Syllabi et cetera.

The below list is more the beginning of a reference list for anyone who is getting ready to teach a digital history course for the first time (a category that includes me, for example). You’ll find digital history syllabi and course website, though I intend to include eventually digital humanities courses that could easily lend themselves to the history classroom. At the end you’ll find a few resources on digital pedagogy in general. This list is not comprehensive, and the emphasis is material oriented towards beginners. Also, this list does not distinguish between physical classrooms and digital classrooms. Enjoy!

Syllabi

Introduction to Digital Humanities course by Amardeep Singh and Ed Whitley at Lehigh University.

Death // in the digital age by Annelise Shrout at Davidson College

General Resources

10 Things the Best Digital Teachers Do by Jesse Stommel at University of Wisconsin-Madison

Teaching with Twitter by Christopher Haynes at University of Colorado

How Not to Teach Digital Humanities by Ryan Cordell at Northeastern University

 

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Weekly Roundup: August 27

Schomburg Emmet Till

  • This iPhone app, BibUp, from the University of Fribourg, that allows you capture citations via ISBN or barcode, as well as take pics, that can later be downloaded into Zotero. University of Fribourg users have the further advantage of an OCR feature.

Digital Tools in the Classroom

TimelineJS

  • http://timeline.knightlab.com/

    A colleague included an assignment using Timeline JS in her urban history class this past semester and said it was a great success. Basically, Timeline creates web-based timeline presentations into which you can easily embed links, YouTube clips, images, and so on. It’s intuitive, and the main page includes a number of examples created by Time, Le Monde, and other news outlets.

voyant-see

  • http://voyant-tools.org/

    A text-analysis tool into which you can cut and paste text, or provide a website URL. Voyant will provide word counts, word frequency, contextual information, and visualization tools (word clouds, graphs, etc.) that you can download or share online. I’ve heard that you can enter, say, five Jane Austen novels or the collected works of Thoreau, and while it goes slowly, it will still work with that amount of text. One suggested use I’ve heard for a history class is analyzing the language in the United States’ Declaration of Independence and the France’s Declaration of the Rights of Man and Citizen.