- Mar 2018
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ryancordell.org ryancordell.org
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Indeed, the skills students want are those which would allow them to create their own digital work, and perhaps even their own tools—in other words, they want to learn to engage with, and not simply use, technology in the classroom
I think this is one of the top reasons why Digital Humanities is so important in higher education. DH allows students to explore technology in the classroom so that students can become comfortable enough to use that same technology on their own for later classes or for their future careers.
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“Texts, Maps, Networks” a more productive and stimulating class than its immediate predecessor, “Doing Digital Humanities.”
From a student's perspective, I agree that naming specific software or platforms within class titles is helpful for students to image what that class has to offer when picking courses to take.
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Our undergraduates, however, are blissfully unaware of the disciplinary reticences that underlie that term, digital humanities, and are not eager for academic courses in which the primary conversation is about the mechanics and politics of the academy itself.
Why are undergraduates not concerned with the "disciplinary reticences that underlie [DH]"? Should we begin to have the conversation with undergraduates about the mechanisms behind higher education?
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relatively isolated liberal arts college and the second a medium-sized research university
Coming from personal experience (having attended a small, liberal arts college for the first two years of college & just recently transferring to a large research university), I understand how with bigger universities it can be extremely challenging to implement new curriculum. These difficulties can arise from funding, qualified faculty, board of trustees, traditional administration, etc.
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digital humanities”—had just been declared “the first ‘next big thing’ in a long time” by William Pannapacker in his Chronicle of Higher Education column.
It is interesting to me that Digital Humanities is such a new subject. I think the fact that DH is still so new (as compared to other subjects, like English) makes it that much more complicated to implement in schools.
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“student constituency”
Definition of constituency: (via thefreedictionary.com) a. The body of voters or the residents of a district represented by an elected legislator or official. b. The district so represented. c. A group of supporters or patrons. d. A group served by an organization or institution; a clientele
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but it is one thing to be able to use a particular piece of hardware or software, and another thing altogether to imagine what it might do or mean if pushed beyond its typical use, or even more again to imagine what might be created in its stead.
How exactly does scaffolding address this problem? Can instructors implement other strategies to familiarize students with looking at technology differently?
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“their institution uses the technology it has effectively.”
This survey conducted in 2016 by Education Weekly explores how instructors' confidence level with educational technology affects technology use in the classroom.
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For our students, as for many of us, the word humanities is opaque, vaguely signaling fields that are not the sciences.
Why do those in higher education (students, staff, faculty, etc.) think of humanities as a vague term? What can we do differently to have those in academia better understand what the humanities are and what they encompass?
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“I am a digital humanist after all!”
Perhaps one reason why DH is so hard to define is that technology is already so engrained within our everyday lives that using a term to define this concept seems redundant?
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