Using Digital Humanities in the Classroom: A Practical Introduction for Teachers, Lecturers, and StudentsMain MenuAboutIntroductionChapter 1: Overcoming ResistanceChapter 2: Finding, Evaluating, and Using Digital ResourcesChapter 3: Ensuring AccessibilityChapter 4: Designing SyllabiChapter 5: Planning Classroom ActivitiesChapter 6: Managing Classroom ActivitiesChapter 7: Creating Digital AssignmentsChapter 8: Evaluating Student WorkChapter 9: Teaching Graduate StudentsChapter 10: Finding Internal Support CommunitiesChapter 11: Finding External Support CommunitiesChapter 12: Connecting to Your ResearchHow this Web Companion Was BuiltSample Student WorkA set of sample DH student assignmentsClassroom Activity SetsView and download instructions and tutorials for classroom activities.Claire Battershill219d300ac2e16b0bbebf18166766c3a7a7c6040dShawna Ross41a2c3c15846ab4f08f63845489efa7b361c9c41
12016-07-22T08:49:17-07:00Shawna Ross41a2c3c15846ab4f08f63845489efa7b361c9c41997715Six sample assignment sheets with matching rubrics for evaluationplain2017-09-28T11:06:49-07:00Shawna Ross41a2c3c15846ab4f08f63845489efa7b361c9c41Each of the seven sample sets below contains an assignment sheet and a rubric to guide your evaluation of student work. These are all downloadable so that you can add, remove, revise, and remix these core seven ideas to make them work for you and your students.
The Multimedia Timeline uses the Sutori platform for students to construct a digital timeline about a topic of their choice. Students conduct extensive research to further their knowledge about one aspect of course content. They then organize this information into parts and supplement it with various media and pedagogical elements (quiz questions, discussion questions) to represent it in a linear, timeline format.
The Social Media Narrative asks students to choose a story or moment from their lives, then write three differently sized versions of it (a traditional essay; a Facebook post; a tweet), making sure they tailor each version to its particular audience. This assignment is especially appropriate for a writing class, as it asks students to satisfy the demands of ethos, pathos, and logos while developing a personal style.
Akin to a book review, the Digital Archive review asks students to choose a digital archive or edition and write a review of it that weighs its strengths and weaknesses. This assignment can be used in any course because its instructions and purposes are the same, no matter what the topic of the edition or archive is.
The Mediated Textuality Essay asks students to choose one text from their course readings and then track down multiple versions of it, both physical and digital. Students will reflect on how the form and format of a text influences the way they read it. This assignment is appropriate for any course that emphasizes texts, history, or technology.
The Digital Map assignment, as you might guess, asks students to create a digital map using Google Maps. Students are then asked to write an essay that explains what they learned about course content by making this map and by viewing course content as a spatial phenomenon.
The Voyant Style Lab Report, which is most easily used in a literature or language classroom, asks students to analyze the style of a particular author or particular set of texts. Students use the in-browser program Voyant and then write up a report in the style of a classic scientific laboratory report.
The Digital Edition is a complex assignment that is best used as a final project, as a group project, or as a collective project that the entire class works on throughout the entire course. Students photograph a text, OCR it, check the resulting text for accuracy, write scholarly apparatuses, do some simple textual encoding, and then choose (then execute) a platform for placing it online.