Case Study: On fire for the Cold War
Empathising with unique experiences from different eras and locations you may not have visited is easier said than done! That's where LGfL's Cold War resource comes into play: augmented reality, on-location filming and interviews with spies, journalists and prisoners from the time bring this fascinating period of 20th Century History to life.
The challenge
Teachers at the Gilberd School in Colchester are experts at enthusing their students for the History curriculum. But the empathy needed to truly understand key events in world history require you to truly immerse yourself in the sights and sounds of the Cold War. How can that be possible?
“Textbooks can’t portray the emotional impact of the ‘Ich bin ein Berliner’ speech; but when you see and hear the speech via augmented reality, you can tell what it must have meant to the audience.”
- History student at the Gilberd School in Colchester
What did you do?
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We used the LGfL Cold War resource to enhance our delivery of this key topic within the revised History curriculum.
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The unique multimedia materials we never had access to previously allowed us to approach topics from a new angle.
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Resources such as the interviews with Frederick Forsyth and the former Stasi prisoner gave a new and exciting entry point for discussing wider themes and topics within the Cold War.
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Augmented-reality assets were used to help students feel like they were really there – crucial for developing empathy.
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On-location footage was used to complement the annual school visit to Berlin for Year 10 students, and to give access to the sites for those students who were unable to join the trip.
“The clear presentation and structure of the resource helped teachers and students to find the relevant material quickly and efficiently.”
- History teacher at the Gilberd School in Colchester
What was the impact on learning?
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Although we have taught the topic for many years using a combination of presentations, textbooks and online resources, we found that adopting this comprehensive online resource significantly improved teaching of the topic and students’ achievement.
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Students found the augmented-reality function an unforgettable draw into a much deeper study of the topic; strong visual and immersive aids particularly helped students who were previously struggling to grasp the key concepts.
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Higher-level students could really challenge themselves by further exploring the multimedia material at home and cross-referencing inter-related events taking place in different locations during the era.
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Classes using the resource got to grips with the topics far sooner than usual, leaving more time to develop analytical skills, use the multimedia resources, and practise independent learning.
