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Using Digital Humanities in the Classroom
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Table of Contents

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

Promotional Information

The first practical guide to using digital tools and resources in the Humanities classroom.

About the Author

Claire Battershill is Government of Canada Banting Postdoctoral Fellow at Simon Fraser University, Canada. Shawna Ross is Assistant Professor of Modern British Literature and Digital Humanities at Texas A&M University, USA.

Reviews

Using Digital Humanities in the Classroom is everything one could hope such a volume might be: clear and accessible, learned and pragmatic, broad and deep - and, above all, extremely useful to all those teaching any aspect the digital humanities, new and experienced alike. * Dr. Raymond Siemens, Distinguished Professor in the Faculty of Humanities, University of Victoria, Canada *
Using Digital Humanities in the Classroom is a much overdue practical guide to the digital humanities, including a practical and pedagogical focus as useful for active digital humanities scholars as it is for novices. The model assignments provide scholars with materials that are profoundly useful, while the anecdotal experiences of the authors explore the real-life implications of using technologies in the classroom in more than just a token way. * Megan Faragher, Assistant Professor, Wright State University - Lake Campus, USA *
"Using Digital Humanities in the Classroom: A Practical Introduction for Teachers, Lecturers, and Students offers both a coherent account of how one might think about a pedagogy that is both humanistic and digitally-informed as well as a kaleidoscopic array of possible assignments, or even just tweaks to existing assignments ... I think Using Digital Humanities in the Classroom is the best such book going, and is worth the time of anyone who's interested in thinking about humanities pedagogy, especially if you're interested in considering some digital tools ... I say this less often than you'd think, but this is a book I wish I'd written about five years ago. * ProfHacker, The Chronicle of Higher Education *

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