Facebook and Fakebook

It’s time for Santa and Elves and if we keep playing with our imagination let us look to the online world. If we imagine a big microscope that can look behind web pages, codes and stuff we could probably see the smallest parts of the digital universe. And the smallest parts are just two numbers: 0 and 1. That’s the binary numeral system which represents numeric values using two different symbols: typically 0 (zero) and 1 (one). Each digit is bit.

Now let’s go back to the “real” world. Why did I start this blog entry with the binary system? When I throw the word Facebook between teachers most of the time I get binary answers. Yes and No. Every side has their own reasons why they use Facebook in schools or why they don’t use it. Let me take you to the dark side of the Force. Let’s use Facebook for history education! (Important note: please check your school policy on this issue).

So, why and how do I use Facebook in history education? First the why. When I talk to my students 98% of them have a Facebook account. They are high school students and spend a lot of their free time online. Facebook is their main social network but definitely not the only one. My education philosophy is to use whatever I can to achieve that needed breakthrough to engage students. So if they use Facebook lets find a way to add some education to it. And now we come to the how part. On Facebook you can publish text and multimedia. The statuses that you publish are ordered in a very specific way. They are ordered chronologically. To be even more precise Facebook called that a Timeline. And there we go. Timeline and history go together very well.

Together with your students you can build up a Facebook page about a historical person or some historical events. Two years ago I “sold” this idea to my students and the final result was a project called “Faces of Croatian History”. They produced six biographical profiles of Croatian medieval dukes and kings. Facebook was used as a presentation tool after their initial research.

Face Hrvatske Povijesti

The 8 steps of the project:

  1. I explained the whole idea to the class
  2. The class was divided into 6 groups and every group choose a random person from the hat
  3. In the first hour they prepared what they could find about the person from the textbook
  4. The groups presented their findings and we discussed how to do some more research (they proposed literature and the internet)
  5. Two weeks later each group presented their research
  6. The research was divided into small pieces so that they could be published as Facebook status’
  7. Biographical Facebook pages were created and filled with content
  8. After that students shared their work with others and took care of the site (checking the comments and answers on the questions).

So what did we do? Students did a small historical enquiry, used literature and internet, evaluated and interpreted the sources, prepared a presentation using a very limited space, published that online and got some basic experience about online publishing and editing.

And what is Fakebook? Fakebook is a online tool that helps you produce Facebook like profiles without the Facebook account. You can find it here: http://www.classtools.net/FB/home-page. There is a simple online tutorial to help you. You simply add information or multimedia and students could do the project outlined above on Fakebook instead of Facebook. So, the final result can be something like a page about a historical person or event in just the same way. This is therefore a useful alternative tool for people working in schools where there are strict policies about access to Facebook

Fakebook Homepage
Fakebook Homepage

The needle in the haystack

Hello again,

Welcome to the second blog about online tools for teaching and learning history. This blog will take a look at the process that took place before the start of this blog series and might be of particular interest to both teacher trainers and students who are learning to become history educators, as well as teachers.

When deciding to work with online tools there are a couple of difficulties every educator encounters. The first one being the large amount of online tools available in relation to the (sometimes questionable) quality of all these tools, the second one being the familiarity of teachers in general with the effective use of online tools. So let’s go into a little more detail on those issues.

The internet is a big place. A very big place, in fact. I mean to say that there are loads and loads of (free) tools available online. The question is: what are the good ones and how does one find them? This blog series hopes to provide some guidance in pointing out the tools that might come in handy in your history class. Actually finding a certain amount of those tools in the first place was a challenge: it was like looking for a needle in a haystack. So that is why we from the Online Learning Team decided to ‘cheat’ a little bit. In my job as a teacher trainer I had the luxury of having certain assets at my disposal to do a larger search on the internet. Well… by assets I mean my students, all history teachers in the making, who I instructed to have a look for useful online tools, as part of a training exercise. This provided me with a list and short descriptions of about fifty different tools. The idea behind this exercise was not to selfishly use my student’s work and pass it off as our own, but to give them a little insight into both the work that is being done on this by international organisations like Euroclio, as well as letting them develop a critical view of online learning resources.

That brings us to the second issue with online tools: let’s be honest here, most of us are not very well equipped to work with digital tools. Most of the teacher training institutes don’t cover digital didactics extensively in their curriculum (or have not done so in the past), so what the average teachers know about digital didactics usually comes from his or her own initiatives and ‘learning by doing’ in his or her own school practice. This is of course an issue should be addressed by teachers and teacher trainers alike and one ‘exercise’ done for Historiana certainly isn’t going to fill in the gap for my students, but I tried to at least put them into a certain mindset to use when looking at digital tools. For the exercise my students were given three criteria for looking at and screening online tools.

The first one was the basic functionality of the tool: how easy is it to use the tool? Are there any glitches or errors or other things that disqualify the value of the tool for use in class?

The second one was the question of how this specific tool could be used to improve the historical thinking of the pupils (in secondary education). Now there are several models on historical thinking (or historical reasoning), but most of them include the same aspects, such as using sources, contextualising and historical meta-concepts such as causality and continuity & change. If the tool provides help with any of these aspects it might qualify as worth having a look at.

The third criterium is the most important one: what is the added learning value of the digital tool over non-digital learning? This brings us back to the previous blog which referred to the OECD-report on computerised learning. One of the outcomes was that the results were not always better when using digital learning materials. In the end it is sometimes preferable to have some ‘old school’ non-digital learning in your classes, even in spite of what some school managers say (iPad classes anyone?). Remember: digital tools are a means to an end, not an end in itself. That means that there is no ‘Golden Standard’ for digital materials in education and that there is no digital method out there that will completely replace you as a teacher. It is up to you how to make the best use of digital tools in your classroom.

On a personal note: I am quite positive that blended learning, and incorporating digital tools in education, might very well be the future. As I teach in my didactics courses as a teacher trainer, variety is the spice of life! Adding digital tools to our ‘personal teacher’s toolkit’ is not something we should refrain from. That means that we teachers should keep experimenting with these types of tools and that we, as a learning community, should share our experiences.

Now addressing teacher trainers and teacher training institutes directly, see this blog as a wake-up call and put digital didactics, preferably specific digital history didactics in a significant way into your curriculum(!) And even better, why not provide some good practice and incorporate them in your other courses as well?

For these blogs I hope my students (thank you history cohort 2014 of the Fontys University of Applied Sciences in Tilburg, the Netherlands) were able to scoop out some valuable needles from the online haystack. The Historiana Team went through all the tools my students checked and selected what were, in our opinion, the most ‘promising’ and relevant ones. The following blogs will be all about these tools.

Meanwhile I set sail for the Caribbean, so my Historiana colleagues will take over the blog. Again I hope it will provide you with some useful insights and inspiration for your own classroom.

Kind regards,

Pascal Tak


Dear Teachers,

Welcome to the first blog in what will hopefully be a long range of blogs about online tools for history education. In this blog I will first give a short introduction of who we are. Secondly I will provide a short overview of the purpose and timeframe of these blogs.

We, the writers of these blogs, are all part of the Historiana Online Learning Team. The team consists of several members from different countries. Each member will introduce himself or herself in the first blog they write, but if you want some info on the team now you can visit the EUROCLIO page on this project.

Why these blogs you might wonder? Well the idea originated last August (2015) from one of the meetings of the Historiana Online Learning Team. While the main goal of the team is to develop both online tools and ready to use content in collaboration with EUROCLIO, we figured we should not just bypass existing tools that are available at this very moment. During our meeting we discussed options for screening and sharing our ideas on the tools we found on the web and then blogging as a ‘fast medium’ came up. We start this series off with two shorter introductary blogs, this being the first and the second being about online tools and teacher training. After these initial two each blog will be about one existing online tool or type of online tool, for example timeline tools. Dozens of these tools can be found on the web. The question is: what are the most important features of these tools and, more importantly, what are effective ways of using them in your history class?

We live in a time where people believe that computers and digital applications can truly revolutionise education. Some schools and educational institutes claim to be on the forefront of this ‘revolution’, by introducing such things as iPad classes. While in theory this sounds very innovative indeed, in practice just tossing a few iPads into a classroom and shouting ‘digitise’ doesn’t seem like the way to go. To be honest: this even bypasses the most important factor in education: YOU!

Yes, YOU, Teachers, YOU MATTER! This claim is supported by a recent study from OECD on the use of computerised learning (the report can be found on this link). Of course access to relevant digital means (including having enough computers available, as well as a stable internet connection) is important, but not as important as having a teacher making optimal use of these means; making them significant for learning. In comparison, while good instruments are invaluable, it is the musician who actually makes the music. With our blogs we hope to provide you with some ideas on how to use several online tools, as well as some inspiration on how to effectively implement them in your history class.

For now keep in mind that we view digital tools as a means to an end, not an end in itself. That is the way we approach them. More on that in the next blog entry, which comes right after this one.

Kind regards,

Pascal Tak