12 Matching Annotations
  1. Jun 2019
    1. I love the way you're thinking about design and pedagogy here. It makes me want to think more about possibilities for such design...I'm wondering what the startup effort would be for many teachers...

    2. Elsewhere, I use GitHub to facilitate multi-stage written assignments. Students are asked to revise an earlier written assignment, responding to instructor feedback, and to create a record of their revisions in their commit history to the earlier submitted document.

      This is an interesting idea. I've done similar things with Juxta, but I can see how Github would be a great tool for this...how much effort goes into teaching the tool?

    3. conference workshops have instead focused on teaching participants how to make their own teaching websites with GitHub.

      Is this enacting the kind of "learning through doing" you describe above?

    4. There is no lesson plan or outline we must read in order to enact an educational experience; instead, the website lets us have an educational experience right away and then lends itself to a series of follow-up questions, exercises, and reflective practices. Otherwise put, the website actively facilitates a pedagogical experience rather than providing access to pedagogical documents. There is no set up required.

      This is an interesting comment. I'm struck by the notion that the site enacts the learning process rather than provides materials. I'm also wondering how this might fit into the "open education" ethos.

    1. What are the risks in digitizing these materials outside the library? Are there possibilities of this collection not being well integrated with other holdings? Did you collaborate with metadata experts?

    2. Spoken web project seems to have some overlaps with media studies...could be interesting to teach in that context. I wonder how such audio labs might fit into or be in tension with other media labs/archives?

    1. working class, adult students.

      And I wonder how this might differ from say Raymond Williams and Richard Hoggart's Birmingham Centre for Cultural Studies? It seems like their might be different political impulses present here which could be interesting

    2. On one hand, DH pedagogy can no longer be meaningfully said to be entirely in service of or secondary to the research project.


      Yes! How does DH end up caught in the trap of focusing solely on research? I'm loving the notion of more attention to DH pedagogy separate from the research discussion

    3. And so here is a paradox: major projects are increasingly dependent on students in pedagogical roles rather than as research assistants, but the technology that has largely driven this trend is too technologically complex to engage with unless instructors can access robust support infrastructure.

      This emphasis on infrastructure is interesting because it makes me think that one of the ways we discuss DH to our admins tends to focus on research objectives. Is there a way to market DH as a classroom project which will attract admins too?

    1. In pedagogical theory, the opposite of a destructive friction is considered the development and cultivation of “constructive frictions”, which “represent a challenge for students to increase their skill in a learning or thinking strategy” (

      This is blowing my mind! I love the idea of a constructive fictions rather than destructive fictions

    2. Marc Prensky points out to us that, “today’s students—K through college—represent the first generation of students to grow up with this new technology”, and as such, “have spent their entire lives surrounded by and using…tools of the digital age” (68).

      This is a great point, but I also think we must acknowledge that students may be born digital and yet not digitally savvy.

    3. I'm excited to hear how the 12th grade media studies course went! I've become increasingly interested in media studies...