofferforteaching,especiallyincombinationwithusingtheonlineportal.MyEurope/Createyourtour

Figure2TourEuropeanPassengersbySusannaHorl

According to the teachers Inventing Europe serves as inspiration for new kinds ofcreative and more innovative teaching, also in courses that deal with topics ratherdistant fromhistory and technology. Increasingly, teachersmake students curatorsofthevirtualmuseum,lettingthemcreatetheirowntours.TheExhibitions&Tourshaveanexemplaryandexplanatoryfunctionforthedifferentaspectsoftourwriting.IncasesthereisanoverlapintopicsbetweenthecourseandtheInventingEuropenarrative,the

INVENTINGEUROPE

8

What’s Related / Explore Europeana option is used by students to find interestingobjects(LearningObjectives2,3,5).The assignment is perceived as complicated by the students, but is genuinely wellreceived. Itseemstobridgethegapbetweenmoretraditionaluniversityteachingandthedigitalsavvyoftoday’sstudents,highlightingcreativity,innovation,andfun.ThefirstbetaversionoftheMyEurope“CreateyourTour”interactiveteachingtoolwasbuilt to serve thispurpose, andhasbeen introducedduring the academic year2014‐2015 in 2 courses. “Surprisingly easy to use”, “fun, creative, and innovative for thestudents”, and “makingmystudentsproudof their results, inviting fellowstudents totheirfinalpresentations”hasbeenthefeedback.On average this part of the website is graded an 8.8, with 8.5 for design, 8.3 forfunctionality,and8.8foreasinessofuse.Nonetheless, most teachers use offline modes for their students to create their owntours,especiallywhenthecoursetopicsareratherdistantfromthetopicsaddressedontheInventingEuropewebsite,suchasacourseonculturalheritagemanagementwherestudentslearnabouttheinsandoutsofmakingonlineexhibitionsandhavenointerestintechnology.RecommendedisthefurtherdevelopmentoftheinteractiveMyEuropeenvironmentsothatitisabletofacilitatelargeamountsofstudentsandteachers.Recommendedisthecreationofthoroughuserrolesforstudents,teachers,andadmins,aswellasanadaptedDiscoversectionforstudenttours.Theseimprovementswillincreasetheattractivenessfor students to work hard on their tours, feeling that their efforts are making adifference.

What were the challenges? Teachers experience a number of challenges, in particular in the area of language,approach,andsubjectsthatareshownonthewebsite.LanguageproblemsEspecially inEasternEuropestudentsexperiencedlanguagedifficultieswhileworkingwithInventingEurope.Their levelofEnglish fellshortwhentryingtounderstandthestories in the tours. This caused considerableproblems for teachers inPoland and inBulgaria.

INVENTINGEUROPE

9

A Bulgarian teacher requested a space within the official Inventing Europe tours forpeoplewhotranslatetoursandstorieswrittenbyotherauthors.Theteacherisintouchwithalinguisticsdepartmentwherestudents,asanassignment,wouldhavetotranslateEnglishtoursintoBulgarian.TheseBulgariantexts,onceonInventingEurope,willmaketheonlinenarrativebetteraccessibletothegenuineBulgarianstudent.ProblemsofapproachTeacherspointoutbothtobenefitandsufferfromthewayinwhichvisitorsexplorethetransnational and European history of technology on the website. On the website,students go through brief stories and objects that together not per definition tell acoherenthistory.There where case studies are the focal point, or where stories serve as basis for anassignmentthewebsiteworkswell.Therewherestudentswanttohavemorein‐depthinformationonatopic, InventingEuropedoesnotprovidethosedetails. Also,severalteacherswhousethewebsiteeitherasanintroductionintothehistoryoftechnologyfornon‐HoT students, or as part of a discussion on a specific topic (such as food) in adifferentdiscipline(likeanthropology),cannotusethewebsitethateasily.Theylackthetime and resources to explain the basics of Inventing Europe’s transnational historyapproachthroughthelensoftechnology.LackingsubjectsSeveralteacherswouldliketoseeabroaderframeworkonEuropeanandTransnationalHistoryofTechnology,orgeneralintroductionsintospecifichistoricalperiods,suchasthe World War II, the Age of Antiquity, or the Greek and Roman Times. Secondly,teacherswould like to seemore Exhibitions and Tours on the Southern and EasternEuropean regions, especially in the areas of daily lives, telecommunications andinfrastructures. And finally, particularly in the areas of literature, economics, finance,andbusinesshistory teachers felt theycouldnot findrelated tours.Asaconsequencetheyhadtheimpressiontheycouldnotusethewebsiteoptimallyandthattheymissedoutontheopportunitiesofthewebsite.3As a consequence, in several cases discussions in class failed the teachers’ goals. Anumber of teachers expressed they had not understoodwell enough the value of thewebsite, or the effort they were to put into preparing well. Beforehand it appearedeasier than it eventually was. Furthermore, missing out on specific topics, and3 Mentioned were the standard economic integration narrative and modernization (Pollard), such as economic

financial and social aspects of integration (Jira Janac); the topic of enterprises, business and technological connections in East-West relations (Valentina Fava); the role of multinationals and investments, i.e. the company as mediator and main actor of European and Eastern integration (Valentina Fava); transfer of organizational practice, and transfer of production (Valentina Fava); relationships between marketing and digital objects (Dagmara Jajesniak-Quast); as well as currency issues related to integration, and the financial questions behind governance (Dagmara Jajesniak-Quast).

INVENTINGEUROPE

10

historiographiccontextualization, teachersat timescouldnot integrateanassignmentthey would have wished. One teacher even decided not to use the website in thatspecificcourseatall.Recommended is to create a page on the website that briefly introduces thehistoriography,theapproachandconceptsofthewebsite.Recommendedaremorein‐depth,ratherthanlooselycoupled,instructionsforteachersthataccompanythesampleassignments. Also recommended is to think through a location for translators on thewebsite.

The role of Europeana in teaching

Figure3TheExploreEuropeanasectionbelowtheSewingforaLivingtour

TheteachersandstudentshighlyvalueEuropeanaanditsdigitalculturalheritagedataasaneducationalresource.Teachersareknowledgeableaboutwww.europeana.eu,andone teacher, who teaches Cultural Heritage Management, useswww.Europeana.eu/portal directly in class alongside Inventing Europe.4 StudentsrarelyfindEuropeanathemselveswhenteachershavenotpointedoutEuropeanaasanopportunity for finding digital sources. Likely this is because teachers often arereluctanttoletstudentsexploreanotherplatformalongsideInventingEurope.Studentsare“toolazy”,orthecoursegets“toocrowdedwithplatformsthatrequireexplanation”.TheteachersallexpressedacleardesiretointegrateEuropeanadataontheInventingEurope website to improve their teaching opportunities and address their learningobjectives.Thiswouldopenupanumberofopportunitiesforthem.At the moment, teachers and students appreciate the What’s Related / ExploreEuropeana”partofthewebsiteconsiderably lessthantheExhibitions&Tours.ExploreEuropeana which is found below each of the stories in each of the tours, and showsother cultural heritage sources that are out there via the Europeana API technology.Teachersmainlyusethisareaforascertainingacriticalunderstandingofthewebasa4 Students in Bulgaria explore extensively Europeana, and reflect amply on the Exhibitions, such as 1914-1918,

that is of particular interest to students with an Anthropological background given the oral history (Dobrinka Parusheva).

INVENTINGEUROPE

11

source for academic research, and for all questions concerning critical objectcontextualization(LearningObjective3).Onaveragethispartofthewebsiteisgradeda6.3bytheteachers,with6.9fordesign,5.5forfunctionality,and5.3foreasinessofuse.Afewteacherslikeandusethissectioninclass.Theirstudentsdesiretoexplorefurtherand find new interesting objects as basis for creating new narratives. In Greece, forinstance, several students follow back the object to its original source. In Polandstudentsrathercomplainedaboutlanguagedifficultiesandproblemswithfindinglocalobjectsthatwereinteresting.Manyteachersdecidednottouse“ExploreEuropeana”.Severalreasonsweregiven:

Thereturnswere“abitrepetitive”,andthusboring; Thereturnsappeareda“haphazardlyallocatedsumofobjects”whichwerenot

easilyrelatabletothestoryandobjectabove; In Portugal studentswere not able to find suitable objects via the API search

queries,afterwhichtheteacherdecidedtoskipitfromthecourse; Studentswerenotcompelledtouseit; For reasons of insecurity: One teacherwould not be able to answer questions

fromstudentsthatwouldsurelyarise iftheyfoundpipelinesfromMadagascar,whereasthetopstorydealtwiththeDashavaPipeline.

Studentsdidn’tfindit,astheydidnotscrolldownthepagewhengoingthroughatour.Theyjustmissedit.

Recommended is to improveExploreEuropeanaconsiderablywith respect tocontent,design,andfunctionality.

Development options for the re-use of Europeana data Werequestedourteachersandadvisorstoexploreoptions for improvingtheExploreEuropeana section. They focused on content, functionality & design, as well as on aEuropeana Search function located elsewhere on the website. In order to visuallyillustratethevariousareasofthetourwereferto,thetextbelowcontainslinkstothecorrectpartsofTheBrotherhoodPipelinetour.Content

1. Create a better connection between “Explore Europeana” and the unit above,consisting of both story and object. Teachers tend to connect the Europeanareturnswiththecontentofthestory,whereasInventingEurope(inmostcases)

INVENTINGEUROPE

12

has constructed the connection with the object. This creates confusion.Suggestedsolutioncouldbe:

a. MoveExploreEuropeanatothepageoftheobject.It iseasiertocreateagood connectionbetween thekeywordsof theobject and the keywordsobtaininggoodresultsontheEuropeanaportal,thanitistocreateagoodconnectionbetweenEuropeanakeywordsandthekeywordsofthestory.Note:Thiswouldhaveconsequences forthedesignofboththeunitandtheobjectpage, thiswouldrequireextrabudget.However, italsoopensupmanynewopportunitiesforobjectcontextualizationassignmentsand,in the future when space becomes available on the unit page, also forhistoriography/conceptualizationassignments.

2. Thequalityofthecontentisverypoor:Optionsforimprovementare1)changingthe expectations of the re‐users; 2) improving the search queries. Suggestedsolutionsare:

a. ShowontheunitpagethekeywordsthatformthebasisoftheEuropeanasearchquery.Someteachersdesirethis.Othersseenovalueforthis.5

b. Tellinashortblurb/titlewhatpeoplecanexpectinthecontent.I.e.belowthe story on the Dashava pipeline, a blurb could be “Explore viaEuropeana:PipelinesinEasternEurope”.

a. SHT,EuropeanaanddeveloperstweakthesearchqueriesintheCMSandcodesatthebackendofthewebsite.EuropeanahascontinueddevelopingtheEuropeanaAPItechnology,nowallowingfilteringby‘largeimage’and‘copyrights’.Recommended is to replace theexistingwith the latestAPItechnology.

3. Create options for contextualization and time framing of any object inExploreEuropeana,sotheobjectsinthefeedscontaincontextimmediately.

a. This is not doable with a Europeana RSS feed for all its objects. As itshows up automatically, it is not a standard part of this technology tocreateexternalcollectionsaroundeachandeveryobject.

DesignandFunctionality

1. Tweak the current design (see Figure 2)with: larger images,more space, andeitherhoverswithmetadata,orapop‐upwithinformationandotherinterestingobjects.EverythingthatallowsstudentstostayonInventingEuropelonger.

2. CreateaEuropeofcategories,suchassound, film,document, imagethat,whenyouclickonone,providesdifferentsemanticlayerswithcliffhangers.(i.e.:Layer1: object&metadata; Layer2: little context, links to other tours, subjects, andobjects;Layer3:Whatperiodisthis?Simplehistory).

5 Keywords are culture-bound, so it would not make sense to show the keywords. (Dobrinka Parusheva). Others

find that there is enough text on the website already, so no need for this.

INVENTINGEUROPE

13

a. Thisoptionrequires largecuratorialefforts thatgobeyondthescopeofthisproject. BothEuropeanaandSHTtakenoteofthisideapossiblyforfutureinnovativeprojects.

3. Haveaspecial“SearchEuropeana”buttonbelowtheExploreEuropeanasection.WhenclickedonthistheEuropeanaadvancedsearchqueryappears,unravelingthesearch.Thestudentcanthenrefinethesearchquerybychangingfiltersandthesearchitself,astoobtainunderstandingofhowtheinternetasatoolaffectswhat he sees and uses. This opens up opportunities for advanced and highlyneededassignments.

a. SuchsearchcouldassimilateafunctionalitycurrentlyusedinEuropeanaLabs,whereyoucanfollowtheitemwithinanAPIconsoleandaspartofthe‘Portal’,thesearchquery.ExploredcanbehowthisfunctionalitycanbebuiltintoInventingEurope,possiblyinaslightlyadaptedform.

AEuropeanaSearchonInventingEurope?TeacherswelcomeasearchofEuropeanadataonInventingEurope’s1000+Objectpage.Suchsearchshouldhaveasimpleandanadvancedoption.ThesearchpossibilityavoidshavingtonavigatetootherportalsthanInventingEurope.MostteachersarefinewithasearchsimilartothecurrentEuropeanaportal,aslongastheycansearch1)general,2)time,3)groups,4)date5)person6)subject.Therearemixedfeelingsaboutthecategoriesa)countryandb)language,asseveralteachersfeelthismightstrengthenratherthanchallengetheideaofnationalapproachestohistory.OneteacheradvisestocloselyexaminetheTechnology&CultureandISISclassification,or theHistoryof STSdatabase.These can serve asuseful entrancepoints to relevantEuropeanadata.Such Europeana search requires considerable additional research, ofwhich InventingEurope’steacherslacktheknowledge.GiventheideasfortheExploreEuropeanasectionin the course of this year, the Foundation for the History of Technology advisesextensiveexplorationofwhatsuchimprovedsearchshouldcontaininafutureproject,ratherthanbuildingthisfunctionalitynow.

A word of thought InthethreeyearsthatInventingEuropehasbeen‘outthere’,therehasbeenasteadilygrowingcommunityof teachers,andaboveallof studentswhohaveworkedwith thewebsite in their courses. In spite of a small and understaffed development team, theteachershaveindependentlyandactivelytakenuptheinvitationandchallengetoworkwith the website in their teaching. Overall, the website offers opportunities for

INVENTINGEUROPE

14

innovative and creative teaching, bridging the gap with the digital savvy of theirstudents.

The combined value of Inventing Europe and the strong digital cultural heritagematerialmade available through Europeana has only just started to be explored andintegrated in the teachingactivitiesof the InventingEurope teachingcommunity.Therecommendations on the following page serve as a gateway, aiming to allow for animproved InventingEurope ‐Europeanacollaboration to rock students’ and teachers’educationexperiencesevenmoreinthefuture.

WethankStathisArapostathis,AlexanderBadenoch,MariaPaulaDiogo,ValentinaFava,Andreas Fickers, Dagmara Jajeśniak‐Quast, Jira Janac, Slawomir Lotysz, JamesMorley,Arne Kaijser, Dobrinka Parusheva, Milena Popova, Bram Verhees, Johan Schot, FransSengers, Elitsa Stoilova, Aristotle Tympas, and Bram Verhees for their time andknowledge,whichtheyhavesharedwithussogenerously.

INVENTINGEUROPE

15

Recommendations RecommendationsExhibitions&Tours

1. CallforTourstomakeupformissingsubjects2. Improved visibility of the Making Europe books and accessibility of book

chaptersforteachers,tofacilitatethe1+1makes3opportunities.RecommendationsExploreEuropeana

1. ImprovetheAPIqueryresultstospeaktotheobjectoftheunit,andnottothestory.Thiswillimprovetherelevanceoftheresults.ItinvolvesanimprovementofthesearchqueryandlikelyalsoanupdateoftheAPItechnology.

2. CreateanexplanationforvisitorsabovetheEuropeanaresultsontheunitpages,suchasthe“PipelinesinEasternEurope”example.

3. Build an improved Explore Europeana section, by removing theWhat’s in ourpartners collections’, and integrating larger images, more space, and eitherhoverswithmetadataorapop‐upwithmoreinformationandrelatedmaterials

4. IntegrateaEuropeanasearchbutton/optiontogowitheachExploreEuropeanasection,andwhichissimilartotheoneonEuropeanaLabs.

5. AgreedwithEuropeanaistocreate5assignmentsaroundtheExploreEuropeanasection, including modules and materials that in detail provide teachers witheverything needed to let their students work on object contextualization, andwhichincludestheExploreEuropeanasection.

RecommendationsMyEurope

1. Create the user roles ‘student’, ‘teacher’, and ‘admin’ for the Inventing EuropewebsiteandMyEuropeenvironment.

2. AdapttheDiscoverAreatomakevisiblethestudents’efforts.RecommendationsEducationenvironment

1. Improvement of offered education materials to show teachers how they canimprovetheirassignmentsandclassdiscussions.

2. Display assignments differently in the education page, speaking better to thelearningobjectives.Additionally,designnewassignmentsofhighqualityforeachlearningobjective.

3. Neweducationlecturematerial,suchasvideosonpracticalresearchskillssuchasthe issueofcopyrightondigitalsources,andwritingwebtexts.Thesevideosfillavoidwhereteacherslackknowledgeandconfidence,speakingaboutdoingacademic research in the digital sphere. Also, a video on context andhistoriographyisneeded,suchasonthetransnationaldiscipline.

4. Have a standardized survey on the use of Inventing Europe for students thatteacherscanshare.ThisshouldbereadybytheendofSemester1.

RecommendationsTeacherCommunity

1. Organize a skype conference call, twice every semester, with the InventingEuropeteachers.Oneteacherpresentshis/herteaching,afterwhichthefloorisopenfordiscussion.Goalistobringtolivetheteachingcommunity,encouragingsharingandmutuallearning.

INVENTINGEUROPE

16

Appendix 1: IE Teaching Community Prof.dr.JohanSchot‐Science&TechnologyPolicyResearchUnit,UniversityofSussex,

UK(organizer)Dr.SuzanneLommers‐FoundationfortheHistoryofTechnology,Netherlands

(organizer)Dr.StathisArapostathis‐NationalandKapodistrianUniversityofAthens,GreecDr.AlexanderBadenoch‐UtrechtUniversity,theNetherlandsProf.dr.MariaPaulaDiogo‐NewUniversityofLisbon,PortugalDr.ValentinaFava‐CzechAcademyofSciences,CzechRepublicProf.dr.AndreasFickers‐UniversityofLuxemburg,LuxemburgProf.dr.DagmaraJajeśniak‐Quast‐EuropeanUniversityViadrina,Frankfurt,GermanyDr.JiraJanac‐CharlesUniversity,CzechRepublicProf.dr.SlawomirLotysz‐PolishAcademyofSciences,PolandProf.dr.ArneKaijser‐RoyalInstituteofTechnology,Stockholm,SwedenDr.MartinKohlrausch‐UniversityofLeuven,BelgiumDr.DobrinkaParusheva‐UniversityofPlovdiv,BulgariaDr.FrankSchipper‐EindhovenUniversityofTechnology,theNetherlandsDr.ElitsaStoilova‐UniversityofPlovdiv,BulgariaDr.AristotleTympas‐NationalandKapodistrianUniversityofAthens,GreeceTeachersoutsidethecommunityDr.BramVerhees‐EindhovenUniversityofTechnologyDr.FransSengers‐EindhovenUniversityofTechnology/UtrechtUniversity,

Netherlands

INVENTINGEUROPE

17

Appendix II: Sources for this report TensionsofEuropeConference,2‐6September,Stockholm,SwedenRoundTableontheTeachingoftheHistoryofTechnologyChair:Dr.SuzanneLommers,FoundationfortheHistoryofTechnology,theNetherlandsCommentator:Dr.SabineHöhler,RoyalInstituteofTechnology,Stockholm,SwedenSpeaker:Prof.dr.ErikvanderVleuten,EindhovenUniversityofTechnology,theNetherlandsSpeaker:Profdr.AndreasFickers,UniversitédeLuxembourg,LuxembourgSpeaker:Dr.StathisAraposthatis,NationalandKapodistrianUniversityofAthens,GreeceQuestion:Whatareandhowshouldwedealwiththechallengesofteachingthehistoryoftechnologygiventheopportunitiesofthedigitalageandnewkindsofdigitalsources?Abstract:AftersixteenyearsofTensionsofEuroperesearch,thissessionconcentratedonthetranslationofthisresearchintoeverydayuniversityteachingpractices.Usually,thehistoryoftechnologyisnotthecoreofastudent’seducation,butacoursethatteachesacademicresearchskills,oracoursethatservesasbackgroundhistoryforstudentsofinformatics,economics,ethnology,Europeanintegrationstudies,andengineering.Consequently,theteachingofthehistoryoftechnologyhaschallengesofitsown.Inthisroundtableweinvitedtheteachersandthoseinterestedinthetopic,toexplorethechallengesthatarisewhenteachinghistoryoftechnologyandtheopportunitieswehavetofacethem.ErikvanderVleutentalkedaboutthechallengetoteachagroupofover1400firstyearBachelorstudentsofengineeringthebasicsofhistoryoftechnology.AndreasFickersdiscussedtheopportunitiesthattheDigitalHumanitiesofferfortellingEuropeanhistory,anddiscussedthelearningobjectivesandextendedsetofresearchskillsthatarerequirednowthedigitalagefindsitswayintoacademiclife.Finally,StathisAraposthatissharedwhyheintegratesEurope’sdigitalandtangibleculturalheritageintohishistoryoftechnologycourseforinformaticsstudents.Theroundtablehadampleroomfordiscussion.SabineHöhleropenedthefloorwithhercomments,andtheaudiencejoinedactivelybysharingviewsandexperiences.

INVENTINGEUROPE

18

InterviewsTeachersDr.StathisArapostathis‐5/9/2015,Stockholm,SwedenProf.dr.MariaPaulaDiogo‐4/9/2015,Stockholm,SwedenDr.ValentinaFava‐16/9/2015,SkypeconversationProf.dr.AndreasFickers‐4/9/2015,Stockholm,SwedenProf.dr.DagmaraJajeśniak‐Quast‐5/9/2015,Stockholm,SwedenDr.JiraJanac‐4/9/2015,Stockholm,SwedenProf.dr.SlawomirLotysz‐4/9/2015,StockholmSwedenProf.dr.ArneKaijser‐17/9/2015,SkypeconversationDr.DobrinkaParusheva‐15/9/2015,SkypeconversationDr.ElitsaStoilova‐23/9/2015,SkypeconversationDr.AristotleTympas‐4/9/2015,Stockholm,SwedenAdvisorsProf.dr.JohanSchot‐5/9/2015,Stockholm,SwedenDr.AlexanderBadenoch‐23/9/2015,Utrecht,NetherlandsEuropeanaMilenaPopova‐30/9/2015,SkypeconversationJamesMorley‐30/9/2015and15/10/2015,SkypeconversationSoulveRonaldBuit‐8/10/2015,Utrecht,15/10/2015,SkypeConversationLeonieStijvers‐8/10/2015,UtrechtWoutervanderRijst‐15/10/2015,SkypeConversationSurveyviathepostDr.FransSengers‐23/9/2015Dr.BramVerhees‐2/10/2015

INVENTINGEUROPE

19

Appendix III: Courses that involve Inventing Europe Eachacademicyear

120‐140 Students, History of Science & Technology Policy, National andKapodistrianUniversityofAthens(StathisAraposthatis)

10‐12Students, Ph.D Course on theHistory of Technology, NewUniversity ofLisbon,Portugal(MariaPaulaDiogo)

25‐35 Students, History of Technology and Engineering, New University ofLisbon,Portugal(MariaPaulaDiogo)

1200 Students, Science, Technology & Society, New University of Lisbon,Portugal(MariaPaulaDiogo)

20 Students, Skills modules in Digital Humanities, Université de Luxembourg,Luxembourg(AndreasFickers)

7Students, InventingEurope: Economic andTechnologicExchange inModernEurope,InternationalSummerSchoolatEuropeanUniversityViadrina,Germany(DagmaraJajeśniak‐Quast)

15 students,Economy andPolitics in 20th Century Europe, CharlesUniversity,Prague,CzechRepublic.(JiraJanac)

70students,Energy&Society,RoyalInstituteofTechnology,Stockholm,Sweden(ArneKaijser)

7‐15students,Culturalheritageinavirtualenvironment,UniversityofPlovdiv,Bulgaria(DobrinkaParusheva)

15‐30 Students, Economic Anthropology, University of Plovdiv, Bulgaria(DobrinkaParusheva)

10‐15 students, Applied Ethnology, University of Plovdiv, Bulgaria (ElitsaStoilova)

70 Students, History of Computing and Telecommunications, National andKapodistrianUniversityofAthens,(AristotleTympas)

Notanymore

15students, FromColdWar toGlobalization:ThePerspectiveofBusinessandTechnologyonHistory,HelsinkiUniversity,Finland(ValentinaFava).

o Used for1year.Then the teacher left theuniversityand incurrently inaresearchpositionattheCzechAcademyofScience

40 students, Building Europe on Transnational Infrastructures, 2nd year BA,students from many disciplines; introductory History of Technology course,Eindhoven University of Technology. (Johan Schot & Suzanne Lommers) (ThesecondyearbyJohanSchot,BramVerhees&FransSengers)

o Usedfor2years.TheteachersthenlefttheUniversity 9 students, Technology and European Integration, M.Sc. Program Innovation

Sciences, year 1, elective; M.Sc. Specialization Technology, Globalization and

INVENTINGEUROPE

20

Europeanization, EindhovenUniversity of Technology. (Johan Schot& SuzanneLommers)

o Usedfor1year.Theteachersthenlefttheuniversity 60students, Introduction into theHistoryofTechnology,3rdyeararchitecture,

UniversityofZielonaGora,Poland.(SlawomirLotysz)o Used for1 year.The teacher has left the university and is currently in a

researchpositionatthePolishAcademyofSciences 180students,IntroductionintotheHistoryofTechnology,1styearconstruction

engineering,UniversityofZielonaGora,Poland.(SlawomirLotysz)o Used for1year.Thesecondyear theuniversityrefused in the lightof ‘not

allowed to use an external online platform’. The teacher has left theuniversity and is currently working in a research position at the PolishAcademyofSciences

16 students, Introduction into the Historiography of Europe within theframework of the TEMA program, Foreign Master history students, CharlesUniversity,Prague.(JiraJanac)

o Usedfor2years.Thenpersonalcircumstances 15 students, Hidden Integration in 20th Century Europe, Charles University,

Prague,CzechRepublic.(JiraJanac)o Usedfor2years.Thencircumstances

About 100 students, History of Science and Technology in the Antiquity,NationalandKapodistrianUniversityofAthens,Greece.(AristotleTympas)

o Usedfor1year.InsufficientopportunitiestocombinetheAntiquitywiththeContemporary,especiallygiventhevisuals

Possiblenewcourses2015‐2016

X Students, History of Science and Technology in the Antiquity, National andKapodistrianUniversityofAthens,Greece(AristotleTympas)

1700 Students, USE Basis, Eindhoven University of Technology, Netherlands(ErikvanderVleuten,FrankSchipper)

Cultural Tourism, BA Programme, University of Plovdiv, Bulgaria (DobrinkaParusheva)

150 students, Science, Technology & Society, National and KapodistrianUniversityofAthens,Greece(StathisArapostathis)

X students, Course on Technology and Anthropology, University of PlovdivBulgaria(ElitsaStoilova)