Designing Digitally Infused CoursesAshley SandersDigital Scholarship LibrarianClaremont Colleges Library

5 Tips

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Spectrum of Digitally-Infused to Digital-Centric Courses:

Sipping on DH: Incorporating digital media, tools, and digital literacy into an existing course.

Swimming in DH: Building a course around deep engagement with digital technologies, their underlying theories, and how they advance disciplinary knowledge creation and dispersion.

Courses Across the Spectrum

Digitally-Infused• McClurken, “Incorporating

Digital Literacy into History Methods Courses.” http://mcclurken.blogspot.com/2012/09/incorporating-digital-literacy-into.html

• Tona Hangen, “US History II.” http://www.flipsnack.com/A9C8DBBA9F7/112fall14.html

• Davidson College’s Physics Department -- http://webphysics.davidson.edu/Applets/Applets.html

Digital-Centric• Cordell, “Texts, Maps,

Networks: Digital Literary Studies.” http://f14tmn.ryancordell.org/

• Miriam Posner, “Digital Labor, Urban Space, and Materiality.” http://digitalmateriallabor.org/

• Cameron Blevins, “The Digital Historian’s Toolkit.” http://www.cameronblevins.org/teaching/dhtk2012/

1. Start with what you know• Begin with a course you currently teach.• How might you incorporate digital literacy into

your class?• Not sure? Ask a librarian!

• Consider digital projects for assessment

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2. Let your teaching drive your technology

Technology should be value-added, not an “add-on”

Learning Objectives

Digital Technology

Students’ prior experience,

knowledge and skills

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Critical engagement with a few digital technologies and theories • provides an opportunity for

students to apply disciplinary epistemologies to novel situations

• extends understanding of content

• builds transferrable skills

3. Teach a few things well.

Go deep, just as you do with your subject matter.

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4. Scaffold everything.

“Digital natives”: • still need to learn how to

engage with technology as scholars.

• like “digital immigrants,” have to stretch to imagine what a technology might do in relation to their field of study

• also need to develop their digital skills, especially for more advanced projects that will require, for example, learning a programming or markup language

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5. IntegrateYour course and the digital skills/concepts students learn into the fabric of your department, college, and the consortium.

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Designing Digitally Infused Courses

1. Start with what you know.

2. Let your teaching drive your technology.

3. Teach a few things well.

4. Scaffold everything.

5. Integrate.

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Sources and More Information:

• Image URLS:• Flickr User Caspian Blue, “Fat Tabby Cat Drinking Water from a Pond,” http://

commons.wikimedia.org/wiki/File:Fat_tabby_cat_drinking_water_from_a_pond-Hisashi-01.jpg. Used under CC-BY-SA-2.0 license.

• Luc Viatour, “A Mandarin Duck,” www.Lucnix.be. http://commons.wikimedia.org/wiki/File:Aix_galericulata_Luc_Viatour.jpg#mediaviewer/File:Aix_galericulata_Luc_Viatour.jpg. Used under CC BY-SA 3.0 license.

• Ryan Cordell, “How Not to Teach Digital Humanities” (February 1, 2015) http://ryancordell.org/teaching/how-not-to-teach-digital-humanities/

• Brett D. Hirsch (Ed.), Digital Humanities Pedagogy: Practices, Principles and Politics (2012) http://www.openbookpublishers.com/reader/161

• Adeline Koh, “Introducing Digital Humanities Work to Undergraduates: An Overview” (August 14, 2014) http://www.hybridpedagogy.com/journal/introducing-digital-humanities-work-undergraduates-overview/

• Leeann Hunter, et. al., “Digital Humanities Made me a Better Pedagogue: A Crowdsourced Article,” Hybrid Pedagogy (July 10, 2012) http://www.hybridpedagogy.com/journal/digital-humanities-made-me-a-better-pedagogue-a-crowdsourced-article/