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Digital Tool Across Disciplines
- 1. Digital Humanities Tools Across Disciplines Anne Cong-Huyen aconghuy@whittier.edu April 8, 2017 “Cat on Mac,” by Wendy Seltzer via Flickr, CC-BY-2.0
- 2. Agenda Defining Our Terms Undergraduate Learning & Research How? • Considerations • Tool Parade! Conclusion • Creating a Digital Assignment
- 3. The Digital Humanities and/or Digital Liberal Arts Cats being instructed in the art of mouse-catching by an owl, Lombard School c. 1700. Public Domain image.
- 4. Digital Liberal Arts • First, Digital Liberal Arts (DLA) is inclusive of the entire arts and sciences spectrum, from the humanities and performing arts to the social sciences and the natural sciences… • Second, DLA is explicitly residential and dialogical…DLA is from the outset concerned with the integration of technology into the everyday life… • Third, DLA is as concerned with pedagogy as it is with research, pursuing models of research and service based teaching that characterize small liberal arts colleges today. Rafael Alvarado, “Start Calling it the Digital Liberal Arts” “How to beat his iPad game – sit on it” by Kelly Reaves via Flickr, CC-BY-ND-2.0.
- 5. DIGITAL PEDAGOGY Undergraduate Research & High-Impact Educational Practices Cats in the Dormitory by Louis Wain, Public Domain Image
- 6. Digital Pedagogy Promoting undergrad research Develop digital literacies Promote play, collaboration, and problem solving Foster (digital) citizenship Adapted from Lisa Spiro’s “Case Studies of Digital Humanities Pedagogy” (2013)
- 7. “…the closer we can bring our students to the real sources of knowledge — the ancient texts, the archaeological remains, the papyri and parchment — and the real reward of scholarship — the joy of producing a piece of work that one knows will be discovered and read with interest and pleasure by people we may never meet — the closer we can bring students to the experience of being true scholars, working beside other scholars, the more enthusiasm we find.” Christopher Blackwell and Thomas Martin, “Technology, Collaboration, and Undergraduate Research.” “kitten” by Flickr user unbunt, CC-BY-NC-ND-2.0
- 8. Design Thinking in Pedagogy Risk Fail Learn Innovate Adapted from Jennifer Sparrow
- 9. Spectrum of Digital Liberal Arts Classes “Toe-in- the-water” “Diving in”
- 10. Getting Started 1. Start with an existing course 2. Let your teaching practices determine the tools 3. Teach a few (digital) things well 4. Scaffold everything 5. Integrate Adapted from Ashley Sanders
- 11. TOOL PARADE! Tools to Test in Your Classes http://anitaconchita.org/dh-tools-across-disciplines/ Cats Suggested as the Fifty-Three Stations of the Tokaido by Utagawa Kuniyoshi, Public Domain image
- 12. Developing Your Assignment or Project 1. Learning objectives: what will students learn? 2. Feasibility: How much can you ask students to complete? 3. Main elements of the assignment: how will they learn it? 4. How will the assignment will be assessed: how will you know what the students have learned? 5. Where will the assignment fit into the syllabus and your broader course goals? 6. What tools, skills and resources do students (and you) need to complete the assignment? 7. What kind of support will be provided, by the instructor and by others (e.g. librarians, instructional technologists, and community members)? 8. What challenges do you foresee in making the assignment? how you might address them? Adapted from Lisa Spiro’s “Case Studies of Digital Humanities Pedagogy” (2013)
Editor's Notes
- Digital Humanities (rooted in Computational Humanities) field of humanistic practice that uses digital tools and methods to answer humanities questions. In more recent years we also see the use of humanities methods and modes of inquiry to interpret computational data. In the past decade or so, Digital Humanities has developed into a formidable field, and has managed to be one of the few humanities fields in which investment has grown: increased hires, institutionalization, and grant funding. Digital Liberal Arts, grew out of Digital Humanities, but has positioned itself as a broader, more inclusive curricular innovation that centers digital practice as a method for helping students to develop within a liberal educational model that prepares them to deal with “complexity, diversity, and change” (AACU, LEAP-Liberal Education & America’s Promise).
- AACU Identifies these as “teaching and learning practices” that help “increase rates of retention and student engagement” First-year Seminars and Experiences Common intellectual experiences learning communities writing intensive courses etc. Of particular interest: Collaborative Assignments and Projects Undergraduate Research Service Learning Capstone Courses and Projects The challenge: Balancing the imperatives behind the high-impact education, and integration of digital tools and practices so that in the end they both work together to best serve student learning and development
- What I want to suggest here today, is that when working to develop digital assignments, research projects, that we’re considering the following: Promoting undergraduate research Help students develop digital literacies Promote play, collaboration and problem solving (all skills that we want students to be able to take with them into future work places) Foster digital citizenship It’s not just a matter of adding tools to our classes. It’s easy to add tools poorly. Additional 21st Century Literacies, what been called “Digital well-being” (Cathy Davidson and Howard Rheingold) Attention Dealing with info glut Identifying fake news Collaboration Narrative, storytelling Critical consumption of information Learning, unlearning, and relearning Controlling digital data
- We all know that teaching is hard. It is iterative, and it is more so when you attempt to take on digital pedagogy. Just know that you are taking a risk with each innovation, however small, and with risk comes the possibility of failure (but also success!), but either way, you will learn, adapt, and try again. Assessment! We hate this term! But check in with your students! They can offer valuable feedback about what works, what needs more time, more development, etc. Involve them in the teaching and learning process. (notes)
- Start small! Depending on how you teach, it may not may sense to use certain tools. If you already ask your students to annotate readings, then digital, collaboration tools like Hypothesis may be a good fit! Balance the skills needed with course content. Sometimes a large project may require too much of you and your students, so it’s ok to use one tool/skill well over the course of a quarter. Ideally, this would be an opportunity for students to apply disciplinary knowledge, the tool should extend the learning of the content, and help build transferrable skills that they can build on later. 5. Integrate skills and concepts into your larger course structures, department, curriculum