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Pedagogy

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Articles 31 - 46 of 46

Full-Text Articles in Digital Humanities

Voices Of Notators: Approaches To Writing A Score--Special Issue, Teresa L. Heiland Jun 2018

Voices Of Notators: Approaches To Writing A Score--Special Issue, Teresa L. Heiland

Journal of Movement Arts Literacy Archive (2013-2019)

In this special issue of Voices of Notators: Approaches to Writing a Score, eight authors share their unique process of creating and implementing their approach to notating movement, and they describe how that process transforms them as researchers, analysts, dancers, choreographers, communicators, and teachers. These researchers discuss the need to capture, to form, to generate, and to communicate ideas using a written form of dance notation so that some past, present, or future experience can be better understood, directed, informed, and shared. They are organized roughly into themes motivated by relationships between them and their methodological similarities and differences. …

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The Mind's Eye: Visualizing Montage Theory, Eric Cody Smothers Jan 2018

The Mind's Eye: Visualizing Montage Theory, Eric Cody Smothers

Online Theses and Dissertations

In the age of increasing technology, it is important for writers, teachers, filmmakers and artists to understand how text, images, and graphics can be integrated together within a single medium. By examining multi-media books, hypertext and film, evidence of "montage theory" can be seen through many different mediums, suggesting that composition is an ever evolving, innovative activity which is dependent upon creativity and discovery within the mind of the reader. Students who experience montage theory can therefore be transformed from readers to viewers and designers, who ultimately shape their learning outcomes. Instructors can use artifacts of montage theory in the …

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From The Ground Up: Building A Student-Centered Digital Scholarship Program, Courtney Paddick, Carrie Pirmann, Justin Guzman, Rennie Heza, Minglu Xu Oct 2017

From The Ground Up: Building A Student-Centered Digital Scholarship Program, Courtney Paddick, Carrie Pirmann, Justin Guzman, Rennie Heza, Minglu Xu

Bucknell University Digital Scholarship Conference

In Summer 2017, Bucknell’s Digital Scholarship Student Research Fellows (DSSRF) program welcomed its inaugural cohort. DSSRF is a librarian-led program which introduces students to digital scholarship tools and methodologies, and equips them with the skills necessary to undertake an independent, digitally-based research project. In this presentation, co-facilitators Courtney Paddick and Carrie Pirmann will discuss how the idea of DSSRF was brought to fruition, lessons learned from the first year of the program, and the importance of collaboration (both on campus and interinstitutional) in facilitating a meaningful learning experience for students. Rennie Heza '18, Justin Guzman ‘19, and Minglu Xu ‘20, …

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The Real World Of Teaching In Hadrian’S Virtual Villa, Lynne Kvapil Oct 2017

The Real World Of Teaching In Hadrian’S Virtual Villa, Lynne Kvapil

Scholarship and Professional Work - LAS

A virtual 3D simulation of Hadrian's Imperial Villa at Tivoli, created as part of the Hadrian's Villa Project, was the centerpiece of a course module that combined Problem-based Learning with virtual world technology. The module asked students to use different learning environments, like the virtual villa, to solve ancient world problems focused on the life of the emperor Hadrian. The benefits and challenges of combining PBL with virtual world technology in the classroom are discussed here. Sample lesson plans from the course are also included.

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The Living Syllabus: Rethinking The Introductory Course To Art History With Interactive Visualization, Caroline Bruzelius, Hannah L. Jacobs Jul 2017

The Living Syllabus: Rethinking The Introductory Course To Art History With Interactive Visualization, Caroline Bruzelius, Hannah L. Jacobs

Art History Pedagogy & Practice

This essay describes an experiment in adopting mapping and timeline technologies in the Introduction to Art History course taught at Duke University. The creation of an interactive, “living,” syllabus in Neatline and Omeka allowed us to embed maps, course powerpoints, links to museum websites, news articles, videos, and clips from movies. In this article, we describe how the integration of mapping tools and multimedia transformed our approach to the discipline of Art History, enabling us to engage with trade and exchange networks for raw materials, artistic ideas and motifs, and the art market.

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Strategic Pr Meets Digital Scholarship, Ady Dewey Apr 2017

Strategic Pr Meets Digital Scholarship, Ady Dewey

Strategic Public Relations Projects

The 2017 strategic public relations (COMM 347) created a campaign to increase faculty’s awareness of the pedagogical benefits of digital scholarship and the work being done by faculty. While there are various definitions of the term “digital scholarship,” the class approached it as an opportunity to rethink traditional assessment tools by using different technologies to aid students in creating digital projects for a public audience. Digital scholarship is a critical direction for higher education to ensure students graduate with knowledge of digital tools regardless of their field of study. The requesting clients for the project were the College’s instructional designer …

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Multimodal Pedagogies, Processes And Projects: Writing Teachers Know More Than We May Think About Teaching Multimodal Composition, Jessica B. Gordon Jan 2017

Multimodal Pedagogies, Processes And Projects: Writing Teachers Know More Than We May Think About Teaching Multimodal Composition, Jessica B. Gordon

Theses and Dissertations

Multimodal writing refers to texts that use more than one communicative mode to convey information. While there is much scholarship that examines the history of alphabetic writing instruction and the alphabetic composing processes of students, little research explores the historical origins of multimodal composition and the processes in which students engage as they compose multimodal texts. This two-part project takes a fresh approach to studying multimodal writing by exploring the multimodal pedagogies of ancient Greek and Roman rhetoric and writing teachers, analyzing the role of mental and physical images in modern writers’ composing practices, and investigating contemporary students’ processes for …

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Media Literacy As Mindful Practice For Democratic Education. A Response To “Transaction Circles With Digital Texts As A Foundation For Democratic Practices”, Theresa Redmond Nov 2016

Media Literacy As Mindful Practice For Democratic Education. A Response To “Transaction Circles With Digital Texts As A Foundation For Democratic Practices”, Theresa Redmond

Democracy & Education

This essay is a response to Brown’s (2015) article describing her strategy of transaction circles as a student-centered, culturally responsive, and democratic literacy practice. In my response, I provide further evidence from the field of media literacy education (MLE) that serves to enhance Brown’s argument for using transaction circles in order to promote democratic discourse, specifically augmenting her ideas by connecting the purposes and processes of transaction circles with key implications of media literacy pedagogy. I invite Brown to consider how her concept of transaction circles may be extended in three ways: (a) through acknowledging the indispensable role of the …

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Teaching Digital Humanities Through A Community-Centered, Team-Based Pedagogy, Elizabeth M. Lorang, Andrew Jewell Jul 2016

Teaching Digital Humanities Through A Community-Centered, Team-Based Pedagogy, Elizabeth M. Lorang, Andrew Jewell

University of Nebraska-Lincoln Libraries: Presentations

Through a focus on the Digital Humanities Practicum course at the University of Nebraska-Lincoln (UNL), this paper explores two areas of current--and recurrent--interest in digital humanities teaching and learning: DH pedagogy in the undergraduate classroom and DH and "skills training." While the presentation emphasizes particulars of the course, including its design, what has worked well, and what we are still learning, we also want to think beyond the single course and prompt further discussion around several themes, including team-based problem-solving and connecting digital humanities with community-engaged learning. Ultimately, we argue that a team-based, community-engaged approach can be an effective strategy …

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Dh Box: A Virtual Computer Lab In The Cloud, Stephen Zweibel Feb 2016

Dh Box: A Virtual Computer Lab In The Cloud, Stephen Zweibel

Dissertations, Theses, and Capstone Projects

Education in the use and manipulation of Digital Humanities (DH) tools is rife with challenges, stemming from issues of knowledge (ie, how to install, configure, and work with DH tools on a variety of devices) and resources (access to hardware and software). Particularly in an academic environment, humanities scholars may not only lack access to institutional devices, but their drive to experiment with new programs may run counter to the security concerns of their information technology department personnel. DH Box, originally developed as a project for an introduction to DH course, was conceived as a solution to these challenges: a …

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Art Education/Aesthetics Citation Network Data, Robert Z. Selden Jr., Cala Coats Jan 2016

Art Education/Aesthetics Citation Network Data, Robert Z. Selden Jr., Cala Coats

CRHR: Archaeology

This dataset includes the first iteration of citations and interactive citation networks generated for an ongoing analysis of scholarship within the field.

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Review: Digital Humanities Pedagogy: Practices, Principles, And Politics, Stephen Brier Jan 2014

Review: Digital Humanities Pedagogy: Practices, Principles, And Politics, Stephen Brier

Publications and Research

Review of Digital Humanities Pedagogy: Practices, Principles, and Politics, edited by Brett D. Hirsch, multiple authored collection of articles on the theory as well as the practices and principles of the digital humanities and how DH can and has begun to reshape pedagogy in college teaching and learning.

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Youtube Stylo: Writing And Teaching With Digital Video, Alexandra Juhasz Jan 2013

Youtube Stylo: Writing And Teaching With Digital Video, Alexandra Juhasz

Publications and Research

The impact of YouTube on media production and distribution has been breakneck, immense, and seemingly irreversible. In this chapter I argue that media production professors need to embrace, and not to avoid YouTube, as if it was what the French calla stylo: a pen. To do so, we need to better understand YouTube and YouTube videos. I impart here some of the lessons I have learned from teaching an experimental course. Learning from YouTube, in which all the course work has been about, but also on, the site. These lessons illustrate the genres, contents, and styles of …

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Where’S The Pedagogy? The Role Of Teaching And Learning In The Digital Humanities, Stephen Brier Jan 2012

Where’S The Pedagogy? The Role Of Teaching And Learning In The Digital Humanities, Stephen Brier

Publications and Research

The Digital Humanities (DH) has focused narrowly on digital research methods and projects and digital publication efforts. Yet DH has also had a significant, if under recognized, impact on classroom pedagogy. This chapter evaluates the ways DH practices, embodied in a series of pedagogy projects at the City University of York (CUNY), have been used to reshape teaching and learning in college classrooms.

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Beyond Friending: Buddypress And The Social, Networked, Open-Source Classroom, Matthew K. Gold Jan 2011

Beyond Friending: Buddypress And The Social, Networked, Open-Source Classroom, Matthew K. Gold

Publications and Research

Classrooms have always been networks, of a sort, with professors and students forming an interlaced series of nodes that take shape over the course of a semester, but tools like BuddyPress and WordPress can make those networks more open, more porous, and more varied. In very useful ways, the classroom-as-social-network can help create engaging spaces for learning in which students are more connected to one another, to their professors, and to the wider world.

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“I Hope You Never See Another Day Like This”: Pedagogy & Allegory In “Post 9/11” Video Games, Marc A. Ouellette Sep 2008

“I Hope You Never See Another Day Like This”: Pedagogy & Allegory In “Post 9/11” Video Games, Marc A. Ouellette

English Faculty Publications

Although critics and scholars have considered the extent to which the terror attacks of 11 Sept. 2001 influenced subsequent media productions, video games comprise a largely unexamined form. This oversight also applies to related forms of media production and among those who study video games is in part attributable to the ongoing debate regarding the relationship(s) between narrative and play. Even so, as early as 1997, JC Herz was investigating the role of video games in the military-entertainment complex. That said, the focus of this paper will not be the obvious games which draw settings and plots directly from the …

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