In a previous class, I required students to make a movie on a historical debate. I allowed them to present the historical debate in creative ways. Some used a game show format, others interviewed experts, and still others narrated a story. The assignment, however, was too complicated for an introductory level class. They struggled primarily with the history and not with the technology. Most used iMovie, and I was surprised that no students complained about having to learn how to use the application. Many seemed to even enjoy the assignment. In future classes, I will require students to make a movie presenting one historical argument rather than different sides of a debate.

Having now explored ThingLink, I will incorporate an assignment into selected classes that requires students to annotate a primary source image using secondary sources and other primary sources. For example, I have a 3D scanning project for public history students in my class in the fall in which students will interpret an object and create a 3D model along the lines of the Smithsonian X 3D tours or the Taung Child Skull. I will show them ThingLink as one tool that they may use to add interpretation to a gallery of pictures.

Source: Non-Textual Sources