WordPress for the Humanities: Developing a Digital History Course

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  • WordPress for the Humanities: Developing a Digital History Course

    1. 1. ?
    2. 2. ?The question
    3. 3. ? The questionThe digital - why should humanities scholars care?
    4. 4. ? The questionThe digital - why should humanities scholars care? Assumption: students are digital natives
    5. 5. ? The questionThe digital - why should humanities scholars care? Assumption: students are digital natives Are they?
    6. 6. ? The questionThe digital - why should humanities scholars care? Assumption: students are digital natives Are they? Passive consumption
    7. 7. ? The questionThe digital - why should humanities scholars care? Assumption: students are digital natives Are they? Passive consumption √
    8. 8. ? The questionThe digital - why should humanities scholars care? Assumption: students are digital natives Are they? Passive consumption √ Active critical digital inquiry
    9. 9. ? The questionThe digital - why should humanities scholars care? Assumption: students are digital natives Are they? Passive consumption √ Active critical digital inquiry x
    10. 10. Teaching to the contemporary context.
    11. 11. Teaching to the contemporary context. The need:
    12. 12. Teaching to the contemporary context. The need:active, critical engagement with the present.
    13. 13. Teaching to the contemporary context. The need:active, critical engagement with the present. Wait, Im a historian...
    14. 14. Teaching to the contemporary context. The need:active, critical engagement with the present. Wait, Im a historian... ia the past. v
    15. 15. Teaching to the contemporary context. The need:active, critical engagement with the present. Wait, Im a historian... ia the past. v The humanities well suited for this
    16. 16. Teaching to the contemporary context. The need: active, critical engagement with the present. Wait, Im a historian... ia the past. v The humanities well suited for this Cathy Davidson:the information age without the humanities is like the industrial revolution without the steam engine.
    17. 17. So, how do we as humanities scholars do this?
    18. 18. So, how do we as humanities scholars do this? WordPress =an open source content management system (cms)
    19. 19. So, how do we as humanities scholars do this? WordPress = an open source content management system (cms)a flexible template for bringing together digital objects--
    20. 20. So, how do we as humanities scholars do this? WordPress = an open source content management system (cms)a flexible template for bringing together digital objects--text, multimedia, conversation, data, embedded tools--
    21. 21. So, how do we as humanities scholars do this? WordPress = an open source content management system (cms)a flexible template for bringing together digital objects--text, multimedia, conversation, data, embedded tools-- to narrate, analyze, interpret, make meaning.
    22. 22. So, how do we as humanities scholars do this? WordPress = an open source content management system (cms)a flexible template for bringing together digital objects--text, multimedia, conversation, data, embedded tools-- to narrate, analyze, interpret, make meaning. a "collage management system"
    23. 23. So, how do we as humanities scholars do this? WordPress = an open source content management system (cms)a flexible template for bringing together digital objects--text, multimedia, conversation, data, embedded tools-- to narrate, analyze, interpret, make meaning. a "collage management system" a "comparison management system"
    24. 24. So, how do we as humanities scholars do this? WordPress = an open source content management system (cms)a flexible template for bringing together digital objects--text, multimedia, conversation, data, embedded tools-- to narrate, analyze, interpret, make meaning. a "collage management system" a "comparison management system" good way to quickly "scale" a digital humanities course
    25. 25. So, how do we as humanities scholars do this? WordPress = an open source content management system (cms)a flexible template for bringing together digital objects--text, multimedia, conversation, data, embedded tools-- to narrate, analyze, interpret, make meaning. a "collage management system" a "comparison management system" good way to quickly "scale" a digital humanities course going digital w/o getting bogged down in code
    26. 26. So, how do we as humanities scholars do this? WordPress = an open source content management system (cms)a flexible template for bringing together digital objects--text, multimedia, conversation, data, embedded tools-- to narrate, analyze, interpret, make meaning. a "collage management system" a "comparison management system" good way to quickly "scale" a digital humanities course going digital w/o getting bogged down in code yet students can peek "under the hood" at digital mechanics
    27. 27. My Research & Teaching Goals
    28. 28. My Research & Teaching Goals-an underutilized archive (historian salivates)
    29. 29. My Research & Teaching Goals-an underutilized archive (historian salivates)-learn more about folk music revival
    30. 30. My Research & Teaching Goals-an underutilized archive (historian salivates)-learn more about folk music revival-learn more about modern U.S. history
    31. 31. My Research & Teaching Goals-an underutilized archive (historian salivates)-learn more about folk music revival-learn more about modern U.S. history-learn more about using the digital for history
    32. 32. Cooperative Effort
    33. 33. Cooperative EffortCenter for Scholarly Communication & Digital Curation(CSCDC)>> Josh Honn, Claire Stewart
    34. 34. Cooperative EffortCenter for Scholarly Communication & Digital Curation(CSCDC)>> Josh Honn, Claire StewartNUIT A&RT>>Harlan Wallach, Andi Gaither, Gus Childs, Dave Look
    35. 35. Cooperative EffortCenter for Scholarly Communication & Digital Curation(CSCDC)>> Josh Honn, Claire StewartNUIT A&RT>>Harlan Wallach, Andi Gaither, Gus Childs, Dave LookSpecial Collections>> Scott Krafft, Sigrid Perry, Susan Lewis,Nick Munagian, Benn Joseph
    36. 36. Cooperative EffortCenter for Scholarly Communication & Digital Curation(CSCDC)>> Josh Honn, Claire StewartNUIT A&RT>>Harlan Wallach, Andi Gaither, Gus Childs, Dave LookSpecial Collections>> Scott Krafft, Sigrid Perry, Susan Lewis,Nick Munagian, Benn JosephDigital Collections>>Dan Zellner, Sarah Ellis, Julie Patton
    37. 37. How can the digital help me research & teach?
    38. 38. How can the digital help me research & teach?CSCDC led me to...
    39. 39. How can the digital help me research & teach?CSCDC led me to... concept of students developing both historical & digital skills through mini-projects focused on source materials
    40. 40. How can the digital help me research & teach?CSCDC led me to... concept of students developing both historical & digital skills through mini-projects focused on source materials
    41. 41. How can the digital help me research & teach?CSCDC led me to... concept of students developing both historical & digital skills through mini-projects focused on source materials ...then...
    42. 42. How can the digital help me research & teach?CSCDC led me to... concept of students developing both historical & digital skills through mini-projects focused on source materials ...then... putting it all together in a final project.
    43. 43. How can the digital help me research & teach?CSCDC led me to... concept of students developing both historical & digital skills through mini-projects focused on source materials ...then... putting it all together in a final project.
    44. 44. WordPress Platform
    45. 45. WordPress PlatformNUIT A&RT led us to...
    46. 46. WordPress PlatformNUIT A&RT led us to... Networked WordPress Blog
    47. 47. WordPress PlatformNUIT A&RT led us to... Networked WordPress Blog
    48. 48. Interface (the Backend)
    49. 49. Interface (the Backend)
    50. 50. WordPress
    51. 51. WordPress became
    52. 52. WordPress became a platform for developing:mini-project blog posts final projects -
    53. 53. WordPress became a platform for developing: mini-project blog posts final projects - a framework for embedding: historical application of research tools to evidencehistorical narration of research findings to audience -
    54. 54. WordPress became a platform for developing: mini-project blog posts final projects - a framework for embedding: historical application of research tools to evidencehistorical narration of research findings to audience - a way to explore the digital as historians.
    55. 55. But we had a problem.
    56. 56. But we had a problem.How would we link up archive to WordPress?
    57. 57. But we had a problem. How would we link up archive to WordPress?How would we make digitized archival objects accessible to students?
    58. 58. Building a Digital Repository
    59. 59. Building a Digital RepositorySpecial Collections & Digital Collectionsaddressed this issue.
    60. 60. Building a Digital RepositorySpecial Collections & Digital Collectionsaddressed this issue. Solution:
    61. 61. Building a Digital Repository Special Collections & Digital Collections addressed this issue. Solution:library server space + interactive googledocs spreadsheet linked to WordPress platform
    62. 62. Building a Digital Repository Special Collections & Digital Collections addressed this issue. Solution:library server space + interactive googledocs spreadsheet linked to WordPress platform a "home grown" repository
    63. 63. "home grown" repository
    64. 64. "home grown" repository
    65. 65. This problem of creating a dynamic digital archiveled to an innovation:
    66. 66. This problem of creating a dynamic digital archiveled to an innovation: crowdsourced metadata collaboration
    67. 67. This problem of creating a dynamic digital archiveled to an innovation: crowdsourced metadata collaborationarchivists/cataloguerscreatedescriptive metadata >>
    68. 68. This problem of creating a dynamic digital archiveled to an innovation: crowdsourced metadata collaborationarchivists/cataloguerscreatedescriptive metadata >>
    69. 69. students createinterpretive metadata
    70. 70. students createinterpretive metadata Metadata assignment >>
    71. 71. students createinterpretive metadata Metadata assignment >> result: a robust descriptive-interpretive metadata interplay
    72. 72. ^^ Archivist descriptivemetadata
    73. 73. ^^ Archivist descriptive Student interpretive ^^metadata metadata
    74. 74. WordPress with embedded digital tools enabled
    75. 75. WordPress with embedded digital tools enabledarchival creation & use to come together dynamically:
    76. 76. WordPress with embedded digital tools enabledarchival creation & use to come together dynamically: digital archive supports interpretive connections;
    77. 77. WordPress with embedded digital tools enabledarchival creation & use to come together dynamically: digital archive supports interpretive connections;at the same time, researchers advance archival access.
    78. 78. WordPress with embedded digital tools enabledarchival creation & use to come together dynamically: digital archive supports interpretive connections;at the same time, researchers advance archival access.Long-term: we can amass crowdsourced data for future analysis of patterns.
    79. 79. WordPress with embedded digital tools enabledarchival creation & use to come together dynamically: digital archive supports interpretive connections;at the same time, researchers advance archival access.Long-term: we can amass crowdsourced data for future analysis of patterns. Via WordPress, the archive is now, in some sense, part of the classroom, even part of a future collaborative publication.
    80. 80. What did all this collaborative digital work meanfor me as a scholar & teacher?
    81. 81. What did all this collaborative digital work meanfor me as a scholar & teacher? instead of the digital as bells & whistles
    82. 82. What did all this collaborative digital work meanfor me as a scholar & teacher? instead of the digital as bells & whistles WP enabled robust setting for core historical concerns:
    83. 83. What did all this collaborative digital work meanfor me as a scholar & teacher? instead of the digital as bells & whistles WP enabled robust setting for core historical concerns: 1. how do we get from evidence to interpretation to develop new historical knowledge?
    84. 84. What did all this collaborative digital work meanfor me as a scholar & teacher? instead of the digital as bells & whistles WP enabled robust setting for core historical concerns: 1. how do we get from evidence to interpretation to develop new historical knowledge? 2. how do we construct historical narrative?
    85. 85. What did all this collaborative digital work meanfor me as a scholar & teacher? instead of the digital as bells & whistles WP enabled robust setting for core historical concerns: 1. how do we get from evidence to interpretation to develop new historical knowledge? 2. how do we construct historical narrative? 3. how do we relate individual to collective analysis?
    86. 86. What did all this collaborative digital work meanfor me as a scholar & teacher? instead of the digital as bells & whistles WP enabled robust setting for core historical concerns: 1. how do we get from evidence to interpretation to develop new historical knowledge? 2. how do we construct historical narrative? 3. how do we relate individual to collective analysis? The digital becomes a way to go deeper into our humanities disciplines, not abandon them.
    87. 87. 1. how do we get from evidence to interpretation todevelop new historical knowledge?
    88. 88. 1. how do we get from evidence to interpretation to develop new historical knowledge?Annotation
    89. 89. 1. how do we get from evidence to interpretation to develop new historical knowledge?AnnotationTables
    90. 90. 1. how do we get from evidence to interpretation to develop new historical knowledge?AnnotationTables Analytic writing
    91. 91. 1. how do we get from evidence to interpretation to develop new historical knowledge?AnnotationTables Analytic writing Discussion
    92. 92. 1. how do we get from evidence to interpretation to develop new historical knowledge?AnnotationTables Analytic writing Discussion Feedback
    93. 93. 1. how do we get from evidence to interpretation to develop new historical knowledge?AnnotationTables Analytic writing Discussion FeedbackText annotation
    94. 94. 1. how do we get from evidence to interpretation to develop new historical knowledge?AnnotationTables Analytic writing Discussion FeedbackText annotation
    95. 95. 1. how do we get from evidence to interpretation to develop new historical knowledge?AnnotationTables Analytic writing Discussion FeedbackText annotation Crocodoc Plugin >>
    96. 96. 1. how do we get from evidence to interpretation to develop new historical knowledge?AnnotationTables Analytic writing Discussion FeedbackText annotation Annotatio Crocodoc ns Plugin >> <<
    97. 97. Table
    98. 98. Table
    99. 99. Table WP-Table Reloaded Plugin >>
    100. 100. Table >> WP-Table Reloaded Plugin >>
    101. 101. Analyticwriting
    102. 102. Analyticwriting
    103. 103. Analytic writing Good old-fashionedhumanities text >>
    104. 104. Discussion &Reflection
    105. 105. Discussion &Reflection
    106. 106. Discussion &Reflection Fellow student comments >>
    107. 107. Discussion &Reflection Fellow student comments >> Reflection one week later >>
    108. 108. Feedback
    109. 109. Feedback
    110. 110. FeedbackCrocodoc >>again
    111. 111. FeedbackCrocodoc >>againThis time Iuse it toannotatestudent essay
    112. 112. Annotation iskey mode
    113. 113. Annotation iskey mode-Not just text...
    114. 114. Annotation iskey mode-Not just text... -Images
    115. 115. Annotation iskey mode-Not just text... -Images -Video
    116. 116. Annotation iskey mode-Not just text... -Images -Video -Maps
    117. 117. Annotation iskey mode -Images
    118. 118. Annotation iskey mode -Images
    119. 119. Annotation iskey mode-Not just text... -Images -Video -Maps
    120. 120. Annotation iskey mode -Video
    121. 121. Annotation iskey mode -Video ^^ Video annotation through embeds & tables
    122. 122. Annotation iskey mode -Video ^^ Video annotation through embeds & tables [students had to explain why a clip from the folk revival mockumentary A Mighty Wind was funny. What was the satire referencing historically?]
    123. 123. Annotation iskey mode-Images -Video -Maps
    124. 124. Annotation iskey mode -Maps
    125. 125. Annotation iskey mode -Maps MapPress Pro Plugin >>
    126. 126. Annotation iskey mode -Maps MapPress Pro Plugin >>[Where did performers come from to play at festival?]
    127. 127. 1. how do we get from evidence to interpretation todevelop new historical knowledge? 2. how do we construct historical narrative? 3. how do we relate individual to collective analysis?
    128. 128. 2. how do we construct historical narrative?
    129. 129. 2. how do we construct historical narrative?
    130. 130. 2. how do we construct historical narrative?Timeline
    131. 131. 2. how do we construct historical narrative?Timelineof Instead showing a timeline, have students build one to analyze & reflect on issues of historical narrative
    132. 132. 2. how do we construct historical narrative?Timelineof Instead showing a timeline, have students build one to analyze & reflect on issues of historical narrative
    133. 133. 2. how do we construct historical narrative?Timelineof Instead showing a timeline, have students build one to analyze & reflect on issues of historical narrative >> Timerime Plugin
    134. 134. 2. how do we construct historical narrative?Timelineof Instead showing a timeline, have students build one to analyze & reflect on issues of historical narrative >> Timerime Plugin >> Table
    135. 135. 2. how do we construct historical narrative?
    136. 136. 2. how do we construct historical narrative? the difficulties of selection, significance, what counts as an event, causality, correlation, narrative itself based on evidence all became pressing concerns for students.
    137. 137. 2. how do we construct historical narrative? the difficulties of selection, significance, what counts as an event, causality, correlation, narrative itself based on evidence all became pressing concerns for students.The whole issue of how we will "tell" historical storiesopens up in digital:
    138. 138. 2. how do we construct historical narrative? the difficulties of selection, significance, what counts as an event, causality, correlation, narrative itself based on evidence all became pressing concerns for students.The whole issue of how we will "tell" historical storiesopens up in digital: questions of arrangement, flow, choice, sca interaction of primary sources & historiogra place of evidence in relation to argument opens up.
    139. 139. 1. how do we get from evidence to interpretation todevelop new historical knowledge? 2. how do we construct historical narrative? 3. how do we relate individual to collective analysis?
    140. 140. 3. how do we relate individual to collectiveanalysis?
    141. 141. 3. how do we relate individual to collective analysis?
    142. 142. 3. how do we relate individual to collective analysis? Tag cloud <<
    143. 143. 3. how do we relate individual to collective analysis? Tag cloud <<
    144. 144. 3. how do we relate individual to collective analysis?
    145. 145. 3. how do we relate individual to collective analysis? Networked WordPress Blog
    146. 146. 3. how do we relate individual to collective analysis? Networked WordPress Blog Collective blog
    147. 147. 3. how do we relate individual to collective analysis? Networked WordPress Blog Collective blog Individual project spaces
    148. 148. Student project prospectus --starting to conceptualize a final project usingWordPress
    149. 149. To conclude...
    150. 150. The digital becomes a way to go deeper into our humanities disciplines, not abandon them.
    151. 151. The digital becomes a way to go deeper into our humanities disciplines, not abandon them. WordPress is a good platform for quick entry into deep humanities study.
    152. 152. The digital becomes a way to go deeper into our humanities disciplines, not abandon them. WordPress is a good platform for quick entry into deep humanities study. three ways:
    153. 153. The digital becomes a way to go deeper into our humanities disciplines, not abandon them. WordPress is a good platform for quick entry into deep humanities study. three ways: -Application [applying digital tools to materials]
    154. 154. The digital becomes a way to go deeper into our humanities disciplines, not abandon them. WordPress is a good platform for quick entry into deep humanities study. three ways: -Application [applying digital tools to materials] -Presentation [narrating interpretation in new ways]
    155. 155. The digital becomes a way to go deeper into our humanities disciplines, not abandon them. WordPress is a good platform for quick entry into deep humanities study. three ways: -Application [applying digital tools to materials] -Presentation [narrating interpretation in new ways] -Interaction [new modes of collaboration]
    156. 156. What next?
    157. 157. What next?(Word)Pressing Forward
    158. 158. What next? (Word)Pressing ForwardDH takes a lot of collaboration/coordination.
    159. 159. What next? (Word)Pressing Forward DH takes a lot of collaboration/coordination.expanding support structures/staff/facilities at library.
    160. 160. What next? (Word)Pressing Forward DH takes a lot of collaboration/coordination.expanding support structures/staff/facilities at library.expanding spaces of both individual & collective inquiry among faculty.
    161. 161. What next? (Word)Pressing Forward DH takes a lot of collaboration/coordination.expanding support structures/staff/facilities at library.expanding spaces of both individual & collective inquiry among faculty. encouraging students to see digital as deep, robust scholarly inquiry that has both intellectual & professional benefits.
    162. 162. The Payoff
    163. 163. The Payoff New forms of digital scholarshipoffer eye-opening research opportunities & great pedagogy...
    164. 164. The Payoff New forms of digital scholarshipoffer eye-opening research opportunities & great pedagogy... we can teach the process of critical inquiry
    165. 165. The Payoff New forms of digital scholarshipoffer eye-opening research opportunities & great pedagogy... we can teach the we can show how process of critical individual & inquiry collaborative work go together
    166. 166. The Payoff New forms of digital scholarshipoffer eye-opening research opportunities & great pedagogy... we can teach the we can show how process of critical individual & inquiry collaborative work go together we discover: whats old is new - whats new is old.
    167. 167. The Payoff New forms of digital scholarshipoffer eye-opening research opportunities & great pedagogy... we can teach the we can show how process of critical individual & inquiry collaborative work go together we discover: whats old is new - whats new is old.-new digital modes such as WordPress reinvigorate core humanities questions.
    168. 168. The Payoff New forms of digital scholarshipoffer eye-opening research opportunities & great pedagogy... we can teach the we can show how process of critical individual & inquiry collaborative work go together we discover: whats old is new - whats new is old.-new digital modes such as WordPress reinvigorate core humanities questions. -core humanities questions crucial to contemporary digital age.

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