Archive for category Teaching
Over the last decade, at roughly the same time that digital humanities methods and tools have appeared in language and literature classrooms and research, universities have made investments in 3D printing and makerspaces. And in a similar way to digital humanities, those working in modern languages might not immediately see how they could use fabrication technologies in their teaching and research.
For its session at the 2018 MLA Convention, ACH invites proposals that highlight how 3D printing, soft circuits, or other methods of physical fabrication are used to teach languages or literature or to conduct linguistic or literary research. Speakers will give brief talks (4-6 minutes, depending on number of participants) that address the praxis of printing and the metaphysics of physicalization. While a discussion of what you made and how you made it will naturally feature in these talks, it is more important to discuss how the act of making contributed to the understanding of languages and/or literatures. In this way, this session is cousin to the ACH’s 2014 session at the MLA.
Please send abstracts of 250 words (not including references) to brian [dot] croxall [at] brown [dot] edu. Abstracts should be received by 5pm EST / GMT-5 on 15 March 2017. N.B. All accepted panelists will need to be current MLA members—or have their membership waived—by 7 April 2017.
Since the ACH is an allied organization of the MLA, this session is guaranteed to be accepted for the 2018 MLA.
Cross-posted from ach.org.
tl;dr: I gave another talk about digital pedagogy. Here it is.
About two weeks ago, I spoke at the MLA Convention in Philadelphia. I was part of a panel titled, “DH 101: Revisiting the ‘Introduction to Digital Humanities’ Course.” The panel was organized by Matt Gold and Lauren Klein on behalf of the MLA Forum TC Digital Humanities. My co-panelists included:
- Janelle Adsit, Humboldt State University
- Daniel Anderson, University of North Carolina, Chapel Hill
- Christina Boyles, University of Iowa
- James E. Dobson, Dartmouth College
- Kathi Inman Berens, Portland State University
- Carly Marino, Humboldt State University
- Laura Sanders, Portland Community College, Oregon
I was particularly excited to present with Kathi, as we co-organized a panel on digital humanities pedagogy for the 2012 MLA. But it was great to get to know the work of these colleagues, and the exciting and different ways they are leading development of digital humanities pedagogy at their different schools, ranging from Ivy Leagues to community colleges.
There’s a part of me that hesitates to put this talk up because I talk (at least in part) about an assignment that I have discussed in a previous talk that I’ve published here on my blog. But this presentation gave me a chance to talk through the changes that I had made over the years to the course, and to do a little bit of theorizing—a very little—about what it is that I think matters in digital humanities pedagogy. Spoiler: it’s the last sentence. There’s an essay or blog post to be written about my resistance to “doing things twice,” as that has been an animating tension for me in the development of this and other courses. But I’ll have to save that for another day.
As always, my work is Creative Commons-licensed. Let me know what you think!
tl;dr: I gave a talk about digital pedagogy.
Today I want to share a talk. That’s not all that unusual, as I’ve been in the habit of posting such presentations since I began blogging here in 2009. What’s unusual about this one—at least for me—is that it’s a talk that evolved as I gave it as a keynote at three different universities.
Although it’s taken me longer to post this talk than I would have liked, I want to share my framework for theorizing digital pedagogy. This is the rubric I use when working with faculty here at Brown to design new classroom research projects. We can create new and exciting, team-based research projects for our students. Once you’ve tried this, it’s really hard to go back.
I first spoke about “pedagogy in the digital age” at Fordham University in November 2013. I was invited by Glenn Hendler, who is chair of the English Department, to give this talk as well as a more practical workshop on teaching with technology in the classroom. It was one of the first times I had been given the opportunity to tackle either subject in such a broad way, and the setting of Fordham in NYC definitely inspired the direction that the talk took—that, and an episode of 99% Invisible that I had just listened to. I very much enjoyed the conversations at Fordham and was glad of the chance to put together my thoughts about digital pedagogy into a more coherent argument.
When I was asked a few months later to give the keynote at the September 2014 Liberal Arts Scholarship and Technology Summit (LASTS) at Penn State, I took the chance to further refine the talk and its argument. I was invited by Christopher P. Long, who was at the time Associate Dean for Graduate and Undergraduate Education at Penn State and who has since moved to Michigan State as Dean of the College of Arts & Letters. I’ve always admired Chris for the genuine excitement and positive energy he brings to conversations, so I was flattered and happy to spend the time with him and the Penn State community. (Also, land-grant schools tend to have the best ice cream.) My visit for LASTS was combined with a talk at the Center for American Literary Studies’s Symposium on #Alt-Ac, which I wrote about previously. My keynote was recorded, if you want to see the high kick at the end.
Shortly after the presentation at Penn State, I was thrilled to be invited to speak at both St. Olaf and Carleton Colleges in Northfield, Minnesota (home of Malt-o-Meal; the whole town smelled like Marshmallow Mateys!). The two colleges have received a Mellon Foundation grant for collaboration between the two schools, which sit opposite one another across the Cannon River. One of the outcomes for the grant was the Bridge Crossings Events, which focus on integrating and supporting digital technologies into teaching, learning, and research. I made some more changes to the presentation, as well as did some research on the architecture on both campuses, and joined faculty, librarians, and IT staff at both schools in February 2015 for a discussion of Digital Humanities on the Hill. I really enjoyed my visit, thanks to the great library and IT staff at both schools, although I was shocked at how little winter gear people in Minnesota needed compared to a guy from Georgia. If you’re into comparative media experiences, you can also watch the video of this version of the talk. No high kick, I’m afraid.
Again, my thanks to Fordham, Penn State, and St. Olaf and Carleton Colleges for inviting me and giving me the chance to pull together years of praxis into three performances.
N.B. It’s worth saying that there are two images in this slide deck that are potentially NSFW: artistic photographs of nude sex workers, circa 1912.
How’s that for a clickbait title?
tl;dr: You can now do open-peer review on something Quinn Warnick and I wrote, https://digitalpedagogy.commons.mla.org/keywords/failure/.
Way, way back in what feels like forever ago—and perhaps it was given my two new jobs since then—I attended the 2012 MLA Convention in Seattle. That convention was notable for a number of things for me, including a panel that I co-organized with Kathi Inman Berens on “Building Digital Humanities in the Undergraduate Classroom”; a talk that I gave on #altac and the digital humanities; and the publication of Debates in the Digital Humanities. Note that I didn’t have anything to do with the latter, but it’s a book that changed the field and Minnesota was kind enough to buy pizza for the small but growing DH contingent at the MLA.
Also at that convention, I ended up in a conversation about digital pedagogy and the lack of books on the subject, which was thrown into sharp contrast by the appearance of Debates. The happy result is that in the months that followed I found myself engaged on the advisory board of what eventually became titled, Digital Pedagogy in the Humanities: Concepts, Models, and Experiments. The editors who steered the project—Rebecca Frost Davis, Matthew K. Gold, Katherine D. Harris, and Jentery Sayers—felt that a publication on digital pedagogy probably shouldn’t be limited to print as it simply didn’t respect the medium of the discussion. And fortunately, they were able to place the project with a press that agreed: the Modern Language Association using its tremendous MLA Commons platform. The result will be a book-like publication that is open access and allows for the presentation of original assignments and student work in relation to those assignments.
Even early on in the process, the editors knew that they wanted to organize the volume by keywords that were central to digital pedagogy. Those who contributed keywords would curate pedagogical artifacts and materials in relation to their term. I was both amused and flattered when I was asked by the editorial team to tackle “failure.” It was only a couple of years since I had flailed and failed very publicly in the pursuit of a job and I had since given talks and written articles about failure of one sort or another. It seemed like the FAIL meme had come home to roost and that I should embrace it.
I might have embraced it a little bit too hard at first, and I failed to make much progress in pulling together my thoughts on “failure.” But last November, I had the pleasure of being invited to speak at Virginia Tech by wonderful Quinn Warnick, whom I had met at the DH Conference in 2013. (Kids, never let people tell you that networking won’t pay off.) Our conversations over my time in Blacksburg led me to think that Quinn could be an ideal person to fail with, and we began to discuss what failure meant in the context of our own teaching and that of people we admired. Eventually, we decided that there were four types of failure in digital pedagogy:
- the technical glitches we have all experienced in our teaching, when something just doesn’t work
- the difficulties students have in implementing tools that are functioning just fine
- when students are directed to find failure in others’ work as an opportunity to do better in one’s own, like peer review
- failure as an epistemology, where students are asked to fail on purpose
Along with articulating how we saw failure working in the classroom, we found assignments or experiences that responded to each of these tiers of failure. We wrote them up and sent it off to our editors.
I’m now proud to say that Quinn’s and my keyword has appeared as part of the open review process for Digital Pedagogy in the Humanities. From now until 18 January 2016, you will be able to tell us exactly how well—or how badly—we failed at describing “failure.” (Consider it a Tier 3 exercise!) Please join in the conversation and let us know what you think: https://digitalpedagogy.commons.mla.org/keywords/failure/.
I just answered an email about digital humanities. I do this on kind of a regular basis, seeing I’m a certified “Digital Humanities Strategist.” This email was a certain type, however, the one that I think of as “Help, I want to do DH!” I get this question—although it’s not a question—pretty regularly from people, and it’s a hard thing to answer. There’s just so much to say. This is what Bethany Nowviskie was talking about in 2010 when she wrote about the “Eternal September of the Digital Humanities.”
That said, I’m happy to get the question and I’m happy that people are willing to ask me. I just worry, as I expressed on Twitter, that my answers just aren’t going to be satisfactory. Again, there’s so much to say and only so much time to respond to such questions.
Merisa Martinez responded to me on Twitter and observed that people ask these questions because they’re new and because “there’s no one size fits all ‘FAQ’ with DH.” So people ask those whom they think can help them, and when possible I try to answer as best as I can. But given my conversation with Merisa, I figured I might as well share what I wrote to this interlocutor. It’s not a FAQ per se, but it’s a list of things that people might use to get started with digital humanities.
What follows is the text of the email that I wrote to this student. For context sake, he is an MA student who is working with a very good friend of mine from graduate school who now teaches at Illinois State. This friend and I were in different disciplines. The email below has specific recommendations to this individual, but I’ll gloss one of them with a broader rule. I appreciate my friend for referring this student to me and the student for being willing to cold-call someone he doesn’t know and stick out his neck.
- It’s still true that even with what follows that there is no one-size fits-all FAQ for DH. This is just my response. You’d get a different one from any number of other (smarter) people in the field. See this post by Paige Morgan, for example, which Merisa and Melissa Terras brought to my attention. Or this post by Lisa Spiro which Ryan Cordell reminded me of. You’d probably get a different response from me on another day.
- As I say below, it can take a long time to start thinking differently with a computer. Too often we forget that we didn’t start studying a particular field on the first day of graduate school. When I started my PhD in English literature, I had been writing about poetry and fiction for well more than 10 years. If you’re in a language program, you’ve got to count not just the literature classes in college, but those language classes in junior high. We live in an awesome age when you can find most things online—including the answer to “what is digital humanities?”—but the time that it takes for us to learn to think in a particular way is real and it can’t be skipped. Thinking, as Mark Sample has it, can be difficult.
So here you go, my answer on 25 September 2014 to the “Help, I want to do DH!” email.
Thanks for your note. This is a big question and one that isn’t entered into lightly nor, I’m afraid, especially well in an email conversation.
What I’d recommend is that you look for some opportunities:
- Read. Start with Matt Gold’s edited volume, Debates in Digital Humanities. Take a look at Steven Jones’s The Emergence of Digital Humanities. Hunt down all three of Matt Kirschenbaum’s “What is DH?” articles (1, 2, and 3), even though they’re a bit of inside baseball. Look at Digital Humanities Answers.
- Explore. Look at different digital humanities projects. Think about how they could affect the work that you’re doing. There are several different things that people mean when they say “digital humanities.” They include the following, and none is “right”:
- The examination of digital objects from the perspective of the humanities (e.g., media studies)
- Digital pedagogy
- Digital scholarly communication
- Digital collection/archives creation
- Humanities computing (using computers to help you identify patterns in your text / data that you then interpret)
- Realize that as far as humanities data analysis goes, there are several different “pillars,” as Elijah Meeks has called them: text analysis; geospatial analysis; network analysis (consider this Coursera course); image analysis; and so on.
- Look at people nearby who can help. Patrice-Andre Prudhomme in your library might be a resource (http://dhinthelibrary.wordpress.com/workshops/). You’re only 60 miles from Champaign-Urbana, and they have a lot of interesting stuff going on there. Consider attending the Chicago Colloquium on Digital Humanities & Computer Science that happens next month. (The broader rule here is that there might be people at your institution or nearby who are doing this work already. Libraries are a great place to find many of these people.)
- Get on Twitter and network with people that do digital humanities. It’s where a lot of conversations happen.
- Think about attending a THATCamp: http://thatcamp.org.
Perhaps the main things to think about here are the following:
- Digital humanities is, in the end, still about the same humanities questions. You should start with questions and then choose a method for investigating based on what will help you get the best results.
- It can take a long time to figure out what those questions are to be paired with computational methods. I’ve been doing this for 7 years, and I’m only starting to figure out what I feel like are some GOOD questions. Think about how long you’ve been working in your discipline and you’ll realize that there’s potentially a long time to be engaged in something before you’ll hit a pay off.
None of that is to discourage you so much as a way to say that it’s a big discourse and there’s lots to learn.
EDITED: Included Lisa Spiro’s very good post.