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Using Digital Humanities in the Classroom: A Practical Introduction for Teachers, Lecturers, and Students 2nd edition [Pehme köide]

(Simon Fraser University, Canada), (Texas A&M University, USA)
  • Formaat: Paperback / softback, 280 pages, kõrgus x laius x paksus: 232x156x22 mm, kaal: 445 g
  • Ilmumisaeg: 21-Apr-2022
  • Kirjastus: Bloomsbury Academic
  • ISBN-10: 1350180890
  • ISBN-13: 9781350180895
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Using Digital Humanities in the Classroom: A Practical Introduction for Teachers, Lecturers, and Students 2nd editionSuurem pilt
  • Formaat: Paperback / softback, 280 pages, kõrgus x laius x paksus: 232x156x22 mm, kaal: 445 g
  • Ilmumisaeg: 21-Apr-2022
  • Kirjastus: Bloomsbury Academic
  • ISBN-10: 1350180890
  • ISBN-13: 9781350180895
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9781350180895.html
Märksõnad:

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 'Collaborating' and on 'Teaching in a Digital 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.

Arvustused

The new edition of Using Digital Humanities in the Classroom extends its already positive and beneficial role, at a time when our thinking about the issues it speaks to have increasing importance. Its new and revised materials continue to build on the first editions foundation: 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 This unique book is a goldmine for humanities academics wanting to incorporate digital content into their teaching. In accessible, non-intimidating style, the book and its companion website take you by the hand and guide you through practicalities and logistics. Using it has revolutionised my undergraduate teaching. * Simone Murray, Associate Professor in Literary Studies, Monash University, Australia *

Muu info

Updated practical guide to using digital tools and resources in the humanities classroom.
List of Figures
ix
List of Tables
x
Acknowledgments xi
Preface to the Second Edition xiii
Introduction 1(14)
Who Is This Book for?
2(1)
What Are Digital Humanities?
3(1)
Key Concepts
4(2)
How to Use This Book
6(4)
The Web Companion
10(1)
Conclusion
10(1)
Further Reading
11(4)
1 Finding, Creating, and Using Digital Resources
15(16)
Why Use Digital Texts (and Other Assets)?
15(3)
Finding and Evaluating Digital Resources
18(2)
Creating Digital Resources for Your Students
20(2)
Creating Digital Resources with Your Students
22(2)
A Short Guide to Citation and Copyright
24(4)
Conclusion
28(1)
Further Reading
29(2)
2 Ensuring Accessibility
31(24)
Universal Design
31(1)
Facilitating Lectures
32(3)
Promoting Universal Interactivity
35(2)
Implementing the Three Principles of Universal Design
37(4)
Providing Accessible Resources
41(1)
Paying Attention to Multiple Intelligences
41(2)
Adapting Policies for Individual Cases
43(4)
Privacy, Safety, and Account Management
47(3)
Conclusion
50(1)
Further Reading
51(4)
3 Designing Your Syllabus
55(18)
Course Websites
55(1)
A Note on Domains and Web Hosting
56(3)
Online Syllabi
59(1)
Should You Teach an Introduction to DH Course?
59(2)
An Alternative Approach: Choosing Your Amount of DH
61(1)
Anatomy of a Syllabus I: Course Information and Learning Objectives
61(5)
Anatomy of a Syllabus II: Course Policies
66(2)
Contextualizing Your Course Design
68(1)
Conclusion
69(1)
Further Reading
69(4)
4 Designing Classroom Activities
73(22)
Activities as Experimentation
73(2)
Activity Design: Balancing Integration and Flexibility
75(1)
Ten-Minute Exercises
76(2)
Half-Hour Exercises
78(2)
Whole-Class Exercises
80(3)
Weeklong Exercises
83(3)
Advanced Activities
86(4)
Writing Effective Prompts
90(1)
Conclusion
91(1)
Further Reading
91(4)
5 Managing Classroom Activities
95(24)
Working with Existing or Free Resources
95(3)
Many Ways to Secure Equipment
98(14)
Troubleshooting
112(2)
In Case of Total Failure
114(2)
Conclusion
116(1)
Further Reading
116(3)
6 Creating Digital Assignments
119(20)
General Principles for Creating Digital Assignments
119(1)
Common Types of Digital Assignments
120(9)
Advanced Assignments
129(4)
Writing Effective Assignment Sheets
133(2)
Conclusion
135(1)
Further Reading
136(3)
7 Evaluating Student Work
139(16)
The Importance of Explicit Assessment Criteria
140(1)
Anatomy of a Rubric
141(1)
Competencies: A Language for Indicating Success
141(6)
Involving Students in Evaluation Processes
147(1)
Thinking beyond the Rubric
148(2)
Coping with Failure during Assessment Periods
150(2)
Conclusion
152(1)
Further Reading
153(2)
8 Teaching Graduate Students
155(22)
The Role of Technology in Twenty-First-Century Graduate Education
156(1)
Graduate Students versus Undergraduate Students
157(1)
Do I Have to Learn to Code (and Which Language)?
157(1)
Incorporating DH into Graduate Coursework
158(4)
DH Advice for Graduate Students and Mentors at Every Stage
162(4)
External Opportunities
166(1)
Professionalization and the Job Market
167(6)
Exploring Alt-Ac Careers
173(1)
Conclusion
174(1)
Further Reading
175(2)
9 Collaborating
177(16)
Finding Support and Community within Your Institution
177(2)
Working with Libraries and Special Collections
179(2)
Public Humanities and Public Engagement
181(1)
Engaging with Social Media
181(3)
Joining Academic Organizations
184(1)
Participating in Events: Conferences, Unconferences, Workshops, and Institutes
185(1)
Applying for Grant Funding
186(1)
Working with a Team
187(2)
Conclusion
189(1)
Further Reading
190(3)
10 Contributing to Your Research
193(18)
Counting More Than Once: The Skill Life Cycle
193(1)
Incorporating Digital Tools in Your Research Methods
194(1)
Producing Research on Digital Pedagogy
195(8)
Broadening the Scope of Your Research
203(2)
Collaborating with Students
205(2)
Conclusion
207(1)
Further Reading
208(3)
11 Teaching in a Digital Classroom
211(30)
Six Goals for Online Classes
213(10)
Nuts and Bolts
223(7)
Building Community Online
230(4)
Anticipating Challenges
234(3)
Conclusion
237(1)
Further Reading
238(3)
Coda: Developing Your Teaching Philosophy 241(6)
Index 247
Claire Battershill is an Assistant Professor, cross-appointed in the Faculty of Information and the Department of English, at the University of Toronto, Canada.

Shawna Ross is Associate Professor of English at Texas A&M University, USA.