{"id":27651,"date":"2017-11-02t10:11:41","date_gmt":"2017-11-02t15:11:41","guid":{"rendered":"\/\/www.imrbdigital.com\/?p=27651"},"modified":"2017-11-29t14:56:34","modified_gmt":"2017-11-29t19:56:34","slug":"technological-tools-and-methods-for-teaching-premodern-japanese-materials-christopher-m-mayo","status":"publish","type":"post","link":"\/\/www.imrbdigital.com\/2017\/11\/technological-tools-and-methods-for-teaching-premodern-japanese-materials-christopher-m-mayo\/","title":{"rendered":"technological tools and methods for teaching premodern japanese materials: christopher m. mayo"},"content":{"rendered":"

\"\"a blog series by bryan lowe<\/strong>,
\nassistant professor of religious studies,<\/em>
\nreligious traditions of japan and korea<\/em><\/p>\n

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at the association of asian studies<\/a> annual meeting this past march, i organized a roundtable entitled: \u201cdigital pedagogy for the analog past: technological tools and methods for teaching premodern japanese materials.\u201d the idea was to have four specialists of premodern japanese studies from four different disciplines (art history, literature, history, and religious studies) share digital tools they use in the classroom for teaching about premodern japan.<\/p>\n

the presenters teach on three continents in diverse institutional settings. they introduced a range of projects including digital note taking, problem sets, timelines, and a collaborative web page<\/strong>. since the goal of the panel was in part to share some our experiences and the tools themselves, we also decided to publish short summaries of our findings with links to the relevant materials.<\/p>\n

although the panel was designed by japanese studies specialists, the tools and findings are relevant for the humanities more generally. below are summaries and links for the four panelists. in addition to these presentations, audience members and our discussant, haruko wakabayashi,<\/strong> also shared a variety of exciting digital projects such as reenvisioning japan<\/a> and the heian bibliography project<\/a>.<\/p>\n

in this series, i’ll share summaries from each of the panelists. this first of four blog posts features a summary from christopher m. mayo at k\u014dgakkan university.<\/p>\n

analogging premodern japanese sources to build a personal database<\/h2>\n

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christopher m. mayo<\/strong><\/span> \u30e1\u30a4\u30e8\u30fc\u30fb\u30af\u30ea\u30b9\u30c8\u30d5\u30a1\u30fc<\/a>
\nk\u014dgakkan university<\/a>\u00a0\u7687\u5b78\u9928\u5927\u5b66<\/a><\/p>\n

my presentation dealt with teaching students how to build and use personal databases for use with premodern japanese sources. i focused on improving student retention of course content with the aim of demonstrating that it is possible, and even desirable to spend time in your classes training students how to effectively take notes and use flashcards. i began by briefly addressing some theoretical considerations and providing an overview of research on the \u201canalog\u201d study techniques i recommended. then, i outlined some use cases for flashcards (handwritten, text, audio, and visual) and handwritten notes that combine \u201canalog\u201d and \u201cdigital\u201d elements.<\/p>\n