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A new book offers a strong introduction to digital humanities pedagogy, including both context and concrete potential assignments.

I've heard (and said) that small humanities classes already are "flipped", but Derek Bruff gives some examples which show that a lit class can still be flipped. Even close reading and response writing "can benefit from what Helen Shin calls "shared temporal, spatial, and cognitive presence.""

First, the title of this article caught my eye. Then the "new" definition of Digital Humanites caught my attention. Finally the author's comments caught me off-guard. I think people should read this for the initial content (what's promised by the title and the leading question). Also people might want to think about whether some of Sathian's remarks cross a line into stereotyping and racism.

Francis Su's examples from this address are all specific to the field of mathematics, but his threads of play, beauty, and truth seem to apply to all fields, and his challenges about justice and love clearly apply to the entire educational endeavor.

"Technology is a part of our human experience, not a replacement to it."

A free ebook from the Teagle Foundation addressing the humanities' approach to learning assessment. "What happens when the disciplines make themselves heard in the discussions of learning outcomes assessment that are ubiquitous in higher education today? What do disciplinary perspectives and methodologies have to bring to the table? This volume engages these questions from the perspective of literary study, with essays by education leaders, faculty from English and foreign language departments, and assessment experts that offer a wide range of perspectives."

Big issues on this episode of the Digital Campus podcast. The MLA is opening a new repository for scholarship in the humanities. Would you be more likely to use it, or Digital Kenyon, to preserve and distribute your work? The AHA has issues some guidelines about assessing digital work in history; the panelists debate what they're good for and where they don't go far enough.

Big issues on this episode of the Digital Campus podcast. The MLA is opening a new repository for scholarship in the humanities. Would you be more likely to use it, or Digital Kenyon, to preserve and distribute your work? The AHA has issues some guidelines about assessing digital work in history; the panelists debate what they're good for and where they don't go far enough.

This seems very much like the kinds of questions we're facing at Kenyon.

Federal agencies are looking at updates to the "Common Rule," which impacts local IRB processes.

A quick overview of the "emerging, interdisciplinary movement which looks to enhance and to redefine traditional humanities scholarship through digital means" from the Association of College and Research Libraries. A reasonably good quick overview; check out the excellent bibliography.

"It's up to individual students to choose their own educational pathways and majors according to their interests, abilities, and yes, their employment prospects. But they should do so based on accurate information, not myths."

Interesting and even-handed review of a site providing programming tutorials designed for academics in the humanities. Might be some interesting inspirations here for a winter break project!

Looks like a great template schedule for courses which want to build public websites.

Clara Román-Odio's reflections on her project Latinos in Rural America is the article of the week at the GLCA Consortium for Teaching and Learning website.

If any liberal arts college was likely to step into the MOOC world, it would be one offering cross-listed courses with MIT, one of the founders of the MOOC provider EdX. This will be one to keep an eye on for small, elite liberal arts colleges like Kenyon. 

This report is about a "nationally representative" survey which finds that educational attainment is one of the best predictors of high technology and information literacy skills - so I would assume that the results aren't quite as dire for those Millennials who go to college. That said, it's a good reminder that many so-called "digital natives" are not (yet) sophisticated creators and managers of information with their devices. I also want to point out that the kinds of information management tasks tested are perfectly relevant to research in the humanities, social sciences, and fine arts, not just STEM as the think tank suggests.

A catalog of resources for the Digital Humanities (um, sorry, Digital Liberal Arts). Use the Search feature to find entries for tools you might want to consider for your project. (Note: we cannot vouch for all of these tools, and some of them are defunct. However, this is a great starting point.)

"Do nothing in isolation; always connect the events." The author says this in the context of a digital humanities program, but I think it applies to all professional development efforts, and probably to many course designs.

An interesting look at a digital archive set up to capture media and memories surrounding the Boston Marathon bombings, and the connections between the digital humanities and public history work.

A remarkably even-handed article which really does take the provocative title as a question. Design thinking might well provide a useful problem-solving mode for interdisciplinary efforts and curricular coherence.