‏147.00 ₪

USING DIGITAL HUMANITIES IN THE CLASSROOM: A PRACTICAL INTRODUCTION FOR TEACHERS, LECTURERS, AND STU

‏147.00 ₪

ISBN13

9781350029743

יצא לאור ב

London

זמן אספקה

21 ימי עסקים

עמודים

232

פורמט

Paperback / softback

תאריך יציאה לאור

5 באוק׳ 2017

"The first practical guide to using digital tools and resources in the Humanities classroom."--Provided by publisher.

לדלג לסוף של גלריית תמונות

לדלג להתחלה של גלריית תמונות

פרטים

Rooted in the day-to-day experience of teaching and written for those without specialist technical knowledge, this book is the first practical guide to using digital tools and resources in the humanities classroom. Using Digital Humanities in the Classroom covers such topics as: * Overcoming resistance to technology - your own, your colleagues' and your students' * Finding, evaluating and using digital resources * Designing syllabi and planning classroom activities and assignments * Solving problems when technology goes wrong * Using digital tools for collaborative projects, course work and theses * Enhancing your teaching by finding support communities and connecting to your research Taking a step-by-step approach to incorporating digital humanities tools into your teaching, the book is also supported by a companion website, including tutorials, sample classroom activity prompts and assignments, and a bibliographic essay for each book chapter.

מידע נוסף

מידע נוסף
עמודים	232
פורמט	Paperback / softback
ISBN10	1350029742
יצא לאור ב	London
תאריך יציאה לאור	5 באוק׳ 2017
תוכן עניינים	Introduction i. Who is this book for? ii. What are the digital humanities? iii. Key concepts iv. How to use this book v. The Web Companion vi. Developing your own digital pedagogy vii. Conclusion 1, Overcoming Resistance i. Conquering the fear of failure ii. Your own resistance iii. Your colleagues' resistance iv. Your students' resistance v. The best cure is prevention: establishing good habits vi. Conclusion vii. Further reading 2. Finding, Evaluating and Creating Digital Resources i. Why use digital texts (and other assets)? ii. Finding and evaluating digital resources iii. Creating digital resources for your students iv. Creating digital resources with your students v. A short guide to citation and copyright vi. Conclusion vii. Further reading 3. Ensuring Accessibility i. Universal Design ii. Facilitating lectures iii. Promoting universal interactivity iv. Providing accessible resources v. Privacy, safety, and account management vi. Adapting policies for individual students and student bodies vii. Conclusion viii. Further reading 4. Designing Syllabi i. Course websites ii. A note on domains and web hosting iii. Online syllabi iv. Other digital resources for course websites v. Should you teach an introduction to DH course? vi. An alternative approach: Choosing your amount of DH vii. Anatomy of a syllabus I: Course information and learning objectives viii. Anatomy of a syllabus II: Course policies ix. Conclusion x. Further reading 5. Designing Classroom Activities i. Activities as exploration ii. Activity design: Balancing integration and flexibility iii. Ten-minute exercises iv. Half-hour exercises v. Whole-class exercises vi. Weeklong exercises vii. Writing effective prompts viii. Conclusion ix. Further reading 6. Managing Classroom Activities i. Working with existing or free resources ii. Many ways to secure equipment iii. Troubleshooting iv. In case of total failure v. Conclusion vi. Further reading 7. Creating Digital Assignments i. General principles for creating digital assignments ii. Common types of digital assignments iii. Writing effective assignment sheets iv. Conclusion v. Further reading 8. Evaluating Student Work i. The importance of explicit assessment criteria ii. Anatomy of a rubric iii. Competencies: A language for indicating success iv. Involving students in evaluation processes v. Thinking beyond the rubric vi. Coping with failure during assessment periods vii. Conclusion viii. Further reading 9. Teaching Graduate Students i. The role of technology in twenty-first-century graduate education ii. Graduate students versus undergraduate students iii. Incorporating DH into graduate course work iv. External opportunities v. Professionalization and the job market vi. A note on alt-ac careers vii. Conclusion viii. Further reading 10. Finding Internal Support Communities i. A note on the variety of support systems ii. Faculty and staff in humanities, social sciences and STEM iii. Libraries and special collections iv. IT services v. Financial and material resources vi. The ethics of collaboration vii. Conclusion viii. Further reading 11. Finding External Support Communities i. Social media ii. Twitter for the uninitiated iii. Academic organizations iv. Events: Conferences, unconferences, workshops, and institutes v. Academic publications vi. External grant funding vii. Conclusion viii. Further reading 12. Connecting to Your Research i. Counting more than once ii. Incorporating digital methods in your research iii. Producing research on digital pedagogy iv. Broadening the scope of your research v. Collaborating with students vi. Conclusion vii. Further reading Conclusion Index
זמן אספקה	21 ימי עסקים