Using digital humanities in the classroom : a practical introduction for teachers, lecturers, and students

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書誌事項

Using digital humanities in the classroom : a practical introduction for teachers, lecturers, and students

Claire Battershill and Shawna Ross

Bloomsbury Academic, 2017

  • : hb

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Includes bibliographical references and index

内容説明・目次

内容説明

Rooted in the day-to-day experience of teaching and written for those without specialist technical knowledge, this is a new edition of the go-to guide to using digital tools and resources in the humanities classroom. In response to the rapidly changing nature of the field, this new edition has been updated throughout and now features: - A brand-new Preface accounting for new developments in the broader field of DH pedagogy - New chapters on 'Teaching in a Digital Classroom' and 'DH Beyond the Classroom' - New sections on collaborating with other teachers; teaching students with learning differences; explaining the benefits of digital pedagogy to your students; and advising graduate students about the technologies they need to master - New 'advanced activities' and 'advanced assignment' sections (including bots, vlogging, crowd-sourcing, digital storytelling, web scraping, critical making, automatic text generation, and digital media art) - Expanded chapter bibliographies and over two dozen tables offering practical advice on choosing software programs Accompanied by a streamlined companion website, which has been entirely redesigned to answer commonly asked questions quickly and clearly, this is essential reading for anyone looking to incorporate digital tools and resources into their daily teaching.

目次

Introduction i. Who is this book for? ii. What are the digital humanities? iii. Key concepts iv. How to use this book v. The Web Companion vi. Developing your own digital pedagogy vii. Conclusion 1, Overcoming Resistance i. Conquering the fear of failure ii. Your own resistance iii. Your colleagues' resistance iv. Your students' resistance v. The best cure is prevention: establishing good habits vi. Conclusion vii. Further reading 2. Finding, Evaluating and Creating Digital Resources i. Why use digital texts (and other assets)? ii. Finding and evaluating digital resources iii. Creating digital resources for your students iv. Creating digital resources with your students v. A short guide to citation and copyright vi. Conclusion vii. Further reading 3. Ensuring Accessibility i. Universal Design ii. Facilitating lectures iii. Promoting universal interactivity iv. Providing accessible resources v. Privacy, safety, and account management vi. Adapting policies for individual students and student bodies vii. Conclusion viii. Further reading 4. Designing Syllabi i. Course websites ii. A note on domains and web hosting iii. Online syllabi iv. Other digital resources for course websites v. Should you teach an introduction to DH course? vi. An alternative approach: Choosing your amount of DH vii. Anatomy of a syllabus I: Course information and learning objectives viii. Anatomy of a syllabus II: Course policies ix. Conclusion x. Further reading 5. Designing Classroom Activities i. Activities as exploration ii. Activity design: Balancing integration and flexibility iii. Ten-minute exercises iv. Half-hour exercises v. Whole-class exercises vi. Weeklong exercises vii. Writing effective prompts viii. Conclusion ix. Further reading 6. Managing Classroom Activities i. Working with existing or free resources ii. Many ways to secure equipment iii. Troubleshooting iv. In case of total failure v. Conclusion vi. Further reading 7. Creating Digital Assignments i. General principles for creating digital assignments ii. Common types of digital assignments iii. Writing effective assignment sheets iv. Conclusion v. Further reading 8. Evaluating Student Work i. The importance of explicit assessment criteria ii. Anatomy of a rubric iii. Competencies: A language for indicating success iv. Involving students in evaluation processes v. Thinking beyond the rubric vi. Coping with failure during assessment periods vii. Conclusion viii. Further reading 9. Teaching Graduate Students i. The role of technology in twenty-first-century graduate education ii. Graduate students versus undergraduate students iii. Incorporating DH into graduate course work iv. External opportunities v. Professionalization and the job market vi. A note on alt-ac careers vii. Conclusion viii. Further reading 10. Finding Internal Support Communities i. A note on the variety of support systems ii. Faculty and staff in humanities, social sciences and STEM iii. Libraries and special collections iv. IT services v. Financial and material resources vi. The ethics of collaboration vii. Conclusion viii. Further reading 11. Finding External Support Communities i. Social media ii. Twitter for the uninitiated iii. Academic organizations iv. Events: Conferences, unconferences, workshops, and institutes v. Academic publications vi. External grant funding vii. Conclusion viii. Further reading 12. Connecting to Your Research i. Counting more than once ii. Incorporating digital methods in your research iii. Producing research on digital pedagogy iv. Broadening the scope of your research v. Collaborating with students vi. Conclusion vii. Further reading Conclusion Index

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