Session proposal: Networked pedagogy: Student work modeled as network(s)

What affordances does the network model provide pedagogy?

Questions to be examined could include (but not be limited to):

What is the difference between a network and a concept map?
Under what situations is a network representation more appropriate or useful than a concept map?
What affordances are provided pedagogically when student work in a particular class is modeled as part of an extensible network of students’ work in that and other classes (within the same and possibly even different) institution(s)?

If there is interest, the “Translation Networks” system used currently in translation-related classes at the University of Michigan could be considered as a case study.

Session Proposal: Interdisciplinary Partnerships in Digital Projects

Considering the recent developments and initiatives seen at universities around the world, it seems evident that interdisciplinary collaboration will be defining the future of higher education. Digital Humanities perfectly fits this scheme with its interdisciplinary nature; digital projects are often collaborative and promote interdisciplinary partnerships. Collaborative projects cross disciplinary borders to connect seemingly disconnected disciplines, such as empirical sciences and humanities. However, interdisciplinary communication is not effortless since the parameters of such conversations are not well defined. In this session, participants will share challenges, ideas, and examples of successful as well as unsuccessful interdisciplinary digital projects.

Session Proposal: Additional DH Objectives or Learning Outcomes for Core Courses

What supplemental objectives or learning outcomes might be added to core courses incorporating digital humanities?

This question is meant to focus discussions on pedagogy toward a practical end. At both the undergraduate and graduate level, much of what is done in the college and university classrooms often reflects concern with assessments that echo course objectives/outcomes and align with program requirements and accreditation justification. Do objectives for undergraduate courses–English 1302, for example–need updating to enable one to incorporate digital humanities into the pedagogical repertoire?

I would like to explore how strategies for teaching through and/or learning with digital humanities might already coordinate logically with existing objectives/outcomes and how objectives/outcomes might need to be expanded or tweaked so that courses may be refurbished and made more relevant to students.

Undergraduates as Scholar-Collaborators in Digital Projects

In this session, participants will share ideas, challenges (either anticipated or experienced), and best practices for engaging students as scholar-collaborators in digital projects that extend beyond the classroom. We will discuss digital projects that hinge on collaboration between classrooms and community partners such as non-profit organizations, archives, and libraries. Such collaboration can provide valuable opportunities for undergraduates to conduct research and build digital literacies while advancing the mission of community and library partners by, for example, enhancing access to digital archival collections. However, such collaborations require careful planning and execution to ensure relevance for everyone involved. Whether you have led or contributed to a digital classroom collaboration with a community partner, or are interested in potentially doing so in the future, this session will provide an opportunity to pose questions and share expertise, experience, and considerations for planning and assessment. Local faculty and instructor participants are encouraged to invite undergraduates they have supervised on digital classroom projects to contribute to the discussion about the benefits and challenges of undergraduate participation in collaborative, community-engaged digital projects.

Session Proposal: Digital Scholarship at UT. Creating a Community of Practice

Creating a community of practice on Digital Scholarship at large institutions like the University of Texas at Austin is difficult.

We invite participants to discuss what large institutions like UT could do to create a connected community of practitioners working to share and discuss what they learned when they applied digital methods in their research and teaching.

Session Proposal: Evaluating Student Digital Projects

Evaluation of student projects in the digital humanities is notoriously difficult. Rubrics and guidelines designed for essay writing do not transfer easily to a digital context. Rigidly structured expectations often curtail the very kind of creative failure that digital humanists embrace. Yet students and administrations alike expect fair and effective evaluations of student work. This workshop will invite participants to address the concerns and share solutions.

Registration is open for THATCamp Digital Pedagogy ATX 2016!

Howdy!

THATCamp Digital Pedagogy ATX 2016 seeks to bring together diverse participants to share ideas, issues & strategies around teaching and learning with digital tools and methods. The event will be held in Austin, Texas at the University of Texas Libraries’ new Learning Commons on January 5-6, 2016 (just before MLA). Registration is free, but space is limited and we request that you only register if you are actually planning to attend.

THATCamp at UT Austin!

There’s a new THATCamp being planned on Digital Pedagogy in Austin, TX!

The event will be held at the University of Texas Libraries‘ new Learning Commons on January 5-6, 2016. Registration will open on October 1. Details can be followed on this page.

Meanwhile, read more about the THATCamp movement and browse other THATCamps at thatcamp.org.

For more info, please contact:

Fatma Tarlaci at and Jennifer Hecker at