This page was last updated Tuesday 11/17/2015 6:30 pm.

IMPORTANT:  Weeks 10-15 have changed significantly since the original syllabus — check them out!!

Course schedule is subject to change.  Changes will be announced in class, and this course schedule will be updated.  Students are responsible for staying up to date on course assignments and schedule.

Changes to schedule will be marked in RED.

Students:  For every class, prepare for class ahead of time. This means not just doing the readings or tutorials, but doing them, reflecting on them, annotating them/taking notes, preparing questions for class, and sometimes more.

Week 1:  Introductions (August 24-28)

T Introductions

In class:  introductions, surveys

Th Our relationships with technology

Read before class:

  • Ian Bogost, “The Cathedral of Computing”
  • N. Katherine Hayles, “Toward Embodied Virtuality” (this is the thing I handed out in class; if you weren’t in class the pdf is behind a password— check email for password) (Change is merely clarification — no change in assignment)

In class:  discussions of readings + activity based on Miriam Posner’s “How Did They Make That”

 

Week 2: (Aug 31-Sept 4)

This week we begin Digital Tutorial #1 on WordPress worth 100 points and Digital Tutorial #2 on Voyant worth 100 points

T Why are we here

Read/do before class:

In class:

  • Discussions
  • Introduction to Voyant using 
    • http://voyant-tools.org/
    • http://disc.library.emory.edu/lincoln/voyant/
    • http://docs.voyant-tools.org/category/workshops/

Th Text Analysis:  Exploring with Voyant Tools

Read/do before class:

In class:

  • Discussion of readings and Voyant
  • Small groups: refine your work with Voyant and post to blog (20 points DT2)

Week 3: (Sept 7-11)

T What are we doing?

Read/do before class:

In class:

  • Class does not meet today.  Instead, by 1 pm everyone write a blog post answering the questions:  What is the Digital Humanities?  Why the Digital Humanities? Reference points from each of the two assigned pieces as well as your own experiences in class in the past two weeks.  You may have multiple answers to this question or one answer; you may have a critical take on DH or a positive one or a multifacted one.

Th Inclusion and Universal Design

Read/do before class:

In class:

  • Class does not meet today.  Instead, by 1 pm:
    • respond to TWO blog posts from your peers from Tuesday.  Comments should be analytical, non-trivial, and demonstrate reflection on both the course materials and your peers’ analysis of these materials. minor edit 9/1
    • write a new blog post responding to the questions:  What is your experience with computers and technology, and how is it similar to or different from the experiences Williams and the podcast describe?  Why do the issues Williams and the podcast mention matter? Edited to add: since our blog is public you may choose not to write about extremely personal experiences and you can focus on the second question — why do these issues matter? 9/1

Week 4: (Sept 14-18)

Digital Tutorial #3: Text Analysis with AntConc (100 points)

T Text Analysis Continued:  Dig Deeper with AntConc

Read/do before class:

  • Drucker, “Distant Reading and Cultural Analytics” http://dh101.humanities.ucla.edu/?page_id=62 (READ the whole thing; Click through the links in sections A, B, D and Case Study: On Distant Reading; you can skip the Case Study: Cultural Analytics for now.)
  • Download proper version of AntConc for your computer http://www.laurenceanthony.net/software/antconc/ & movie reviews dataset for class https://db.tt/2PsC23px (10 points)

In class

  • Follow up on last week
  • Tutorial based on Programming Historian Tutorial http://programminghistorian.org/lessons/corpus-analysis-with-antconc (40 points for work in class)

Extra Credit:  Thursday noon:  Lecture on Digital Teaching and Learning by Dr. Jim Groom
WPC 140
Lunch in hallway starts at 11:30, Lecture starts promptly at noon
Be sure Dr. S sees you (and sees you being attentive) there

Th 

Read/do before class

  • THEORY:
    • Emory University Domain of One’s Own pages on Privacy and Digital Citizenship; for Digital Citizenship be sure to click through to the three additional pages linked at the bottom. (http://docs.emorydomains.org/general_information/privacy_and_domain_of_one_s_own & http://docs.emorydomains.org/digital_citizenship/digital_citizenship )added 9/15
    • David Golumbia, “Crowdforcing:  When What I Share is “Yours” http://www.uncomputing.org/?p=1658 added 9/15
    • Group A: blog post by 9 pm on Privacy issues (Domain of One’s Own, Golumbia); Group B: 2 comments by class time.
  • PRACTICE

Week 5: (Sept 21-25)

T Sharing and Publishing Online

Read/do before class:

In class:

  • Discussion of readings/blog posts
  • Domain registration
  • DT1: WordPress Themes (including universal design/accessible design)
  • Licensing and fair use http://creativecommons.org/ & http://www.britishmuseum.org/join_in/using_digital_images/using_digital_images.aspx

Th Collaboration and Working Together

Read/do before class

Class does not meet today.  EVERYONE:  Write a post to the course blog by 1 pm.  Comment on two peers’ posts by Friday. Get started on readings for next week.

 

 

Week 6: (Sept 28-Oct 2)

Creating, Remixing, and Sharing Online:  Potentials and Pitfalls

Read/do before class:

In class:

  • Discuss last Thursday’s readings and blog posts
  • Discuss readings
  • DT1:  Plug-ins; discuss and install plug-ins on domains; customize themes

Th Archives and Collections

Read/do before class

In class:

  • Discussion

 

Week 7: (Oct 5-Oct 9)

Note:  This week we begin online Tutorial #4:  Omeka Exhibits (worth 200 points)

T Reading Sources, Creating DH Research Questions

Read/do before class:

In class:

Th Beginning our online collections and exhibits

Read/do before class:

  • Find three digital/digitized objects from antiquity (material culture in a variety of forms: in museums, on site, digital reconstructions etc.) that help you address one or more of our questions about P & F and their time (50 points)
    • be sure they are from a reliable source
    • do you have permission to remix/repost?
  • Read on classification:  http://dh101.humanities.ucla.edu/?page_id=33
  • No blog posts

In class:

  • Discuss Collaborations from Thursday
  • Upload ONE object per student to Omeka, including metadata (10 points)
  • Begin creating Collections

 

Week 8: (Oct 12-Oct 16)

We are finishing up the Omeka tutorial

Building together

Read/do before class:

  • Finish uploading three digital objects to our Omeka site, including their metadata (40 pts)
  • Add your objects to Collections (or create a new Collection if none fit) (10 points)
  • No blog posts

In class:

  • In groups begin creating exhibits for our Omeka site (30 pts); tie exhibits to our questions about Perpetua and Felicitas

Th Class project review

Read/do before class:

  • Update about page on Omeka site (10 pts)
  • Groups finish work on Omeka exhibits. (40 pts)
  • No blog posts

In class:

  • Review class Omeka site and exhibits

 

Week 9: (Oct 19-23) (note changes to original syllabus)

Finish Omeka (Tutorial #4); Mini Digital Tutorial (#5 Data Structure, 50 pts)

T Finish Omeka

Read/do before class:

Th Getting comfortable with data in spreadsheets

Read/do before class:

In class:

 

NOTE:  Weeks 10-15 are under revision. Check back again!

Week 10: (Oct 26-30)

Digital Tutorial #6 Mapping 

T Spatial History

Read/do before class:

  • Jenna Hammerich, “Humanities Gone Spatial” (handout)
  • Zephyr Frank, Spatial History as Scholarly Practice (handed out in class; this download will disappear after Tues)
  • Group A: blog post by 9 pm Monday; Group B: 2 comments by class time.
  • Questions as prompts for your blog posts and class discussion:
    • Why is the project Richard Pryor’s Peoria “spatial history”?
    • How is “spatial history” different from reading an essay about history? What are its advantages/disadvantages?
    • On p. 416, Frank states that spatial history is “much more than ilustration….It makes arguments rather than illustrations.” What does this mean? Some of the DH projects mentioned in this article are:
    • What kinds of arguments do they make using space, maps, visualizations?
  • If you could do a spatial history, what would it be?

In class:

  • Discussion of Hammerich and Frank
  • Introduction to Palladio tool
  • Begin discussing Final Projects

Th Maps

Read/do before class:

In class:

  • Discussion of Readings
  • Palladio Tutorial (in class work: create a visualization 20 points: post to blog or email to me; must include: visualization image including legend, data source, explanation of the visualization)

Week 11: (Nov 2-Nov 6)

T Maps Day 2

Read/do before class:

  • Palladio/Mapping Tutorial:  EVERYONE post a blog post to your own website about mapping:
    • Post at least 2 visualizations, at least one from Palladio (both/all can be using Palladio, or one can use another mapping tool, such as Google Fusion Tables, CartoDB, etc.)
    • Explain and link to your dataset(s)
    • Explain what your visualizations are showing and how you made them
    • Compare your Palladio map to another kind of map
    • Reference one of the readings from last week about Spatial history or maps
    • Post worth 70 points:  evaluated on whether it has all of the items referenced above plus clean links where necessary

In class:

  • Review Mapping (including +10 points in class to revise and refine Mapping blog post due this morning)
  • More TBD
  • Begin discussing final project, form groups

Th Network Analysis

Begin Digital Tutorial #7 on Network Analysis with Palladio (# points TBD)

Read/do before class:

In class:

  • Discussion of readings & networks
  • Begin in-class Palladio network tutorial: http://programminghistorian.org/lessons/creating-network-diagrams-from-historical-sources

Resources:

Week 12: (Nov 9-13)

T

Read/do before class:

  • Network graph homework:  EVERYONE Blog post about network analysis using visualizations from last class sessions (50 points DT7); must include at least two visualizations, explanation and source of data, explanation of methods, and reference to the readings on networks.

In class:

  • CLASS MEETS AT THE LIBRARY TODAY (Classroom 1 in the Library)

Th

Read/do before class:

Full instructions here (UPDATED)

  • Brainstorm Final project: research questions and tools/resources need to address the questions.
    • Create a Planning Document for your group
  • Register for the Zotero Citation Management system and add two items

In class:

  • Timeline tool (DT #8 — brief)
  • Work on Group Projects

Week 13 (Nov 16-20)

Read/do before class:

  • Fix your two entries to our Zotero site:  is the type (blog post vs website, journal article vs book section, etc.) correct? is the publication location and date entered? author entered correctly? spelling? url? etc. etc.
  • Write up Group Project proposal+bibliography and Group Charter
  • The example student project site we looked at was Deatheater Studies
  • The proposal is 10% of your final project grade. The charter is about 7% of your final project grade.

In class:

  • HTML introduction
  • Work in groups on Final Projects

Th

Read/do before class:

  • Add an HTML page to your website — due before Tues 11/24; instructions here
  • Continue to work on group projects — email Dr. S with your progress on your group projects

In class:

  •  Continue to work on group projects

Week 14: (Nov 23-27)

T-Th Class does not meet because Dr. S is at the Annual AAR/SBL conference & Thanksgiving; work on projects.  

 

Week 15: (Nov 30-Dec 4)

Work on Group Projects, course evaluations

Th Project preliminary presentations

Finals Week

Last refinements to Projects must be done by Tuesday 12/8 at 3 pm.