Learning by Doing: Introducing Students to Public History through Digital Projects

Abstract

Abstract This article reflects on the process of building and teaching a course in digital public history for Bachelor students at the University of Luxembourg. The heart of the program was the hands-on, experimental approach. The article describes the organization of the course and presents some of the strategies followed to lead the students through a more holistic and playful approach. The experience shows that the learning by doing motto can be an effective path for teaching public history and especially digital public history, as the digital element opens space for more experimentation.