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Play, Collaborate, Break, Build, Share: 'Screwing Around' in Digital Pedagogy
- Author(s):
- Katherine D. Harris (see profile)
- Date:
- 2013
- Group(s):
- Digital Ethnic Futures Consortium (DEFCon), Digital Humanists, HuMetricsHSS
- Subject(s):
- Teaching, Technology
- Item Type:
- Article
- Tag(s):
- digital pedagogy
- Permanent URL:
- https://doi.org/10.17613/h3fe-tz76
- Abstract:
- Digital Humanities has become a “hot” topic in academia over the last few years (as of 2012), primarily in research and scholarship. While many push forward into new realms of using technology to articulate cool findings, others at non research intensive universities are moving forward with engaging their undergraduate students in var ious forms of Digital Pedagogy, a facet of Digital Humanities. Single day bloom and fade projects, individual assignments, and larger scaffolded projects all comprise Digital Humanities curriculum. Here, I provide examples of all three types of projects an d include a discussion about risk, play, and productive failure to situate my type of pedagogy in a non research intensive university setting.
- Notes:
- This article is from an open access journal that has disappeared as of April 2022. The only versions available are on the WayBack Machine. This pdf if a downloaded version of the article. The editors allowed for Creative Commons licensing to be retained by every author.
- Metadata:
- xml
- Published as:
- Journal article
- Status:
- Published
- Last Updated:
- 4 months ago
- License:
- Attribution-NonCommercial-ShareAlike
- Share this:
Open access, open source, open to all
2853-7149-1-pb.pdf