While the Digital Humanities community espouses the values of openness, collaboration, collegiality, and diversity (Spiro, “‘This Is Why We Fight’: Defining the Values of the Digital Humanities.” Debates in the Digital Humanities, ed Matthew K. Gold, U of Minnesota P, 2012), resource barriers make it difficult for scholars without Digital Humanities centers and infrastructure to engage in digital humanities scholarship. We propose that Digital Pedagogy offers the prospect of a more accessible Digital Humanities because teaching is an activity common across all types of higher education institutions and because of the open online sharing of teaching materials, ideas, and assignments.
With hands-on exercises, participants in this workshop will engage with Digital Pedagogy in the Humanities (eds., Davis, Gold, Harris & Sayers) currently available in Github; forthcoming in 2019 from MLA) to explore a range of concrete examples of the materials that make up successful digital pedagogy practices based on the core concepts of Digital Pedagogy: collaboration, play, open, student agency, practice, and identity. In total, across 59 keywords, the collection provides 573 unique pedagogical artifacts that are both direct samples of digital pedagogy in action and models of teaching ideas that can be reused and remixed.
This collection explicitly addresses ways to break down barriers. Consider, for example, the hashtag syllabus which perforates the walls between academia and the public, illustrated by the artifacts, “#Brexit Syllabus” in the keyword, “Affect," “#BlackLivesMatter” in “Collaboration," “#Lemonade Syllabus” in “Hashtag," “#Ferguson Syllabus” in “Race," and “#Pulse Orlando Syllabus” in “Sexuality." This open, collaborative knowledge production brings voices outside of academia into the traditional academic structure of the syllabus. Other relevant keywords include “Intersectionality,” which explicates the interplay of identity categories, while keywords like “Diaspora," “Digital Divides," “Disability," “Futures," “Gender," “Indigenous," “Queer," “Race," “Sexuality," and “Social Justice” explore the intersection of these categories with the digital and each other.
By searching through the collection, attendees will discover assignments, syllabi, rubrics, and more, to aid immediately in their integration of digital technologies into their courses. The workshop, taken as a whole, will document the richly-textured culture of teaching and learning that responds to new digital learning environments, research tools, and socio-cultural contexts.
Workshop participants will practice inclusivity by working openly in a google doc on the following activities:
1. Icebreaker: Define digital pedagogy for self and think/pair/share
2. Present: Introduction to digital pedagogy, its key concepts, & common barriers
3. Activity: Articulate student learning goals
4. Activity: Model use of DPiH; participants choose keywords or assignment to work on (small group work)
5. Activity: Fork/Remix/Revise “bloom and fade” activity from DPiH (individual)
6. Activity: What barriers do groupmates see for this bloom and fade activity (small group work)
7. Activity: Full group discussion: How do you overcome barriers?
8. Activity: Reflection: validate or revise your initial digital pedagogy definition (individual)