Engaging Undergraduates with Digital Scholarship Projects

October 22, 2014 § Leave a comment

Today, I’m presenting at Temple University Center for Humanities as part of their Digital Humanities in Practice series.  More information is here:  http://www.cla.temple.edu/chat/activities/index.html#davis  This post includes links, references, and slides for my talk.Center for the Humanities, Temple University « Read the rest of this entry »

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Global Learning through MOOC Translation?

April 29, 2014 § 4 Comments

Coursera Global Translator CommunityThis morning I found an email in my inbox inviting me to become a translator of MOOCs by joining the Coursera-sponsored Global Translator Community.  I find this announcement interesting in its implications for MOOC community, crowdsourcing, applied learning opportunities, and global learning. « Read the rest of this entry »

Doing Digital Humanities at Community Colleges

November 13, 2013 § Leave a comment

Last month, I had the privilege of being part of an excellent conversation about doing digital humanities at community colleges. A group of DH-experts joined community college faculty for an NEH-Office of Digital Humanities Start-Up Grant-funded workshop, “Bringing Digital Humanities to the Community College–and Vice Versa.” Anne McGrail, who organized the event, has now posted the storify:

Using Disruption to Stay on Course

August 21, 2013 § Leave a comment

Tomorrow, Thursday, August 22, I’ll be presenting as part of the Opening Plenary panel of the St. Edward’s Annual Teaching Symposium.  Below are my slides for the symposium the description of the plenary panel, and resources for my presentation.

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Mapping Technology Use for Teaching and Learning

April 6, 2013 § 1 Comment

Earlier this afternoon I gave a presentation called “Mapping Technology Use for Teaching and Learning at Liberal Arts Colleges” at a faculty workshop of the Great Lakes Colleges Association, “Hybrid Thinking About The Role of Technology For Liberal Education.” The slides are available online:

I include references and links below. « Read the rest of this entry »

Yes, Undergrads Can Do Digital Humanities

April 3, 2013 § 1 Comment

Davidson student, Ayesha Shah ’13, leads elementary students through her geotagged math map service-learning project.

When I first started researching digital humanities at liberal arts colleges I was dismayed to hear a comment made at the 2010 Digital Humanities Conference in London: “There is no place for undergrads in Digital Humanities.” That is manifestly untrue.  Here’s some of the proof that’s come through my inbox this week of undegraduates doing digital humanities and other forms of digital scholarship. « Read the rest of this entry »

Developing a Curriculum for Undergraduate Work in the Digital Archives

December 17, 2012 § 1 Comment

I want to highlight a recent journal issue and a seminar from 2011 because each documents ways to engage student in applied digital work through the archives.  I’m addressing them together because I believe that combined, they suggest a model for a sequential undergraduate curriculum for digital archives.   « Read the rest of this entry »

Undergrads Do Archaeology, Civic Engagement and Digital Humanities

September 17, 2012 § 1 Comment

Undergraduates at Hamilton College are participating in an archaeological dig led by Prof. Nathan Goodale. This project illustrates the variety of learning experiences and high impact practices that can come from engaging undergraduates in collaborative research with faculty using digital methodologies.  Not only do students engage in collaborative, student-faculty research, they also see the public impact of that research as it is being used by Sinxit activists to support claims to their ancestral land. The project is part of Hamilton College’s Digital Humanities Initiative, and uses digital techniques such as a digital database of cultural and linguistic information, iPads for data collection in the field, 3-D Modeling of Sinxit buildings, and a film about the Sinxit, past and present. When I interviewed Prof. Goodale in 2010 during a visit to Hamilton College to learn about DHi, it became clear to me that he wasn’t striving to be at the cutting edge of digital humanities research and teaching.  Rather, his project uses the best tools available and those tools happen to be digital.  That lesson is far more important to undergrads, whether they identify themselves as digital humanists or not.

Read more about it in this story from the Chronicle of Higher Education: Archae0logists Uncover Markers of an ‘Extinct’ Ancient Tribe on Contested Land. (Note that this is a premium article, so, unfortunately the link above expires in 5 days).

Process Checklist for Integrating Digital Humanities Projects into Courses

September 13, 2012 § 5 Comments

In 2011 Kathyrn Tomasek and I co-taught several instances of our workshop on Integrating Digital Humanities Projects into the Undergraduate Curriculum. In the workshop, Kathryn shared her experience building the Wheaton College Digital History Project into her courses.   Together we developed this checklist to help other faculty and staff work through the process of integrating work on digital projects into a course. « Read the rest of this entry »

Crowdsourcing, Undergraduates, and Digital Humanities Projects

September 3, 2012 § 10 Comments

Crowdsourcing could be a silver bullet for integrating digital humanities methods into the undergraduate curriculum.  Why?

“Crowd” by flickr user James Cridland

Crowdsourcing means getting the general public to do tasks. Jeff Howe explains the phenomenon in “The Rise of Crowdsourcing” (Wired Magazine, June 2006) by analogy with outsourcing.  This method of labor is growing for scholarly and cultural heritage projects, and that’s where it intersects with the undergraduate curriculum.  Collaborative manuscript transcription projects, like Transcribe Bentham, have received quite a bit of the attention, but there are a variety of opportunities out there for motivated students to engage in the process of digitizing, preserving, and studying collective resources and data.  For example, the Perseus Digital Library (whose flagship collections cover the history, literature and culture of the Greco-Roman world) has drafted a call to

Advance our understanding of the Greco-Roman World! Contribute to the Scaife Digital Library — improve existing materials and to create new ones! If you want to understand the present and invent the future then FREE THE PAST!

This call lays out a variety of ways to contribute, including translation, definition, citation, text correction, manuscript transcription, text markup, mapping, and clarifying ambiguous names, words or grammar. If your students answer this call or one like it, what will they gain?  Is this just grunt labor or are their potential learning outcomes? Why is this a silver bullet for DH in the classroom? « Read the rest of this entry »

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