How we Teach? Digital Humanities Pedagogy in an Imperfect World

I was honoured to give this keynote at the CSDH/SCHN conference at Congress in Calgary on Wednesday.

I would like to start by thanking Susan Brown, Jon Bath, Michael Ullyot, and CSDH for inviting me to speak here. I’m sorry Susan isn’t here because I wanted her to hear this, too, so would someone tweet out to her that it is a particular honor for me to be here because #myDH (as the hashtag goes) is Canadian. Many of the people in this room have been directly responsible in ways they will never know for shaping my relationship to the Digital Humanities and my identity as a Digital Humanist - my training, my professionalization, my research and publication agenda. But more important, you have epitomized for me the possibilities for progressive, collaborative, thoughtful DH, and why that is crucial to the ways in which global DH should be conducted. You have also taught me that those possibilities come with responsibility, and that that responsibility cannot be taken lightly. And so I take this talk very seriously and personally. Continue reading How we Teach? Digital Humanities Pedagogy in an Imperfect World

Introductory Markup Experiments

This week in my HUMN 100 course we began the TEI module, which will see students tagging individual anecdotes in "Tarlton's Jests" and compiling them into a digital edition. We've been wrestling with some computer problems this term that have made the round-table collaborative nature of last fall's course a bit harder to sustain. Several students have had to work on the lab PCs around the edge of the room, which means their backs are to me, and they're not connecting with one another, either.

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Pedagogical Hermeneutics and Teaching DH in a Liberal Arts Context

Katie Faull and I gave the following presentation last week at DH2015 in Sydney, Australia.

This is an abbreviated form of the talk.  The complete version will be published as an article in the near future.

We take our title from Alan Liu’s challenge to DH educators to develop a distinctive  pedagogical hermeneutic of “practice, discovery, and community” What does this look like?  How do we put this into practice?

This paper focuses on our teaching experience at Bucknell University in the academic year 2014-15 to show how the planning, design, and execution of a new project-based course, Humanities 100, introduced undergraduate students to the world of digital humanities through the use of selected digital tools and methods of analysis.
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