professional issues


Some advice for Digital Pedagogy (Harris)



Journal of Interactive Technology & Pedagogy

Hybrid Pedagogy Journal

Kairos: Rhetoric, Technology, and Pedagogy

Computers & Writing




Re: Humanities

Videos from student perspectives (Kuhn)



Acknowledgements on Syllabi (Harris)

ProfHacker at the Chronicle (see articles in general)

NITLE (organization for liberal arts colleges in Digital Humanities)

THATCamp: some are specific to pedagogy THATCamp LAC, THATCamp Pedagogy, THATCamp Feminism (very new!)



Digital Humanities & Digital Pedagogy offer new avenues for research and teaching. Even though Digital Humanities (as Academic Computing and in other disciplines) has been around for upwards of 50 years, sometimes creating avenues for such opportunities in the classroom can be daunting for all sorts of instructors. When speaking to colleagues, your chair, the provost, dean, or president about your digital pedagogy (and you should), there are certain strategies that can help you help your administrators to support you. Today, we worked on an elevator speech (30seconds to 1 minute) about your digital pedagogy, a speech that can be delivered to anyone. We spent 20 minutes crafting these elevator speeches and practiced a few (with the benefit of a Dean responding to them). Questions to consider:

(1) How has technology revised the learning?

(2) What soft skills has it provided to students?

(3) Should you get idea across w/non-tech focus? (collaboration, building, tinkering/play)

(4) Consider the students (perhaps even demo with a video or response?)

The library and faculty administrators in the room also offered that the primary concerns for most administrators:

(1) How much does it cost?

(2) How does it benefit the students?

(3) How will it raise the profile of the university?

We also discussed how to address colleagues about your digital pedagogy — begin with the outcome, the exciting part, and avoid highlighting the tool. In addition, colleagues may want to question digital pedagogy or may ask you to defend it. Avoid being defensive in response and simply listen. After all, your colleagues will most likely have some interesting engagement with digital pedagogy that will strengthen your ideas. For those who are trepidatious still about the digital, you may want to listen only — listening is a very valuable skill.



Example 1

I have a proposal for you:  digital humanities provides a great way for us to achieve the University’s engaged learning inititaive.  DH involves high impact practicies including writing intensive components, collaborative learning, and complex problem solving. It provides an experiential learning opportunity and application of humanities content in a “real-world” context.  So, I have a couple of things I’d like us to do:

Pursue ways to provide students the tools they will need to pursue this work–an ipad initiative or perhaps a laptop access program

Money to develop a Fac Dev Initiative focused on integrating DH into the humanities classroom.

Why?  Through DH we would be able to meet the University’s mandate that new initiatives focus on retention and persistence while also bringing positive visibility to the institution, providing  a grant stream for the humanities, positioning the institution for cross-institutional initiatives, meeting the University’s learning outcomes on a deeper level, and better preparing students for the curent job market and graduate work by giving them new media literacies.  Faculty prepared in these areas can represent the university in these national conversations and we would .

So, what I need is:

From my chair:  in-service credit for the faculty who design or participate in a DH, the possibility of then working these courses into our course schedule, and support as I go to the curriculum committee to develop and institute this tract of courses

Dean: money for a FD initiative; support as I go to the Provost and ask for money to support the i-pad and laptop initiative

Provost:  funding for a Faculty Development Institute, blessing as we  start to ask for our college and department to revisit the tenure and promotion guidelines, support for the i-pad and lap top initiative.


Example 2

Digital Humanities allows emerging scholars to be transdisciplinary in their approach to research, work collaboratively, and embrace new forums for the dissemination of information. This approach will result in new student-driven scholarship in the digital environment and raise the profile of the university in the public and educational spheres.


Example 3

The reasons behind utilizing digital pedagogies are several, and all find correlaries in the needs of students as workers and citiziens in the 21st century: teaching with these tools encourages students to cultivate the competencies needed to construct and evaluate arguments across multimedia. Teaching with these tools also increases students’ facility in using digital tools to document and disseminate their work–all of these are skills students will need.


Example 4

Digital Pedagogy:

(1) Makes outcomes more learner-centric; mobilization of students and student activity; brings hands-on inquiry to classroom where thinking is linked with action

(2) Collaboration in thinking and writing

(3) Makes the tools and material more flexible, varied, and personal

(4) Makes the products and the process of organizing more visible; also allows more visualization of data/ideas

(5) Makes the content more connected but the thinking more global; publication and presentation of student work can easily be made more public

(6) Allows for subtle expression in multiple modalities (“Here’s fire. Have fun with that.”)

(7) Defamiliarizes action to make them think about it critically and reflect on what they are doing

(8) Finally reflecting on media and utilization of digital tools and platforms; integrates digital elements of modern world with educational experience; gets students experience with experimenting with tech and learning new tools


Example 5

The use of blogs in my class has provided my students a new method of communication. By mandating the weekly blog post, I have encouraged students to finish their reading ahead of class time, and to discuss each other’s ideas in an informal, yet public manner. By the end of the term the students had critically reflected on their learning process, and acquired a new, widely applicable skill in the process.


Example 6

By asking the student to experience and chronicle a real-time event, and then requiring him/her to shift gears to participate in its documentation for public record, the student’s choice of media to engage in/present this Janus-faced consideration of history-making provides conduits into new perspectives that conventionally are obtained via reading primary and/or secondary sources.


Example 7

Dear Prof:

I was thinking about the way that we teach Art History/I’ve come across what could be an interesting approach to the Introduction to the Study of Art Course. This course is huge, with students memorizing to take tests and then forgetting after the fact—I would love to find ways to make this a more dynamic without adding more work to the course. Having the students do the work without more weight on the instructors. So, we can easily, without any additional expense, create a wiki of art history terms, where groups of students would define these terms and edit terms over the course of the semester—this would make it a much more active learning environment. Instead of the quiz that students take and forget, they would make a resource that would last and develop over time.


Example 8

By adding a digital project to my class we were able to extend the learning outside the classroom giving the oral histories the students were studying a social and political context that enhanced their understanding of the communities the speakers were living in. This engagement allowed for a more critical and holistic approach that contributed to their development not only as scholars but as community members.

Image courtesy of John Zane Zappas and Mint Design Blog