Module 9 will explore DH pedagogy; while this will have a particular emphasis on teaching in college settings, much of what we discuss should easily be translatable to middle/high school and public history settings. The readings and discussion will help you think about both “big picture” questions surrounding DH pedagogy as well as how this works in practice, with two specific examples of DH classroom assignments. The technical activities introduce you to a variety of different DH tools/projects you could incorporate into a classroom; while you are welcome to do them all, there’s enough reading this week that I am only asking you to try 2.
1. read Claire Battershill and Shawna Ross, Using Digital Humanities in the Classroom: A Practical Introduction for Teachers, Lecturers, and Students (Bloomsbury Academic, 2017)
2. read Kalani Craig, et al., “Correcting for Presentism in Student Reading of Historical Accounts Through Digital-History Methodologies,” (2017).
3. read Shannon Kelley, “Getting on the Map: A Case Study in Digital Pedagogy and Undergraduate Crowdsourcing,” DHQ 11.3 (2017).
4. participate in the Slack discussion
Technical Activities (choose at least 2)
2. check out Timeline JS – how would this be useful for helping students construct event-based historical narratives?
3. check out Voyant – how could you use it to help students interpret historical sources in a classroom environment?
4. explore the Wiki Education training modules and make a few edits to Wikipedia – how might editing Wikipedia advance students’ understanding of how historical knowledge is constructed and contested?
5. explore at least two of the Zooniverse humanities/transcription projects – how could you incorporate student participation in such projects into a classroom setting and what would they get out of it?