Using Digital Humanities in the Classroom
A Practical Introduction for Teachers, Lecturers, and Students
Published on 5. October 2017
Book
Hardback
232 pages
978-1-350-02975-0 (ISBN)
Description
Rooted in the day-to-day experience of teaching and written for those without specialist technical knowledge, this is a new edition of the go-to guide to using digital tools and resources in the humanities classroom. In response to the rapidly changing nature of the field, this new edition has been updated throughout and now features:
- A brand-new Preface accounting for new developments in the broader field of DH pedagogy
- New chapters on 'Teaching in a Digital Classroom' and 'DH Beyond the Classroom'
- New sections on collaborating with other teachers; teaching students with learning differences; explaining the benefits of digital pedagogy to your students; and advising graduate students about the technologies they need to master
- New 'advanced activities' and 'advanced assignment' sections (including bots, vlogging, crowd-sourcing, digital storytelling, web scraping, critical making, automatic text generation, and digital media art)
- Expanded chapter bibliographies and over two dozen tables offering practical advice on choosing software programs
Accompanied by a streamlined companion website, which has been entirely redesigned to answer commonly asked questions quickly and clearly, this is essential reading for anyone looking to incorporate digital tools and resources into their daily teaching.
- A brand-new Preface accounting for new developments in the broader field of DH pedagogy
- New chapters on 'Teaching in a Digital Classroom' and 'DH Beyond the Classroom'
- New sections on collaborating with other teachers; teaching students with learning differences; explaining the benefits of digital pedagogy to your students; and advising graduate students about the technologies they need to master
- New 'advanced activities' and 'advanced assignment' sections (including bots, vlogging, crowd-sourcing, digital storytelling, web scraping, critical making, automatic text generation, and digital media art)
- Expanded chapter bibliographies and over two dozen tables offering practical advice on choosing software programs
Accompanied by a streamlined companion website, which has been entirely redesigned to answer commonly asked questions quickly and clearly, this is essential reading for anyone looking to incorporate digital tools and resources into their daily teaching.
Reviews / Votes
Using Digital Humanities in the Classroom is everything one could hope such a volume might be: clear and accessible, learned and pragmatic, broad and deep - and, above all, extremely useful to all those teaching any aspect the digital humanities, new and experienced alike. * Dr. Raymond Siemens, Distinguished Professor in the Faculty of Humanities, University of Victoria, Canada * Using Digital Humanities in the Classroom is a much overdue practical guide to the digital humanities, including a practical and pedagogical focus as useful for active digital humanities scholars as it is for novices. The model assignments provide scholars with materials that are profoundly useful, while the anecdotal experiences of the authors explore the real-life implications of using technologies in the classroom in more than just a token way. * Megan Faragher, Assistant Professor, Wright State University - Lake Campus, USA * "Using Digital Humanities in the Classroom: A Practical Introduction for Teachers, Lecturers, and Students offers both a coherent account of how one might think about a pedagogy that is both humanistic and digitally-informed as well as a kaleidoscopic array of possible assignments, or even just tweaks to existing assignments ... I think Using Digital Humanities in the Classroom is the best such book going, and is worth the time of anyone who's interested in thinking about humanities pedagogy, especially if you're interested in considering some digital tools ... I say this less often than you'd think, but this is a book I wish I'd written about five years ago. * ProfHacker, The Chronicle of Higher Education *More details
Language
English
Place of publication
London
United Kingdom
Publishing group
Bloomsbury Publishing PLC
Target group
College/higher education
Professional and scholarly
Dimensions
Height: 234 mm
Width: 156 mm
Weight
508 gr
ISBN-13
978-1-350-02975-0 (9781350029750)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
Claire Battershill is Government of Canada Banting Postdoctoral Fellow at Simon Fraser University, Canada.
Shawna Ross is Assistant Professor of Modern British Literature and Digital Humanities at Texas A&M University, USA.
Shawna Ross is Assistant Professor of Modern British Literature and Digital Humanities at Texas A&M University, USA.
Content
Introduction
i. Who is this book for?
ii. What are the digital humanities?
iii. Key concepts
iv. How to use this book
v. The Web Companion
vi. Developing your own digital pedagogy
vii. Conclusion
1, Overcoming Resistance
i. Conquering the fear of failure
ii. Your own resistance
iii. Your colleagues' resistance
iv. Your students' resistance
v. The best cure is prevention: establishing good habits
vi. Conclusion
vii. Further reading
2. Finding, Evaluating and Creating Digital Resources
i. Why use digital texts (and other assets)?
ii. Finding and evaluating digital resources
iii. Creating digital resources for your students
iv. Creating digital resources with your students
v. A short guide to citation and copyright
vi. Conclusion
vii. Further reading
3. Ensuring Accessibility
i. Universal Design
ii. Facilitating lectures
iii. Promoting universal interactivity
iv. Providing accessible resources
v. Privacy, safety, and account management
vi. Adapting policies for individual students and student bodies
vii. Conclusion
viii. Further reading
4. Designing Syllabi
i. Course websites
ii. A note on domains and web hosting
iii. Online syllabi
iv. Other digital resources for course websites
v. Should you teach an introduction to DH course?
vi. An alternative approach: Choosing your amount of DH
vii. Anatomy of a syllabus I: Course information and learning objectives
viii. Anatomy of a syllabus II: Course policies
ix. Conclusion
x. Further reading
5. Designing Classroom Activities
i. Activities as exploration
ii. Activity design: Balancing integration and flexibility
iii. Ten-minute exercises
iv. Half-hour exercises
v. Whole-class exercises
vi. Weeklong exercises
vii. Writing effective prompts
viii. Conclusion
ix. Further reading
6. Managing Classroom Activities
i. Working with existing or free resources
ii. Many ways to secure equipment
iii. Troubleshooting
iv. In case of total failure
v. Conclusion
vi. Further reading
7. Creating Digital Assignments
i. General principles for creating digital assignments
ii. Common types of digital assignments
iii. Writing effective assignment sheets
iv. Conclusion
v. Further reading
8. Evaluating Student Work
i. The importance of explicit assessment criteria
ii. Anatomy of a rubric
iii. Competencies: A language for indicating success
iv. Involving students in evaluation processes
v. Thinking beyond the rubric
vi. Coping with failure during assessment periods
vii. Conclusion
viii. Further reading
9. Teaching Graduate Students
i. The role of technology in twenty-first-century graduate education
ii. Graduate students versus undergraduate students
iii. Incorporating DH into graduate course work
iv. External opportunities
v. Professionalization and the job market
vi. A note on alt-ac careers
vii. Conclusion
viii. Further reading
10. Finding Internal Support Communities
i. A note on the variety of support systems
ii. Faculty and staff in humanities, social sciences and STEM
iii. Libraries and special collections
iv. IT services
v. Financial and material resources
vi. The ethics of collaboration
vii. Conclusion
viii. Further reading
11. Finding External Support Communities
i. Social media
ii. Twitter for the uninitiated
iii. Academic organizations
iv. Events: Conferences, unconferences, workshops, and institutes
v. Academic publications
vi. External grant funding
vii. Conclusion
viii. Further reading
12. Connecting to Your Research
i. Counting more than once
ii. Incorporating digital methods in your research
iii. Producing research on digital pedagogy
iv. Broadening the scope of your research
v. Collaborating with students
vi. Conclusion
vii. Further reading
Conclusion
Index
i. Who is this book for?
ii. What are the digital humanities?
iii. Key concepts
iv. How to use this book
v. The Web Companion
vi. Developing your own digital pedagogy
vii. Conclusion
1, Overcoming Resistance
i. Conquering the fear of failure
ii. Your own resistance
iii. Your colleagues' resistance
iv. Your students' resistance
v. The best cure is prevention: establishing good habits
vi. Conclusion
vii. Further reading
2. Finding, Evaluating and Creating Digital Resources
i. Why use digital texts (and other assets)?
ii. Finding and evaluating digital resources
iii. Creating digital resources for your students
iv. Creating digital resources with your students
v. A short guide to citation and copyright
vi. Conclusion
vii. Further reading
3. Ensuring Accessibility
i. Universal Design
ii. Facilitating lectures
iii. Promoting universal interactivity
iv. Providing accessible resources
v. Privacy, safety, and account management
vi. Adapting policies for individual students and student bodies
vii. Conclusion
viii. Further reading
4. Designing Syllabi
i. Course websites
ii. A note on domains and web hosting
iii. Online syllabi
iv. Other digital resources for course websites
v. Should you teach an introduction to DH course?
vi. An alternative approach: Choosing your amount of DH
vii. Anatomy of a syllabus I: Course information and learning objectives
viii. Anatomy of a syllabus II: Course policies
ix. Conclusion
x. Further reading
5. Designing Classroom Activities
i. Activities as exploration
ii. Activity design: Balancing integration and flexibility
iii. Ten-minute exercises
iv. Half-hour exercises
v. Whole-class exercises
vi. Weeklong exercises
vii. Writing effective prompts
viii. Conclusion
ix. Further reading
6. Managing Classroom Activities
i. Working with existing or free resources
ii. Many ways to secure equipment
iii. Troubleshooting
iv. In case of total failure
v. Conclusion
vi. Further reading
7. Creating Digital Assignments
i. General principles for creating digital assignments
ii. Common types of digital assignments
iii. Writing effective assignment sheets
iv. Conclusion
v. Further reading
8. Evaluating Student Work
i. The importance of explicit assessment criteria
ii. Anatomy of a rubric
iii. Competencies: A language for indicating success
iv. Involving students in evaluation processes
v. Thinking beyond the rubric
vi. Coping with failure during assessment periods
vii. Conclusion
viii. Further reading
9. Teaching Graduate Students
i. The role of technology in twenty-first-century graduate education
ii. Graduate students versus undergraduate students
iii. Incorporating DH into graduate course work
iv. External opportunities
v. Professionalization and the job market
vi. A note on alt-ac careers
vii. Conclusion
viii. Further reading
10. Finding Internal Support Communities
i. A note on the variety of support systems
ii. Faculty and staff in humanities, social sciences and STEM
iii. Libraries and special collections
iv. IT services
v. Financial and material resources
vi. The ethics of collaboration
vii. Conclusion
viii. Further reading
11. Finding External Support Communities
i. Social media
ii. Twitter for the uninitiated
iii. Academic organizations
iv. Events: Conferences, unconferences, workshops, and institutes
v. Academic publications
vi. External grant funding
vii. Conclusion
viii. Further reading
12. Connecting to Your Research
i. Counting more than once
ii. Incorporating digital methods in your research
iii. Producing research on digital pedagogy
iv. Broadening the scope of your research
v. Collaborating with students
vi. Conclusion
vii. Further reading
Conclusion
Index