Category: class

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Brief Update — End of Week 5

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I’ve been kept from blogging here lately by managing various class details and two searches, among other things. Still, I wanted to post a brief update of what’s going on in the Digital History Seminar.

All four groups have submitted proposals (“contracts”) with their plans for the projects and how they will complete the project. [They did this via GoogleDocs that each group had used to write the contract.] These contracts included a description of the project, an annotated list of the digital tools they were planning on using, and a timetable for the completion of the major components of the project.

My observations, in brief, after reading these contracts:

  1. In most cases, the proposed projects are more ambitious than those I would have assigned had I been very precise about what I wanted. [I was intentionally broad in my initial descriptions of the projects.] Although one or two of the groups may have to ultimately scale back their goals a little bit, thinking creatively and ambitiously about these projects is exactly what I hoped for these students. They have done that.
  2. The tools they’ve chosen to use are mostly those that DTLT and I presented to them as part of their digital toolkit. [Omeka, GoogleDocs, SIMILE/Timeline, WordPress (via UMW Blogs WPMU), WindowsMovieMaker, scanning, etc. There are a few exceptions that were outside that list (e.g., Adobe Contribute for a site that’ll be part of the school’s official site), but that’s okay. The groups at least had a chance to think about which tools made the most sense, given what they wanted to do.
  3. The schedules were often very ambitious, and that was the most common comment I made to the groups. Still, in almost every case the group members wanted to forge ahead with their ambitious set of deadlines, hoping that it would keep them on track throughout the semester.

Each group received my comments and has until tonight to revise their contract for my approval. [They can still make changes, but they’ll need to have a good reason to do so after this point.] Next week we’ll continue our weekly discussions of a topic related to digital history (this week’s topics are Copyright and Wikipedia) and we’ll see the first groups present status reports to the class as a whole. Not only will these weekly reports force students to articulate where they are and what they’ve been doing, they will also provide a forum for students to share their problems and successes with their classmates.

Honestly, I can’t wait to see the products these groups produce. If anything, I’m more excited now that I’ve seen their proposed contracts. I was talking to a group of alums this weekend about the project and many of them expressed the wish that they were back in school again. [This kind of project is infectious. Be warned!]

The one thing that I’m slightly let down by has been the relatively light blogging of the process by many of the students. [Some have been quite good.] But, since that blogging is a major part of the way I can assess their work (and ultimately leads to part of their grades), I’m a little surprised. Still, that is a minor issue (and one that I’m working on) that I think does little to detract from projects that have the potential of being some of the best student work I’ve ever been a part of. [I don’t think I’m being overly hyperbolic here, but I’m not exactly unbiased either. Besides, I said this would be a brief post, and look at it now…. :-]

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Week 2 — Still Chaotic

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This week the digital history seminar addressed information architecture and web site design, the open-source presentation software Omeka, and looked at other examples of digital history projects. [With the help of DTLT’s programming, semantic web touting, open-source and server guru, Patrick, of course.] Finally they split into their groups to continue brainstorming about their projects.

I suspect the notion of information architecture is still a bit overwhelming as they are just beginning to narrow down the possible choices for their projects. Figuring out how to lay out their data in a structured way is difficult to comprehend if what that data might be is still not clear. I think they really liked Omeka, though they’ve been running into some problems figuring out how to use it. [I’ve mostly told them to just play with it on their own in the test install Patrick set up, something they’ve had mixed success with.]

For two groups (the James Farmer project and the James Monroe Papers project) the process of deciding on the scope, nature, and form of their project is both enriched and complicated as they are working directly with interested faculty members who have expertise in their area. These two faculty members came to meet with those groups on Thursday and began the process of working with them. Getting to know each other, getting a sense for what each can bring to the process, and getting a feel for various expectations were all part of the process of that meeting.

I’m still very excited about the class and I continue to enjoy going in each day. I’m a little concerned that content is still secondary in the students’ minds as they struggle with the various tools and skills they’re being shown. I’m going to need to continue to remind them (and me) that the digital tools and skills are just different ways of presenting what they want to say.

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Starting a New Semester and a New Class: Risk and Fear in 2008

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This has been a busy school year for me (hence the long absence of this blog) and this semester is no different. Still, I wanted to talk about this semester a bit as it begins, if only to remind myself later what I hope to accomplish. [Maybe I’ll find time a little later for a recap of what worked and what didn’t in the blogging I used with two of my classes last semester.]

Major projects this semester:

  1. Host a conference (the Virginia Forum in April).
  2. Be part of a campus discussion about the role of digitization and digital initiatives.
  3. Integrate wiki-based weekly pre-discussions into my US History Survey and Women’s history as I’ve done in previous semesters.
  4. Teach a new digital history seminar.
  5. Other work items include a couple of faculty searches, covering some classes for a colleague, serving on four other committees, writing a conference paper and trying to get my book through the later hoops of publishing.

The wiki-based discussions worked really well last fall and last spring and I look forward to using those again. [I introduced the concept of posting comments about the primary sources readings to a group wiki to my survey class which started today and one student asked, with some measure of disbelief, “Has that actually worked before?” When I told him that this was the third semester and the fourth class I’d used this technique with (and that the previous ones had been very successful), he seemed surprised.] Still, at least some in the class were intrigued (and a couple had already posted just a few hours later).

The digital history class is my biggest new project and the point that I’m most interested in laying out here. A little background first: I have wanted to teach a history and new media class since I started adjuncting in 1999. For a variety of reasons (tenure not the least of them) I haven’t managed to get to it. I decided last year that I would teach the class this semester, as a 400-level history department seminar. I began talking to our excellent colleagues in DTLT almost a year ago and we began meetings last fall that started to lay the groundwork for this class. The class as I imagine it won’t easily happen without their help.

So what is the class and what are my goals for it? Well, here’s the course description:

This seminar will focus on the process of creating digital history. The course readings, workshops, and discussions expose students to the philosophy and practice of the emerging field of History and New Media. The course will be centered on the creation of four digital history projects, all of which are related to making local resources available online. These projects include the creation of an online presence for the James Monroe Papers, the construction of a site expanding on the state historical markers in the Fredericksburg area, the expansion of digital work previously done on James Farmer’s presence on campus, and the building of a digital exhibit for UMW’s Centennial.

The roster is made up of mostly seniors, but also juniors and a sophomore or two. I’ve already surveyed their digital interests, comfort level, and self-reported digital skills (maybe more on that later). We’ve already chosen which projects each student will work on over the course of the semester. Almost every student has already created a blog on UMWBlogs and a del.icio.us account of their own. And we haven’t met yet.

Check out the syllabus and the course site for more on the schedule and the rough outlines I’ve laid out for each group project here. [I should say that I’ve been inspired in the formation of this class by the work and graduate teaching of digital historians Dan Cohen and Bill Turkel, neither of whom I’ve met, but whose work I’ve been able to follow in a particularly New Media way. Equally important has been the work and encouragement of someone I have met (at Faculty Academy last year), namely Barbara Ganley, whose words, blogging, and teaching continue to influence the pedagogical choices I make.]

I’m incredibly excited to teach a class I’ve wanted to teach in some form for my entire professional teaching career. But I’m also nervous. Nervous because I want the students to be able to choose some of the path the course takes. Nervous because I don’t know quite where that means we’ll end up. Nervous to ask many different people (from DTLT, from other faculty departments, from other parts of the institution) to work with me and these students on something that might not look very polished in the end. Nervous because I’m asking a lot of people to trust me that this will be worth it. None of that anxiety is stopping me from doing this class. Excitement overwhelms anxiety this evening before the first class. I hope that it will continue to do so throughout the semester.

I hope that the students in this class will read this (I know one of them will soon, but hopefully the others will find it too). I know some of them are nervous as well. Good. I know that some of them don’t feel like they know what they’re doing. Good. I know that the class as a whole, and as groups, and as individuals, will struggle at times this semester to figure out what it is that their projects and this class is about. Good. I don’t mean that I want them to flounder without purpose. I will be there (with the support of some of the best educators I know) to support them and help them find their own way.

But that’s just it. I want them to find their own way. I could (and have) assigned digital projects where everything that students did was scripted for them. [And many of them have turned out really well.]

But I don’t want that this time. Or, I should say, I want more than that this time. I have given the students broad outlines of digital projects as starting places with some basic structures, and what I see as key components, but I’m not going to dictate what they should do. I’ve arranged with Martha, Jerry, Andy, Patrick, and Jim to provide students with a digital toolkit, an array of possible tools with which to approach those projects, but I’m not going to tell them which tools they have to use. I’ve arranged to have expert faculty come and talk to a few of the groups about their projects, but those faculty aren’t going to determine the students’ projects either.

Those people who still follow this blog after its long absence, I hope you’ll check out the course blog, the syllabus, the students’ blogs narrating their work, and the projects as they begin to emerge. I, and the students, will benefit from your comments and suggestions.