Tag: digital humanities

Is Anyone Out There?

July 13, 2016 / Karl Qualls / 0 Comments

I don’t know if there is a rule about how dormant a blog can become before it is impossible to revive it, so I am going to do it anyway!

Our modest but adequate studio

Ok, so it has been two years and six since Teaching History last posted (I feel like I’m in a confessional!). Yeah, life intervened. But it is back, and I have an exciting last half of the year lined up. Rather than finishing my book, I have been working with one of my students to shoot short videos (mini-lectures of a type) for some of my classes. In the coming months we will be blogging about the process, pros and cons, how to posts, and including data on student feedback surveys.

So, stay tuned, tell your friends, and send me comments when we get started. One of our first posts will be on student-faculty collaboration, so please check it out.

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Digital + Liberal Arts = Employability?

December 2, 2013 / Karl Qualls / 2 Comments

In an insightful recent essay in the Chronicle of Higher Education (“No More Digitally Challenged Liberal-Arts Majors: How to give B.A.’s in arts and humanities more career options without abandoning the life of the mind”), William Pannapacker relates a number of conversations he has had with employers and institutions providing internships for students at Hope College, where he teaches. In short, they stated what many of us already recognize: liberal arts students have learned how to write well, synthesize large amounts of varied information, read carefully and critically, and bring a curiosity and ability to learn quickly. Yet many liberal arts students share one critical flaw that plagues students at all kinds of institutions: although they are users of some social media, most students today struggle tocreate meaningful content and to actively use computer-related skills that are essential in many modern workplaces.

I posted the article on Facebook and asked alumni to comment on the article and how it relates to the training they received at Dickinson College and how it prepared them for life after college, and the responses were fascinating.

Courtney Cacatian, a policy studies major who is now Marketing Manager at Arlington Convention and Visitors Service noted that learning to make effective presentations, in addition to other practical skills, made her a more attractive hire. However, she agreed with Pannapacker and his call for colleges to provide other technical skills. Employers expect today’s graduates to know social media and often digital marketing. A history alumnus who is now an administrator at a private college elaborated, saying that he looks to hire people who have a “digital win” on their resumes. They should either be able to organize and analyze data in spreadsheets and databases, complete on online project such as a blog or webpage, or be familiar with industry-specific software. Alicia LeBlanc could not agree more, and she made the important observation that as much as technical skills are important now, they will only become more important in the future. Although she had some technical skills before coming to Dickinson College and acquired more while majoring in French and English, see argued that “it’s about applying the curiosity and confidence we liberal-arts majors gain in research & critical thinking to a different format: technology. Frankly, it’s the same process.”

In my mind, Alicia hit it on the nail and reflects my view (and Pannapacker’s it seems) about the value of the liberal arts. What we do best is to nurture students’ curiosity and provide them with broad-based research and critical thinking skills. Rather than training students for a specific job or even profession, we give them the tools to succeed in any job or profession because they have learned how to learn throughout their lifetimes.

So, how can we liberal arts schools meet the professional needs of our students? The history major suggested that the best option would be for departments to “actively replace papers and tests with digital projects that can be demonstrated” after graduation such as constructing digitized archives, making QR codes for cemetery headstones that are no longer readable, creating projects that, for example, create a statistical analysis of average grades for papers based on time of submission. Alicia agrees that if technical skills are not taught in college, where will they be? A good friend of mine who studied history with me as undergraduate at the University of Missouri, chimed in. For nearly two decades he has been in management and training positions in a number of companies and is now a director of brand and international operations, so he certainly has a sense of what employers today need and want. Of the comments of Pannapacker and my former students, he simply said, “I can’t agree enough! Digital skills (beyond the basics in spreadsheets, presentations, documents and social media) is so important, no matter what you end up doing.” The last word goes to Alicia and her desire for greater dialogue with employers. Alicia argued for a “greater overall marketing campaign … (and we all partake in this, in living our lives as successful, in any sense of the term, liberal-arts people) to remind people of this usefulness of liberal arts.”

Hopefully the conversation on this topic will continue. Although liberal arts institutions are not (and in my mind should not) narrowly train students for particular professions, it is incumbent upon us to continue providing our students with the broad range of skills that can allow them to be successful in their lives after graduation. Whereas we once could teach students to read deeply, analyze critically, and write persuasively, these skills are not enough. They are still essential and provide the foundations for all else, but we must also begin to think of ways that we can introduce technical skills into our classrooms to complement the training we have long provided.

I encourage all readers to continue this conversation at the Dickinson College Digital Humanities Advisory Committee’s blog and on my Teaching History blog.

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Blogging to Improve Reading, Thinking, and Writing: What the Students Say

October 30, 2013 / Karl Qualls / 4 Comments

I have been asking students to blog in various ways for a few semesters, but in my new course on interwar Europe, we have finally hit our stride. In previous courses I had used blogs primarily as a “free-write” assignment to stimulate conversation. I would often have students in the first few minutes of class write about the days’ sources, but given that most of my class periods are 50 minutes long, I felt that I was “wasting” time that could be used for other purposes. Thus, blogging was born. Students quickly let me know that blogging in this form felt like busy work and took too much time when blogging MWF.

Simios Bloggeando by Julitofranco via WikiMedia Commons

I altered the blogging by dividing the class into thirds. One-third of the students would blog each day. Similarly, students also were assigned a day to comment on the classmate’s posts. In this way, at a minimum two-thirds of the class each day had some preparation for discussion [but this is Dickinson College, so the actual percentage of students prepared each day is much higher]. After about 2 weeks of reading summary after summary of the readings, I got frustrated with the lack of depth in many of the blog posts. I therefore asked students to briefly summarize (no more than one paragraph of their c. 400 word posts) the day’s material and then choose one section of a text (or film for those days) and analyze it from the point of view of our course themes. This began to improve the depth of class discussions, so I pushed to the next level.

Now the students were asked to write about a single phrase or sentence (or bit of dialogue from a film). Here I was trying to get them to use the “notice and focus” method described by David Rosenwasser and Jill Stephen in their Writing Analytically (Wadsworth, 2012). This method asks students to find a passage that is significant, strange, or revealing. Thus, they have to stay closer to the text and begin to understand it before leaping to conclusions or judgments. For example, when we discussed Ignazio Silone’s novel Bread and Wine, I divided the class into groups, each headed by one of the day’s bloggers. I placed the sentences in question on the screen and then had the bloggers lead a discussion with their small groups. All groups were animated and on task. I asked them to do three things: unpack the meaning of the sentence in question, discuss how it linked to themes in the novel, and then think about what it tells us about Mussolini’s Italy and our course themes. In moving from specific to general, the students seemed much more able and comfortable in understanding and then applying. Continue reading

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Alyssa DeBlasio: Some Problems I Encountered Using Class-sourcing

October 10, 2013 / Karl Qualls / 0 Comments

Alyssa DeBlasio is Assistant Professor of Russian at Dickinson College. Before coming to Dickinson, she taught in the Philosophy Department at the Higher School of Economics (Moscow). At Dickinson she teaches courses on Russian culture, literature, and the intersections between philosophy and literature. She also teaches Russian language of all levels, and has been experimenting with the use of podcasts, smart phones, blogging, and social media in the language classroom. She is currently completing a book on philosophy in Russia since 1991 called The End of Russian Philosophy?.

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In the fall 2011 semester I taught a new course called “Russia and the Environment” at Dickinson College. The course was more or less a survey of Russian and Soviet reflections on the natural world in the 18^th and 19^th centuries. Over 14 weeks we delved into works by Pushkin, Turgenev, Saltykov-Shchedrin, Tolstoy, and Rasputin; secondary sources like Laura Henry’s Red to Green: Environmental Activism in Russia; and a range of films, from Grigory Alexandrov’s Spring to Alexei Popogrebsky How I Ended the Summer.

For the concluding assignment in the course, students were required to choose a topic they wanted to learn more about, research it thoroughly, and contribute an informational blog entry to our course site (http://blogs.dickinson.edu/russenviro/). The goal of the blog was to create an on-line hub for information on Russia and the environment, on topics ranging from forestry in the Soviet Union to holistic medicine.

I have used blogs frequently and successfully (I hope!) in Russian courses for years, but this was my first time incorporating blogging into an English-language course. It was also my first time using the class-sourcing model Karl and Gleb have already posted about. Here is the truth: while I liked this model and I will probably do it again, I encountered all sorts of unanticipated difficulties along the way. Here I’ll share three such difficulties:

How Do I Write It?

At Dickinson, like probably at most colleges and universities, we (faculty) go to painstaking lengths to help our students write better. Most of these efforts are focused on the traditional research paper: writing a thesis statement, offering an original argument, incorporating sources critically, and mastering disciplinary writing. When I assigned a blog entry as a final project, thus, I had no idea the extent to which this type of “encyclopedic” writing would be foreign to my students, who were being pushed from every side to write everything as a research paper. Had I thought about this, I would have given them examples of similar articles as guides. This might have cut down on the number of questions I ended up answering about incorporating sources, authorial voice, citations, etc. Blogging is a genre very different from the research papers they are used to writing, and I made a mistake when I assumed that they knew this already.

When It’s Still No Good

What happens when you mark up numerous drafts, the student revises time and time again, and the entry is still just not good? I designed my assignment such that students had to turn in two drafts of their project before posting their final version to the blog. But there are always those students who wait until the last minute to do final research, don’t proofread their work, or simply don’t succeed at the assignment for one reason or another. As I was reading the final versions during finals week, I wondered: What would I do if there was something up here that was just not quality work? Would I remove it so that it didn’t make the broader project/other students look bad? Would I remove it myself or ask the student to do so? Or would I have to leave it up, since I hadn’t stipulated in advance that only posts meeting a certain set of expectations would be posted to the blog? I hadn’t thought this through, but I realized for the future that I should have an explicit policy about what goes on the web and what stays off. Were I to do it again, I would probably have the final (third) version due a week before the end of the term. This way I could require final corrections (typos, formatting errors, etc.) to be corrected by the students before their final grade was assigned.

Temporary Student, Permanent Blog

Most of the students in my course were seniors. Once they left campus, their interest in our blog fell from “classroom enthusiasm” to “What blog?” Within a month of graduation, their Dickinson emails were defunct and the only valid address on our site was mine. I hadn’t anticipated that I would be receiving emails from media outlets, the occasional academic, and even a South Korean logging firm to ask whether I might put them in touch with so-and-so specialist on Russian deforestation for a piece on logging accidents in the Far East. Even now, nearly 2 years later, Google searches for “Traditional Medicine in Russia” or “Siberia’s Environment” pull up our course blog as the very first hit; other searches, like “Air pollution in Russia,” list up our blog on the first page.

I think this is great, and not only because it makes classroom blogging all the more “authentic.” It shows that Russia and the environment is a sorely underrepresented topic on the web, and that my students truly chose topics that needed further research. But it also adds an additional layer of pressure to the project, particularly when I become the only person accountable for the work after the students graduate. The next time I do this, I’ll have to make one of two choices: either 1) I freeze the blog and make it clear to readers that it was a past project that is no longer functional; or 2) I set the blog up in such a way that future classes take over the work of previous classes. Of course, if the blog is a living Wiki that rolls over from semester to semester, then do future students have the right to edit the work of previous students? And if so, how do I write that into the syllabus? Will this make students less motivated to produce a finished piece of work, since they know that a semester or two from now somebody will have the right to alter everything they have done?

Since I have not used class-sourcing since, I unfortunately cannot offer definitive answers as to how I solved/would solve the problems above. For those of you who have encountered these or other issues, I would be happy to hear about the solutions that worked in your classrooms.

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Gleb Tsipursky on Class-sourcing History: Revisions and Envisioning the Future

September 24, 2013 / Karl Qualls / 0 Comments

Last week on this blog, I discussed how I started teaching students digital skills through class-sourced website assignments. There, I gave a brief introduction to class-sourcing, which involves faculty assigning students to create online projects instead of traditional papers and other assignments, and links to my website that describes the theory and practice of class-sourcing. This week, I want to discuss briefly how I adapted class-sourced website assignments over the three classes that I have taught them, as well as the broader implications of class-sourced assignments.

There are two key ways I have adapted class-sourced website assignments for my future students. First, I have thought through more consciously about the needs of those who would be using the websites in the future, and primarily students and educators at the college and high school level. I have therefore sought to adapt the assignments to fit these needs, and thus asked students creating the website to add a new section to the websites, where they would provide some examples of class activities that educators can assign to those they teach or that learners can do on their own as a way of gaining more from the website. This activity is available to any teacher who assigns a class-sourced assignment. Here is an example of one website that I have assigned in several classes and which has worked well, and here is another I intend to assign to future classes (Figure 1). Second, I have taken websites created by my students in former classes and assigned them to those in my subsequent classes. Learners thus received an opportunity to engage with class-sourced assignments as consumers before they would be the creators of similar class-sourced online projects. This activity is available to those educators who want to assign class-sourced materials made by others as supplementary materials, depending on the availability of topical class-sourced materials. Let me briefly add that I have branched out of doing only class-sourced website assignments and have done online bibliographies through www.Delicious.com, and visual analysis projects through www.Pinterest.com, all available on my website, www.glebtsipursky.com.

Dissident Movement – Figure 1

The second big question I wanted to discuss in this blog post is a vision for the future. Drawing on my experience, I contend that class-sourced assignments produce content well suited to teaching others. In fact, these and similar classsourced artifacts have the potential to satisfy the demand among faculty and high school teachers for free class materials, especially ones available on the internet where learners spend so much of their time. Since faculty guide their creation, these products can be specifically tailored to the needs of teaching and learning, in comparison to crowdsourced sources such as Wikipedia. Moreover, since faculty check and correct their students’ assignments, class-sourced artifacts deserve more trust than crowdsourced data that lacks such evaluation. Furthermore, there can be many digital artifacts dealing with the same topic: by presenting a diversity of perspectives and interpretations, classsourced materials can offer a fuller and richer portrayal than the cohesive and unified narrative style of either Wikipedia or textbooks.

Once enough have been created and compiled together in an organized fashion, classsourced projects would serve as a valuable informational resource for the public. Such efforts to organize these artifacts can start at the level of individual faculty, as I did with my personal webpage, and grow to span departments, universities, and eventually the national and even international level. Faculty can partner with schools, museums, governments, businesses, non-profit organizations, and other institutions to create digital artifacts that serve the particular needs of such external stakeholders. In this age of digital technology and tightening budgets, class-sourcing would help ensure that history stays relevant and demonstrates actively the value of academic contributions to society as a whole.

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Class-sourcing on Soviet Sustainability

September 23, 2013 / Karl Qualls / 0 Comments

Gleb Tsipursky has introduced you to the general ideas behind class-sourcing and some of the media he uses. In this post I would like to introduce how I have adapted Gleb’s project to my Soviet history course.

Dickinson College has long been known for fostering global education and study abroad. More recently, we have taken up the call to teach our students and ourselves to be better stewards through the study and practice of sustainability. To this end, many faculty have been creating and reworking, to varying degrees, courses so that we can highlight issues of sustainability in our fields. Given that most definitions of sustainability included not only environmental concerns, but also issues of human rights, access to political and economic power, and maintenance of cultures, the study of the Soviet Union seemed a logical course for me to begin with.

Following Gleb’s lead, I have changed my assignments in this course from a traditional research paper to a series of projects that will support students’ use of and contribution to our digitized knowledge base. In a series of steps, students will accumulate a bibliography on their topics, modify and annotate the bibliography, collect digitized sources (e.g. films, maps, timelines, photographs, etc.) that will help them tell their story, and then construct a lengthy multimedia blog post that will educate the broader public on their topics. Notes and bibliographies will be collected using Evernote so that students can easily sync their work between tablets and computers. Students will then share these Evernote assignments with classmates for peer review and with the wider world via the Twitter hashtag #h254 (the course number) and other social media. Final projects will be posted to our blog in December and will be promoted via this blog and numerous social media.

I will return every few weeks to update on the course’s progress and provide my thoughts on the pros and cons of each stage. Gleb will return tomorrow with his latest blog post.

We would appreciate your feedback.

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Gleb Tsipursky’s guest post: Class-sourcing History: Teaching Students Digital Skills

September 18, 2013 / Karl Qualls / 0 Comments

We search constantly for ways to teach students better, to serve our discipline, profession, and the broader public more fully, and to stay relevant in this digital era. I would like to propose one strategy that has the potential to advance our collective capacity on all of these fronts: a new method of digital humanities-informed teaching and learning that I term class-sourcing. This concept adapts the term crowdsourcing, meaning the outsourcing of tasks to a wide group of volunteers, for instance the organization of information best exemplified by Wikipedia. A related but distinct process, class-sourcing consists of two elements, namely having students and faculty create online digital artifacts that organize knowledge, subsequently publicizing, and conglomerating these creations for the benefit of a widely diverse audience. I will discuss the first component in this blog post, and the second component next week.

Class-sourcing involves having faculty give class assignments where students make publicly-accessible online digital artifacts, such as wikis, websites, blogs, videos, podcasts, visual images, and others. These projects aim to report on class to a broad audience in a visually appealing fashion. This component of class-sourcing advances our ability to teach students about history while conveying the skills of a liberal art education. Similar to a paper, students conduct independent research on a specific topic they chose, analyze the information they find, and organize and communicate this data, which strengthens research, writing, and critical thinking, as well as historical understanding.

However, online digital artifacts provide additional benefits, as they advance our ability to teach students digital literacy skills relevant to professional and civic life in the modern digital age. A related advantage of class-sourcing comes from the capacity of digital artifacts to improve student engagement and performance, due to the novel nature of this assignment and the deployment and development of digital skills, which creates a constructive classroom dynamic and enhances comprehension of course content. Additionally, the public nature of the online projects results in improved academic performance, since as class feedback has shown, students are more committed to producing a better project if they know it will be available for a broad audience.

My proposals emerge from my own experience asking those in my classes to create websites on Soviet and imperial Russian history based on original primary source research. These students produced websites on a variety of topics, such as “The KGB,” and “Bloody Sunday, 1905” (Figure 1). From the very beginning, students expressed enthusiasm over these assignments. They have impressed me with their commitment and the quality of their final product generally exceeded my expectations. Furthermore, these digital artifacts have a clear impact, as you can see by typing “The KGB” into Google, where my students’ website currently comes up fourth in the search rankings. For in-depth directions on undertaking this activity and a list of student-created websites, see my personal webpage. After my students created the websites, I checked them for accuracy and corrected mistakes, as I would do for any assignment. Then, I assigned the best examples among these websites as supplementary readings to students in my subsequent classes.

Next week, I will discuss how I have adapted the class-sourced website assignment over the three classes that I have taught it, as well as the broader impications of class-sourced assignments. Stay tuned!

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So, what is “class-sourcing”?

September 16, 2013 / Karl Qualls / 0 Comments

Courtesy of Daniel Iverson

Prof Gleb Tsipursky teaches in the history department of The Ohio State University, Newark Campus. He researches Soviet and post-Soviet history with particular interests in youth, modernity, social controls, popular culture, consumption, emotions, the Cold War, cultural diplomacy, crime, and violence.

Here is a brief introduction to his research:

Gleb has recently started experimenting with “class-sourcing.” Tomorrow he will tell us about what this is and why he does it. I will soon follow with a discussion of how I have adapted Gleb’s idea in one of my current courses.

We look forward to and welcome your input.

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