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Introduction to Digital Humanities Topics,Techniques,and Technologies
  时间:2015-11-25 16:24:25  作者:

 The Course Syllabus for Undergraduate

Studies at Shantou University

 

 

    名(COURSE TITLE):

Introduction to Digital HumanitiesTopics,Techniques,and Technologies

 

 

课程代码(COURSE CODE):

CIS6072A

 

        分(CREDIT VALUE):

2

 

课内课时(CONTACT HOURS):

32

 

先修课要求(PREREQUISITES

None

 

开课单位(DEPARTMENT/UNIT):

 

Center for Global Studies, CLA

 

        本(VERSION):

4/25/2014

 

 

课程负责人(COURSE COORDINATOR):

Karsten Krueger (瞿开森)

 

 

    人(APPROVER):

(签章)

 

 

审核日期(APPROVE DATE):

 

 

 

 

 

 

I. Course Description

This course begins with the basic premise that theoretical concepts can be engaged

through method. To this end, we will explore the theories that underlie Digital Humanities (DH) scholarship We will examine the theory and practice of using computational methods In the emerging field of Digital Humanities and develop an understanding of key DH concepts such as data representation, digital archives, information visualization, and user interaction through the study of contemporary research in conjunction with working on real--world projects for scholarly, educational, and public needs. Students create prototypes, write design papers, and conduct user studies. Some programming and design experience is helpful but not required.

 

 

2, The intended learning outcomes of the course

 

Learning  Objectives

(knowledge units/ skill specification ) 培养目标(知识单元/能力标准)

Knowledge points or skills (decomposed below x.x.x level)

知识点或x.x.x级以下的能力标准

The Intended Learning outcomes (to be filled by the teaching group

相关学习结果(由教研组完成)

 

2.     Be creative thinkers who can approach issues from multiple perspectives.

 

 2.1.1 Match the inquiry to the questions and information at hand: Understand the strengths and weaknesses of various modes of inquiry. Choose relevant data as it relates to the relevant form of inquiry. (L3~L5)

2.1.2 Answer logically the given questions utilizing appropriate methods: Determine whether source analysis method was adequate to the task. (L3~L5)

2.1.3 Create new approaches to solving problems: Modify existing methods or employ new methods to serve the needs of inquiry. (L6)

2.2.1   Develop an understanding of the various concepts and methods used to analyze and interpret a visual artifact (L1~L2)

2.2.2 Develop an understanding of the importance of visual research methods to social sciences research (L1~L2)

2.2.3 Develop an awareness of the issues of reliability and validity in the process of recording and analyzing visual data (L1~L4)

2.2.4 Actively plan applications of visual methods in students’ own research agendas or student group projects (L4~L6)

 

 

Students will provide adequate evidence of comprehension of written materials by means of their performance in-class and out-of class (online my STU wiki/forum), one mid term essay exam, and shared group and panel discussions and in-class group presentations

  

 

 

 

 

 

 

 

 

5. Understand, think, and write in English or other international languages.

5.1.2  Become familiar with academic communication in written and oral forms. (L1~L2)

 

5.1.4  Use the structures, forms of argument, and conventions of academic communication in written and oral forms. (L3)

 

5.1.5   Become attuned to the nuances of specialized disciplinary vocabulary and be able to use such vocabulary precisely to create and express their own ideas. (L2~L6)

 

5.1.7  Create written and oral projects that utilize communication skills to express their own ideas and research. (L3~L6)

By producing a final group project students learn how to put to practice what they have learned in and out of class and by writing a final exam paper,students learn how to argue a point based on relevant data.

 

By evaluating important texts, students become familiar with communication in oral forms.

 

They learn to argue a position. 

 

Students demonstrate an understanding of and apply DH theory

 

Students use oral skills to propose solutions to content related problems.

 

By interacting with students, students will learn how to have scholarly exchanges with their classmates.

 

 

7. Obtain discipline required literacies

 

 

Students will be familiar with DH discourse and learn the terminology used in DH

2. Required Texts  and Other Learning Resources

 

Matthew K Gold. ed. Debates in the Digital Humanities (2012).

 

Franco Moretti. Graphs, Maps, Trees (2005).

Schreibman, Susan, Ray Siemens and John Unsworth, A Companion to Digital Humanities(Blackwell 2004)

 

Manovich, Lev, The Language of New Media (MIT 2001)

 

Other and additional readings may be added as the course progresses and posted on mySTU. Additional material (online/ppt’s,pdf’s etc) will be provided by the lecturer and also posted on mySTU. Films will be provided for out of class screening/watching

A list of recommended readings will be provided by the instructor

Course Website: Please visit MySTU

3, Teaching and Learning Activities

lecture

hours

tutorial

hours

experiment

hours

seminar

hours

Social practice

hours

project

hours

On-line learning

hours

Other

hours

in

out

in

out

in

out

in

out

in

out

in

out

in

out

in

Out

16

nil

nil

nil

nil

nil

16

nil

nil

nil

nil

16

nil

16

nil

Nil

 

4, Assessment Scheme

Assessment component

Content

Unit/topic

ILO to be assessed

weightage

%

MYSTU Bulletin Board Participation

All units of the course

2.     Be creative thinkers who can approach issues from multiple perspectives.

5. Understand, think, and write in English or other international languages.

7. Obtain discipline required literacies

 

15%

Reportage and Content Development for Knowledge Community

All units of the course

2.     Be creative thinkers who can approach issues from multiple perspectives.

5. Understand, think, and write in English or other international languages.

7. Obtain discipline required literacies

 

15%

Mid-Term Exam

Week 4-7

Critical Issues in DH

2.     Be creative thinkers who can approach issues from multiple perspectives.

5. Understand, think, and write in English or other international languages.

7. Obtain discipline required literacies

 

20%

Final Project/ Final Exam Research Paper

Week 8-14

Critical Issues in DH

Final DH group project

 

 

2.     Be creative thinkers who can approach issues from multiple perspectives.

5. Understand, think, and write in English or other international languages.

7. Obtain discipline required literacies

 

50%

 

 

 

 

1、Table 2.5 Rubrics for Assessment Components

Course nameIntro to Digital Humanities       Evaluation Component MYSTU Bulletin Board

Assessment Method online discussion participation Weightage15%

ILO

Below expectation

Meet expectation

Exceed expectation

2.     Be creative thinkers who can approach issues from multiple perspectives.

5. Understand, think, and write in English or other international languages.

7. Obtain discipline required literacies

 

The student often does not use course material to respond the discussion prompt—or—the student often does not incorporate respond to other student posts—or— the tone, diction, style are usually either not professional or inappropriate

The most of the student’s responses to the prompts refers to course materials; the student often refers to posts of other students; the student uses appropriate style, diction, and tone in their posts

The student responds professionally and accurately to prompts bringing together course materials as well as student contributions in insightful and creative discussion posts.

 

The student’s post often contain inaccuracies—or are too vague—or do not include proper citation for outside sources (plagiarized or copied)

Student’s posts are mostly accurate, somewhat detailed, and have citations where needed

Student’s work is always accurate, detailed and properly cited,

2、Course name: Intro to Digital Humanities Evaluation Component: Reportage and Content Development for Knowledge Community

Evaluation Method Research Writing, Material Selection Weightage15%

ILO

Below expectation

Meet expectation

Exceed expectation

2.     Be creative thinkers who can approach issues from multiple perspectives.

5. Understand, think, and write in English or other international languages.

7. Obtain discipline required literacies

 

Student chooses content inappropriate for global audience

Student chooses material that is appropriate for global audience

Student chooses material that is raises global awareness through content that builds an understanding of local context

 

The student’s writing includes one or more of the following characteristics: multiple sentence-level errors, lack of clarity of expression, poorly organized paragraphs, lack of control over tone and register

The student’s writing may contain some errors but they are not distracting.

The student’s writing is excellent on the sentence and organizational levels.

 

Student contributions do not address course content or do not address the needs of a knowledge community 

Student contributions address either course content or needs of a knowledge community

Student contributions address course content and elicit positive reactions from a knowledge community

 

Student contributions do not involve more than one discipline

Student contributions involve more than one discipline

Student contributions highlight unique perspectives that come from referring to more than one discipline

3、Course name: Anthropology of Globalization Evaluation Component Final Project/Final Exam Research Paper

Assessment Method Multi-Media Presentation   Weightage50%

ILO

Below expectation

Meet expectation

Exceed expectation

2.     Be creative thinkers who can approach issues from multiple perspectives.

5. Understand, think, and write in English or other international languages.

7. Obtain discipline required literacies

 

The student often does not use course material to respond to exam prompts —or— the tone, diction, style are usually either not professional or inappropriate

The most of the student’s answers to exam prompts refer to course materials; the student uses appropriate style, diction, and tone

The student responds professionally and accurately to prompts bringing together course materials in ways that are insightful and creative.

 

The student’s work often contain inaccuracies—or are too vague—or do not include proper citation for outside sources (plagiarized or copied)

Student’s work are mostly accurate, somewhat detailed, and have citations where needed

Student’s work is always accurate, detailed and properly cited,

 

The student’s writing includes one or more of the following characteristics: multiple sentence-level errors, lack of clarity of expression, poorly organized paragraphs, lack of control over tone and register

The student’s writing may contain some errors but they are not distracting.

The student’s writing is excellent on the sentence and organizational levels.

 

4, Course name: Anthropology of Globalization   Evaluation Component: Reportage and Content Development for Knowledge Community/mid-term exam paper

Evaluation Method Research Writing, Material Selection      Weightage20%

ILO

Below expectation

Meet expectation

Exceed expectation

.

2.     Be creative thinkers who can approach issues from multiple perspectives.

5. Understand, think, and write in English or other international languages.

7. Obtain discipline required literacies

 

Student chooses content inappropriate for global audience

Student chooses material that is appropriate for global audience

Student chooses material that is raises global awareness through content that builds an understanding of local context

.

Student contributions do not address course content or do not address the needs of a knowledge community 

Student contributions address either course content or needs of a knowledge community

Student contributions address course content and elicit positive reactions from a knowledge community

 

Student contributions do not involve more than one discipline

Student contributions involve more than one discipline

Student contributions highlight unique perspectives that come from referring to more than one discipline

 

The student’s writing includes one or more of the following characteristics: multiple sentence-level errors, lack of clarity of expression, poorly organized paragraphs, lack of control over tone and register

The student’s writing may contain some errors but they are not distracting.

The student’s writing is excellent on the sentence and organizational levels.

 

The student’s work often contain inaccuracies—or are too vague—or do not include proper citation for outside sources (plagiarized or copied)

Student’s work are mostly accurate, somewhat detailed, and have citations where needed

Student’s work is always accurate, detailed and properly cited,

 

The student often does not use course material to respond to exam prompts —or— the tone, diction, style are usually either not professional or inappropriate

The most of the student’s answers to exam prompts refer to course materials; the student uses appropriate style, diction, and tone

The student responds professionally and accurately to prompts bringing together course materials in ways that are insightful and creative.

 

5. Classroom Guidelines

In order to create a productive learning and teaching environment for every individual in this course, we will adhere to the following policies:

·      Students who miss class for any reason are responsible for all homework and assignments missed AND for making sure they are up-to-date with all materials, such that they are ready to participate in class.

·      Late submissions are accepted on a case-by-case basis and will receive grade deductions. All assignments must be turned in on the specified due date at the beginning of class.  

·      Use of mobiles or other personal electronic devices is only allowed in accordance with class activities. 

·      The instructor may adjust the syllabus if changes are needed in order to successfully achieve course outcomes.

·      Failure to come prepared to class may be grounds for dismissal with an absence given for that day’s class

6. Statement on Academic Honesty and Plagiarism

Real learning and teaching can only occur in an environment of integrity and responsibility. The academic community requires ethical behavior from all of its participants. For writers, this means that the work we claim as ours must truly be ours. At the same time, we are not always expected to come up with new ideas; we often build our thinking on the ideas of others. We are expected, however, to credit others with their contributions and to clearly indicate the boundaries of our own thinking. Failure to do so in the university in general and in this course in particular will result in serious consequences for the offender, including reprimands such as lowered grades, failure, or even dismissal.

 

Cheating:  “The term “cheating,” includes but is not limited to, copying homework assignments from another student; working together with another individual on a take-home test or homework when specifically prohibited from doing so by the instructor, looking at and/or copying text, notes or another person’s paper during an examination when not permitted to do so.

 

Cheating also includes the giving of work information to another student to be copied and/or used as his or her own. This includes but is not limited to giving someone answers to exam questions either when the exam is being given or after having taken an exam; informing another student of specific questions that appear or have appeared on an exam in the same academic semester; giving or selling a term paper, report, project or other restricted written materials to another student.” –various student handbooks

 

Any blatant representation of another person’s work as your own falls into this category. Cheating will result in failure for the course. Cheaters never win.

 

Plagiarism: “The term ‘plagiarism’ includes, but is not limited to, an attempt of an individual to claim the work of another as the product of his or her own thoughts, regardless of whether that work has been published.  Plagiarism includes, but is not limited to, quoting improperly or paraphrasing text or other written materials without proper citation on an exam, term paper, homework, or other written material submitted to an instructor as one’s own work. Plagiarism also includes handing in a paper to an instructor that was purchased from a term paper service or downloaded from the Internet and presenting another person’s academic work as one’s own.” –various student handbooks.

 

First event of unintentional plagiarism= warning + re-write the paper with proper citation

Second event of plagiarism= zero for the assignment no re-writes permitted, and the case of plagiarism will be reported to university officials

 

 

7. Special Learning Needs
Students who need to make arrangements for special learning abilities or situations should make an appointment to see me right away. I’m committed to providing a productive learning environment for ALL students. Students seeking help with their learning effectiveness should also contact university counselors.

 

This class provides students with opportunities to develop their academic writing skills and I am dedicated to supporting students develop their writing. In addition to my office hours, I will try to conduct workshops to assist students in the writing process. Please see me if you are struggling with materials, or if you are having a difficult time communicating in class.

 

 

 

 

 

 

 

8. Course Schedule

Note: This syllabus might be subject to change- the lecturer reserves the right to modify

 

 

Week

Hours

Activity

Week 01

2

Introduction to the Course, Syllabus, and Digital Humanities

Themes, Questions, Prospects key topics · world systems, culture and power, political economy, history of the modern world

 

Week 02

2

Lecture: What is Digital Humanities? Sample of DH projects Part I

 

In-class discussion:

What is DH? What are the defining features of DH? What points of contention are there? How do various disciplines contribute to DH?

 

Readings:

D_H, “A Short Guide to the Digital Humanities”, pages 121--125 & Preface: VII--X

Students are graded on how often they ask and answer questions in English. Students are graded on  how active they participate in on-line forum discussions and Wiki set-ups

Week 03

2

Lecture: DH Definitions / Histories / Practices Part II

 

In-class discussion:

What is DH ? What are the defining features of DH? What points of contention are there? How do various disciplines contribute to DH?

Readings:  

D_H, “A Short Guide to the Digital Humanities”, pages 3--26

 

Students are graded on how often they ask and answer questions in English. Students are graded on  how active they participate in on-line forum discussions and Wiki set-ups

 

 

Week 04

2

Lecture: Humanistic approaches to data and the database – Classification + Ontologies

 

In-class discussion:

Which ideas, institutions, and practices are connected to data and database architecture? What do experts and critics of DH say and what are the speakers’ benefits? What types of transformations occur as the traditional Humanities engage with or are incorporated into a global DH research field.

Readings:

Hockey, Susan. “The History of Humanities Computing.” InCompanion to

Digital Humanities, ed. by Susan Schreibman, Ray Siemens, and John

Unsworth. Oxford: Blackwell, 2004.http://www.digitalhumanities.org/

companion/

Kirschenbaum, Matthew G. “What is Digital Humanities and What’s it Doing in

English Departments?” ADE Bulletin 150, 2010. (RD)

Pannapacker, William. “‘Big Tent Digital Humanities,’ A View from the Edge,

Part 1.” The Chronicle of Higher Education. 31 July 2011.

http://chronicle.com/article/Big-Tent-Digital-Humanities/128434/

Students are graded on how often they ask and answer questions in English. Students are graded on  how active they participate in on-line forum discussions and Wiki set-ups

 

Week 05

2

Lecture: DH Project samples: The Comedie--Française Registers Project

 

In-class discussion:

Who are some of the main scholars and practioneers of DH? How do they contribute towards the development of a fast evolving new Humanities Research field?

 

Readings:

Lev Manovich, The Language of New Media (The Database) pp. 218--233

D. Rosenberg: Data before the fact, pp.b15--40

Researcht the Comedie--Française Registers Project:http://hyperstudio.mit.edu/cfrp

 

 

 

 

Students learn the local and global perspectives used to analyze the connections between different forms of data and the database.

Students are graded on how often they ask and answer questions in English. Students are graded on  how active they participate in on-line forum discussions and Wiki set-ups

 

Week 06

2

Lecture: The archive --information overload and big data XML,TEI, RDF

 

In-class discussion:

How have anthropologists contributed to differing understanding of development practices? What is the relationship between “progress,” “modernity,” and “development”? How do notions of

progress and development engender unequal relationships between the global North and South?

Readings:

Ann Blair, Information Overload: Then and Now

Ben Kafka, The Demon of Paperwork

Geoffrey Bowker and Susan Leigh Star, Sorting Things Out (excerpt)

Wolfgang Ernst: Temporality and the Multimedial Archive, pp. 77--101

 

In-class film screening: Jim Henson, Paperwork Explosion

 

Students learn the local and global perspectives used to analyze the connections  between data, database and archive.

Students are graded on how often they ask and answer questions in English and are pro-active in in-class -discussion Students are graded on  how active they participate in on-line forum discussions and Wiki set-ups

 

Week 07

2

Lecture: The library–digital preservation and access

Guest speaker: TBA  (STU Library)

In-class discussion:

How have digital technologies contributed to the creation of a new library?  What do librarians do? How can DH scholars, teachers and students benefit from the librarians’ work?

Readings:

Excerpts from: Robert Darnton, The Case for Books

Exzcerpts from: Matthew Battles, The Library: An Unquiet History

Students research the Hathi Trust, Harvard Library Lab, Digital Public Library of America, Internet Archive, and  Europeana

Students are graded on how often they ask and answer questions in English. Students are graded on  how active they participate in on-line forum discussions and Wiki set-ups

 

Week 08

2

Lecture: Mapping Digital Humanities I Timelines and MapsGeospatial Digital Humanities

 

In-class discussion:

What happens to the concept of timelines and maps developed in traditional Humanities  in a globalizing DH environment? How do individuals and groups articulate identity vis-à-vis DH? Is there such a thing as a global DH culture? How does the on-the-ground encounter with DH reshape the Humanities’ orientations, methods, concepts, and strategies of representation?

Readings:

Daniel Rosenberg, Cartographies of Time

David Bodenhamer, “The Potential of Spatial Humanities”

Jo Guldi, “What is the Spatial Turn?” (web) and “The Spatial Turn

in Literature” (web)

 

In and out-of class screening: Google and the World Brain (BBC doc)

 

Students learn the local and global perspectives used to analyze the connections  between bounded cultures or societies in a globalizing world. Students learn how the on-the-ground encounter with globalization reshapes anthropology’s orientations, methods, concepts, and strategies of representation

Students are graded on how often they ask and answer questions in English and are pro-active in in-class –

 

Mid-term exam DH research essay paper: due week 9

 

 

Week 09

2

Lecture: Mapping Digital Humanities II Augmented Reality Intersections of the physical and the virtual

 

In-class presentation:

Each student group will choose a DH GIS Map project from the Internet . Each group will introduce the project, explain its characteristics, and then discuss its themes, style, technique, specifics (with particular emphasis on any one of these) in the context of at least one of the readings listed on the syllabus.

 

 

Readings:

Lev Manovich, “The Poetics of Augmented Space”

 

 

 

Out-of class screening: Google and the World Brain (BBC doc)

 

 

Students are graded on how successful they perform in in-class presentation, ask and answer questions in English and are pro-active in in-class -discussion

Students are graded on how often they ask and answer questions in English. Students are graded on how successful they participate in on-line forum discussions/ wikis etc.

 

 

Week 10

2

Lecture: Data Visualization Part I

In-class discussion:

How do DH concepts of Data visualization today differ from those of other time periods in history? What accounts for those differences? To what extend does DH reflect these shifts  in concrete DH projects using Data visualization tools?

Readings:

Edward Tufte, “Color and Information” from Envisioning Information

 

Students learn the local and global perspectives used to analyze the concept of Data visualization as developed in DH

Students are graded on how often they ask and answer questions in English. Students are graded on how successful they participate in on-line forum discussions/ wikis etc.

 

Week 11

2

Lecture: Data Visualization Part II

 

In-class discussion:

How are Information visualizations used to make quantitative data legible? How are they particularly useful for large amounts of information and for making patterns in the data legible in a condensed form?

Readings:

Stephen Few, Now You See It: Simple Visualization Techniques for Quantitative Analysis

 

Students learn the local and global perspectives used to analyze the connections between different tools used in Data Visualization and DH

Students are graded on how often they ask and answer questions in English. Students are graded on how successful they participate in on-line forum discussions/ wikis etc.

 

Week 12

2

Lecture: Interface Theory and Practice

 

 

In-class discussion:

What are the major milestones in the development of interface design?What features are preserved and extended and which have become obsolete? What happens to interface when it moves off the screen and becomes a layer of perceived reality? How will digital interfaces differ from those of the analogue world, such as dashboards and control panels?

Readings:

V. Evers, “Cross-Cultural Understanding of Metaphors in Interface Design

Sheryl Burgstahler, “Designing Software that is accessible to Persons with Disabilities” (http://www.washington.edu/doit/Brochures/Technology/design_software.html

Designing for accessibility (https://developer.gnome.org/accessibility-devel-guide/stable/gad-ui-guidelines.html.eng

HFI UX Design Newsletter: Cross Cultural Considerations for User Interface Design: (http://www.humanfactors.com/downloads/apr13.asp)

Patricia Russo and Stephen Boor, “How Fluent is Your Interface?” (http://dl.acm.org/citation.cfm?id=164943)

 

 

Students learn the local and global perspectives used to analyze the connections between Interface Theory, Practice and DH

Students are graded on how often they ask and answer questions in English. Students are graded on how successful they participate in on-line forum discussions/ wikis etc.

 

Week 13

2

Lecture: Interface and Narrative

In-class discussion:

An interface constructs a narrative. This is particularly true in the controlled environment of a project where every screen is part of the design. What, beyond some basic concerns with differences in calendars, cultural preferences, and so on, would you identify as crucial for thinking about global vs. local design principles?

Readings:

 Nezzar AlSayyad, “Virtual Cairo: An Urban Historian’s View of Computer Simulation”

Sheila Bonde et al, “The Virtual Monastery”

Geeske Bakker, et al “Truth and Credibility,”

Chris Johanson, “Modelling the Eternal City”

Students learn the local and global perspectives used to analyze the connections between Interface and Narrative as developed in concrete DH project examples.

Students are graded on how often they ask and answer questions in English. Students are graded on how successful they participate in on-line forum discussions/ wikis etc.

 

Week 14

2

Lecture: Modelling Virtual Space

 

In-class discussion:

What is “topic modelling” and how does it relate to other topics we have looked at in this class? How could any of the principles outlined by Marcus, Boor/Russo, or Evers be used to rework the Rome Reborn model? How would this fulfill the idea of the “moral obligation” to localize representations of knowledge? What are the cultural values in digital humanities projects that could be used to open up

Readings:

Alan Liu, “Where is the cultural criticism in the digital humanities?”http://liu.english.ucsb.edu/where-is-cultural-criticism-in-the-digital-humanities/

Introduction to Topic Modelling; http://www.cs.princeton.edu/~blei/topicmodeling.html

Lev Manovich, New Media User’s Guide

 

Students are graded on how often they ask and answer questions in English. Students are graded on how successful they participate in on-line forum discussions/ wikis etc.

 

Week 15

2

Final DH Group Project Presentations

Week 16

2

Final  DH Group Project Presentations

Weeks 17-18

 

Final Papers due: Students will write a short paper explaining in English one or more theoretical and practical aspects of DH

 

END OF COURSE

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