Senior Fellows will support the Digital Scholarship Summer Fellowship program by:<\/p>\n
For the summer of 2017, the Senior Fellows will create an open educational resource that will document an aspect of digital scholarship. We will use the structure of the Programming Historian<\/a> website to guide the creation of our resource.<\/p>\n Read “Pedagogies of Race: Digital Humanities in the Face of Ferguson<\/a>” and think about the various projects you have been working on, either your own independent research, the What We Did Here site, or the tutorials and classes you have supported as Digital Scholarship Fellows. Then tie this back to the chapter, especially thinking about this quote:<\/p>\n A focus on points of resistance is central to student learning.\u00a0<\/span>Just as we as faculty collaborators interrogate moments of resistance in our partnership, we encourage students to understand how points of resistance in their own work, in the historical narrative, or the technical interface reveal crucial moments of engagement and insight.<\/span> Instead of following a lockstep approach to a text, we ask the students to creatively interrogate the text within a broader context.<\/span><\/p><\/blockquote>\n How do we resist, in the sense of resisting the narratives you are working with, the tools you have been presented with, the challenges and biases you have faced as a student researcher\/digital scholar, and even your own research?<\/p>\n During week 4 you’ve supported a Scalar workshop and worked on concepts of instructional design related to your OER. Read How Not to Teach Digital Humanities<\/a>\u00a0and reflect upon this in light of your recent experiences. Think on this quote:<\/p>\n As an opening gambit, I want to suggest that undergraduate students do not care about digital humanities.<\/span> I want to suggest further that their disinterest is right and even salutary, because what I really<\/i> mean is that undergrads do not care about DH qua\u00a0<\/i>DH.<\/span> In DH classes, meta-discussions about the field too often preclude engagement with its projects and theoretical engagements.<\/span> In other words, we lead students brand-new to DH immediately into straw-man arguments about its broadest characterizations, whether good or bad, rather than substantive investigations of specific projects, thinkers, methods, books, or articles.<\/span><\/p><\/blockquote>\n As from your perspective as undergraduates, do you feel there are right\/better\/improved ways that digital scholarship concepts can be taught? What strategies can be used to get your peers excited about learning digital scholarship and applying it in their assignments? Is there a “wrong” way to teach digital scholarship?<\/p>\n There are no wrong answers here, and more questions are always welcomed.<\/p>\n Use this blog post to provide us with an update on your research project. What new questions are you asking? What new tools have you decided to use (if any)? Have you made any new connections? What has been rewarding\/frustrating?<\/p>\n The concept of digital humanities as focusing more on process instead of projects is important to understanding how we teach DH and expect others to learn it. How does a process-oriented digital humanities change how you think about your research? In other words, if you are focusing more on the idea of the journey in digital humanities research instead of a final product, how does that change how you ask a research question, and how you expected to be evaluated on it? An (very crude) analogy could be getting graded on how you conduct your research and the process of revising and writing a paper, instead of just getting a grade on a final draft. Along the same lines: what if we focused less on projects in DH, and more on the different nodes and pieces that make it come together? How does that change how we think about collaboration and who gets credit for working in the digital humanities?<\/p>\nPlanning Meeting: Tuesday, May 23, 10am-11am<\/h3>\n
Readings and Assignments<\/h4>\n
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Week 2:\u00a0Learning Objectives and Audience<\/h2>\n
Planning Meeting: Tuesday, May 30, 11am-Noon<\/h3>\n
Readings and Assignments<\/h4>\n
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Blog Post 1: Due\u00a0Friday, June 9<\/h3>\n
Week 3:\u00a0Planning for Scalar Workshop and Lab<\/h2>\n
Planning Meeting: Tuesday, June 6, 1pm-2pm<\/h3>\n
Readings and Assignments<\/h4>\n
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Week 4: Instructional Design<\/h2>\n
Planning Meeting: Tuesday, June 13, 9am-10am<\/h3>\n
Readings and Assignments<\/h4>\n
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OER Time: Tuesday, June 13, 10am-Noon<\/h3>\n
Blog Post 2: Due Monday, June 19<\/h3>\n
Week 5: Writing Documentation<\/h2>\n
Planning Meeting: Thursday, June 22, 10:30am-11:30am<\/h3>\n
Readings and Assignments<\/h4>\n
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OER Time: Tuesday, June 20, 10am-Noon<\/h3>\n
Week 6: Usability and Testing<\/h2>\n
Planning Meeting: Tuesday, June 27, 9am-10am<\/h3>\n
Readings and Assignments<\/h4>\n
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OER Time: Tuesday, June 27, 10am-Noon<\/h3>\n
Blog Post 3: Due Wednesday, July 5<\/h3>\n
Week 7: First Draft Review<\/h2>\n
Planning Meeting: Tuesday, July 5, 9am-10am<\/h3>\n
Readings and Assignments<\/h4>\n
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OER Time: Tuesday, July 5, 10am-Noon<\/h3>\n
Week 8: Keystone DH<\/h2>\n
Planning Meeting: Tuesday, July 12, 9am-10am<\/h3>\n
Readings and Assignments<\/h4>\n
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KeystoneDH Practice: Tuesday, July 21, 10am-Noon<\/h3>\n
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Week 9: Peer Review<\/h2>\n
Blog Post 4: Due Monday, July 17<\/h3>\n
Planning Meeting: Tuesday, July 18, 9am-10am<\/h3>\n
Readings and Assignments<\/h4>\n