what is digital pedagogy?

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What is digital pedagogy? And what is it doing in the digital humanities?

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Page 1: What is digital pedagogy?

What is digital pedagogy?

And what is it doing in the digital humanities?

Page 2: What is digital pedagogy?

“Whatever else it might be then, the digital humanities today is about a scholarship (and a pedagogy) that is publicly visible in ways to which we are generally unaccustomed, a scholarship and a pedagogy that are bound up with infrastructure in ways that are deeper and more explicit than we are generally accustomed to, a scholarship and a pedagogy that are collaborative and depend on networks of people and that live an active 24/7 life online.”

M. Kirschenbaum, 2012

Page 3: What is digital pedagogy?

Two fundamental (and non-parenthetical) pointsThe first is that in order to make, remake, analyse, break, evaluate or interpret a digital resource (or engage in any of the other activities that are seen as ‘DH’) it is essential to understand the characteristics of the physical object that the digital is based on.

The other point is that the relationship between the digital and the physical should not be seen as oppositional or hierarchical, but integrative. By fostering an appreciation of both the strengths and weaknesses of the physical and digital media, we fall into some interesting questions and debates that stretch us outside our immediate frame of reference. For example, can we have DH without the Digital?

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Substitution

Augmentation

Modification

Re-definition

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Anyone who has rearranged classroom chairs from rows into a circle knows that the

physical space of the classroom shapes the dynamic interaction of learning. Now that

digital interfaces have untethered collaborative learning from the physical classroom, "the

classroom" is a heuristic that manifests itself differently than when it was a lecture based

distribution system for learning. Florian Cramer and Matthew Fuller remind us that

interface is a term "borrowed from chemistry, where it means ‘a surface forming a common

boundary of two bodies, spaces, phases’" (149). Digital interfaces offer humanists many new

"common boundaries" where traditional goals of humanist inquiry such as "the

interrogative as a condition of knowing" (Fyfe) can be practiced and realized through

innovative use of digital tools.¶

Interface

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FAILURE

POETRY

MULTIMODAL

TEXT ANALYSIS

RACE

SEXUALITY

PROJECT MANAGEMENT

Page 17: What is digital pedagogy?

Dear Matt -

It was lovely to see you in Austin this past week. As I mentioned to you at the digital pedagogy session, I will be guest teaching a class on digital pedagogy for Laura Wexler and Inderpal Grewal's Mellon Seminar next week and I'd like to ask the grad students to comment on a few of the keywords from your ongoing publication that are open for review this semester. We will be meeting on January 19th and I would like to walk through one example with them in class. I look forward to hearing from you!

Many thanks!

Carol

Carol Chiodo, Ph.D.Postdoctoral AssociateDigital Humanities LabYale University

[email protected] | @digitaldante

Dear Carol,

Thanks so much to you and your students for your interest in the project! I just wanted to note that we welcome feedback from readers at all levels -- peer reviewers should feel free to comment on subject-specific issues when they feel comfortable, but they can also respond to issues of organization, clarity, and style. Thanks so much to you and your students for contributing to this public review!

Best,

Matt

--Matthew K. Gold, Ph.D.Executive Officer, M.A. Program in Liberal StudiesAssociate Professor of English & Digital HumanitiesAdvisor to the Provost for Digital InitiativesThe Graduate Center, City University of New Yorkhttp://cuny.is/mkgold | @mkgold

Page 18: What is digital pedagogy?

TEXT ANALYSIS

MULTIMODAL

POETRY

FAILURE

SEXUALITY

PROJECT MANAGEMENT

RACE

Page 19: What is digital pedagogy?

The MLA is committed to encouraging discussion of the study and teaching of language and literature. That commitment extends to social media channels owned or managed by the MLA, including but not limited to the blogs, forums, and other aspects of MLA Commons.

To ensure open discussion and a welcoming environment for all participants, the MLA reserves the right to delete any posting judged to be irrelevant, inappropriate, illegal, or offensive. The following guidelines outline the MLA’s expectations for appropriate online behavior for all participants in MLA social media:

● Be courteous and respectful. Do not post inflammatory, derogatory, or otherwise inappropriate comments about other participants. Respect one another’s privacy and intellectual property.

● Know and respect the law. No illegal activity is to be promoted, condoned, or encouraged in postings.

● Stay on topic. Keep all discussions to professionally relevant topics.

● Be informative, not promotional. The MLA reserves the right to delete any posting judged by moderators or group members to be inappropriately promotional. Spam will not be tolerated.

If you find any discussion irrelevant, inappropriate, illegal, or offensive, feel free to flag it as inappropriate or e-mail [email protected] to resolve the issue.

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Teaching digital humanities tools and methodshttps://www.databasic.io/en/

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Works cited

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Rebecca Frost Davis, Matthew Gold, eds. Digital Pedagogy in the Humanities. Concepts, Models, and Experiments. MLA Commons, 2015-16.

Ruben R. Puentedura, “The SAMR Model for Technology Integration”, ill. by Sylvia Duckworth.

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