ABSTRACT
UK higher education institutions (HEIs) are developing generic e-learning strategies in response to the funding bodies’ national e-Learning policy which will need to be implemented by practitioners at subject level in an awareness of Higher Education’s goal of producing autonomous learners. Humanities practitioners work towards this goal through a well-established face-to-face technique – the seminar, which teaches students to evaluate multiple interpretations in order to produce the most appropriate answers from what is often incomplete evidence. A key question is whether seminar pedagogy can be computationally modelled, and if so, to what extent.
