This slide show presents five tips to design digitally-infused courses. While the presentation was given at a university digital humanities symposium, it is applicable to K-12 education as well.

1. Ashley Sanders
Digital Scholarship Librarian
Claremont Colleges Library

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3. 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.

4. Digitally-Infused
• McClurken, “Incorporating
Digital Literacy into History
Methods Courses.”
http://mcclurken.blogspot.com/2
012/09/incorporating-digital-
literacy-into.html
• Tona Hangen, “US History II.”
http://www.flipsnack.com/A9C8
DBBA9F7/112fall14.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/

5. • 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
CC-Public Domain

6. Technology should
be value-added, not
an “add-on”
Learning
Objectives
Digital Technology
Students’ prior
experience, knowledge
and skills
CC-Public
Domain

7. 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
Go deep, just as you
do with your subject
matter.
CC-Public

8. “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
CC-Public
Domain

9. Your course and the
digital skills/concepts
students learn into
the fabric of your
department, college,
and the consortium.
CC-Public
Domain

10. 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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11. • 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_galeric
ulata_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/