James Baker outlines his approach to integrating digital skills into history curriculum at the University of Sussex. He proposes a two-part course for first year history students, with the autumn term focusing on basic digital history skills like searching, organizing, and archiving sources. The spring term would build on this with more advanced topics such as data modeling, visualization, and making digital historical datasets. Baker emphasizes learning through practical peer activities focused on primary sources. His experience shows this hands-on approach helps manage large classes and engages students by relating digital skills to historical practice.
Material para Aprender ingles 2021- gratis: un aporte de www.jbenterprises.org- y el prof. Javier Burgos- /Important learning material for free, get to learn some good info.
This model lesson will demonstrate how students can collect and share data and produce a digital report. Bring your own device to participate as a student or come observe all the action.
CeLC 2010 - Preparing K-12 Teachers to Support Online LearningMichael Barbour
Barbour, M. K. & Unger, K. (2010, June). Preparing K-12 teachers to support online learning. A paper presented at the annual Canadian eLearning Conference, Edmonton, AB.
Digital Project Management, NCPH 2020 Digital Public History Lab Breakout Ses...Ashley Bowen
Slides associated with my Digital Project Management workshop planned for NPCH 2020. Unfortunately, the session was canceled due to COVID19. Please reach out for more info or for the resource packet prepared for the session.
Presentation given at EDUCAUSE conference in Orlando, FL October 2008. Presentation describes the World War II Poster Project, a learning module embedded in an introductory-level history course to teach research and information literacy skills. More details available at http://www.abbyclobridge.com/ww2pp.shtml .
Decolonial Futures for Colonial Metadata, 1838-presentJames Baker
Institute of Historical Research Digital History Seminar, 21 May 2019 https://ihrdighist.blogs.sas.ac.uk/2018/08/james-baker-decolonial-futures-for-colonial-metadata-1838-present/
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Material para Aprender ingles 2021- gratis: un aporte de www.jbenterprises.org- y el prof. Javier Burgos- /Important learning material for free, get to learn some good info.
This model lesson will demonstrate how students can collect and share data and produce a digital report. Bring your own device to participate as a student or come observe all the action.
CeLC 2010 - Preparing K-12 Teachers to Support Online LearningMichael Barbour
Barbour, M. K. & Unger, K. (2010, June). Preparing K-12 teachers to support online learning. A paper presented at the annual Canadian eLearning Conference, Edmonton, AB.
Digital Project Management, NCPH 2020 Digital Public History Lab Breakout Ses...Ashley Bowen
Slides associated with my Digital Project Management workshop planned for NPCH 2020. Unfortunately, the session was canceled due to COVID19. Please reach out for more info or for the resource packet prepared for the session.
Presentation given at EDUCAUSE conference in Orlando, FL October 2008. Presentation describes the World War II Poster Project, a learning module embedded in an introductory-level history course to teach research and information literacy skills. More details available at http://www.abbyclobridge.com/ww2pp.shtml .
Decolonial Futures for Colonial Metadata, 1838-presentJames Baker
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The Programming Historian: Open Access, Open Source, Open ProjectJames Baker
Slides for talk I gave at Research Hive Seminar on 'Open publication: exploring alternative models and practices', University of Sussex (22 March 2018)
Library Carpentry: software skills training for library professionals, Chart...James Baker
Notes for a keynote I gave at the Chartered Institute for Library and Information Professionals Cataloguing and Indexing Group biennial conference, University of Swansea, 31 August - 2 September 2016.
Notes at https://gist.github.com/drjwbaker/96a32b70da2e03035272b6e5656696ad
Enabling Complex Analysis of Large-Scale Digital Collections: Humanities Rese...James Baker
Talk at Digital Humanities 2016 with Melissa Terras, James Hetherington, David Beavan, Anne Welsh, Helen O'Neill, Will Finley, Oliver Duke-Williams, Adam Farquhar, and Martin Zaltz Austwick.
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Hard disks as archives of everyday lifeJames Baker
Deck for a talk I gave at Born digital big data and approaches for history and the humanities, School of Advanced Study (University of London), 8 June 2016.
Notes https://gist.github.com/drjwbaker/24ec7f744911800d51fb768cedb64510
Notes for a keynote I gave at the [Digital Humanities Early Career Forum](http://www.dhecf.group.shef.ac.uk/), University of Sheffield, 27 May 2016
My notes: http://jameswbaker.tumblr.com/post/144971807912/ditching-the-digital
The Hard Disk as the new Paper Archive: opportunities and challenges for hist...James Baker
Deck for a talk I gave at Digital History Seminar, University of Cambridge, 23 February 2016.
Notes at https://gist.github.com/drjwbaker/db1815e36ab64eb1a074
Deck for a talk I gave at Contemporary Political History in the Digital Age, Foreign & Commonwealth Office, 11 February 2016.
Notes at https://gist.github.com/drjwbaker/e01a3d03040c3ccdd4c1
This deck is for Library Carpentry week one, held 9 November 2015 at City University London. Lesson materials are at https://github.com/LibraryCarpentry/week-one-library-carpentry
Library Carpentry is generously funded by the [Software Sustainability Institute](http://software.ac.uk/). The Software Sustainability Institute cultivates world-class research with software. The Institute is based at the universities of Edinburgh, Manchester, Southampton and Oxford.
On Open Access monograph publishing for Arts, Humanities and Social Science R...James Baker
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Deck for 3 minute talk I gave at Sussex Humanities Lab, Demo(s) or Die: Pecha Kucha, 28 September 2015
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Satirical designs printed onto paper from engraved copper plates are a valuable source of behaviours, attitudes, controversies, and politics in late-Georgian London. Equally valuable to the historian are the detailed descriptions of some 12,000 of these satirical prints compiled by Mary Dorothy George and published as volumes five to eleven of the *Catalogue of Political and Personal Satires Preserved in the Department of Prints and Drawings in the British Museum* between 1935 and 1954. Now indexed as a database hosted on the British Museum website, George's interpretations underpin most historical research into these most beloved objects of British Art via keyword searches and SPAQL endpoint queries enabled by the transformation of her catalogue entries into digital data.
This paper describes research that uses George's descriptions as a proxy dataset for late-Georgian satirical prints, investigates patterns of behaviour in her descriptions, and explores how these corpus level patterns correlate with patterns of behaviour observable in hand-assembled collections of the satirical prints. Corpus level textual analysis (relative word frequencies, concordance measures, named entity recognition) and close object analysis of hand-assembled print collections are used side-by-side, with insights from each methodological approach used to generate insights that are then measured, tested, and enriched by the other.
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
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Digital History in the student learning experience
1. Digital History in the student
learning experience
James Baker
Senior Lecturer in Digital History and
Archives
@j_w_baker
james.baker@sussex.ac.uk
This work is licensed under a Creative Commons Attribution 4.0 International License.
Exceptions: quotations, embeds from external sources, logos, and marked images.
2. @j_w_baker james.baker@sussex.ac.uk
Scenario
Because you are new and fresh and young(ish), you've been
given the (vague) task “making the curriculum 'digital’”
You aren't making a new module rather adapting what exists
(so the learning outcomes remain historical)
There is no commitment to changing assessments or
assessment patterns
The person asking for 'digital' skills doesn't know what they
are but has a sense of their relevance/importance
3. @j_w_baker james.baker@sussex.ac.uk
Scenario
Working in on your table (6 minutes)
•Reorganise a list on things to teach into the order you think
they should be taught
•Justify your ordering
•Make additions: things you think the students also need.
Working in pairs of tables (8 minutes)
•Discuss you orderings, justifications, and new items
•Reorder, add new things
Working all together (10 minutes)
•Review our work
4. @j_w_baker james.baker@sussex.ac.uk
Sussex History 2018/19
Autumn – Doing History in the Digital Age
1. What is History
2. Reading History
3. Writing History
4. Referencing History
6. Library
7. Searching for History
8. Interfaces to History
9. Archiving History
10. Organising History
11. Sources of History
12. Review
- 1 hour per week
- Part of Y1 Module 'Early Modern World'
- Module is core for all History students
- Timetabled in lecture slot
- Skills assessed in ‘normal’ history essays
- Get into digital through history skills
- Primary sources as point of focus
- Tie to Early Modern lectures/seminars
- 'Lectures' super practical
- Peer learning exercises
- Combination of laptop and paper work
- Students work together, share laptops
- Bring their own but don't have to
5. @j_w_baker james.baker@sussex.ac.uk
Sussex History 2018/19
Spring – Doing Digital History
1. Data Modelling
2. Making historical data I (theory)
3. Making historical data II (practice: getting)
4. Digitising historical data I (theory)
5. Digitising historical data II (practice)
6. Critiquing historical data
7. Visualising historical data I (theory)
8. Visualising historical data II (practice: graphs)
9. Visualising historical data III (practice: maps)
10. Storing and preserving historical data
11. What is Digital History?
- 1 hour per week
- Part of Y1 Module
'Making of the Modern
World'
- Core module
- Lecture slot
- Skills assessed in
‘normal’ history essays
- Primary sources
- Modern World focus
- 'Lectures' practical
- Peer learning
- Laptops
- Multi-week themes
- Build dataset in Weeks
3 and 6 that they use
throughout
6. @j_w_baker james.baker@sussex.ac.uk
Headline findings after 3 years!
Students like practical
Peer learning helps manage mass practicals
Students like learning about history
Primary sources are a perfect hook
Students like learning about historical practice
Students dislike titles that look like maths/stats
Students have hugely varying skill levels
Paper is your friend
You learn a huge amount about the assumptions
students (and colleagues) make about ‘digital’
and ‘skills’.
7. @j_w_baker james.baker@sussex.ac.uk
Headline findings after 3 years!
Just like everything else (perhaps even more
so) digital/skills tasks need to be based on
strong pedagogical practice:
Huston, Therese. Teaching What You Don’t
Know. Harvard University Press, 2012.
Tasks like clarity grid, three-way interview,
survey says, sequence construction..
8. Digital History in the student
learning experience
James Baker
Senior Lecturer in Digital History and
Archives
@j_w_baker
james.baker@sussex.ac.uk
This work is licensed under a Creative Commons Attribution 4.0 International License.
Exceptions: quotations, embeds from external sources, logos, and marked images.