While I'm not entirely sure what counts as strictly "Digital Humanities" pedagogies or teaching practices, many of the teaching with technologies essays that are associated with the digital humanities or DHers re-imagine traditional teaching practices by utilizing new media and technology in innovative ways. In order to capture that, I'm looking at how specific technologies are being utilized in productive and exciting ways in the classroom. Some of these new teaching practices are meant to bring new technologies into the traditional classroom, whereas some are meant to push us towards online learning environments.

Dan Brown offers some thoughts on exigency for re-imagining education and traditional teaching methods:

[At this point, most of the resources below are summarized and re-organized resources that are also collected in Hacking the Academy, a crowdsourced edited collection by the Roy Rosenzweig Center for History and New Media, George Mason University.]

Teaching the Digital Humanities

What is a digital Pedagogy? Check out Holly Willis' response at the 2010 HASTAC conference:

What Is Digital Pedagogy? Holly Willis HASTAC video 1 from IML @ USC on Vimeo.

THAT Camp 2010 DH 101 Course learning objectives and curriculum is a great starting place for thinking about what kind of skills intro DH classes might teach, what kind of projects students might design and pursue, and the guidelines for DH projects developed by students.

Teaching with Videos

As digital clips and videos become more and more accessible to create, teachers are finding ways to incorporate videos into classroom content, create assignments that ask students to make their own videos, and create videos that teach. In the following video featured in Hacking the Academy, Tad Suiter argues against the creation of videos that simply re-create the traditional lecture classroom for digital environments. Suiter suggests that using videos to teach requires an understanding of effective and persuasive video composing strategies, specifically looking to vloggers' composing strategies as effective and rhetorical.

In an Open Culture essay on "Teaching with You Tube," Alexandra Juhasz (Media Studies at Pitzer College) explains how her class that studied and created you tube videos unsettled several binaries of traditional education.

Teaching with Twitter

In the video below, Dr. Monica Rankin, history professor at the University of Texas at Dallas, explains how she has successfully used twitter to help encourage better participation from more students during larger lecture classes (from Hacking the Academy). To back up Rankin's teaching practices, Rey Junco presents some preliminary findings on the relationship between college student engagement with school to students' use of twitter in the classroom (Hacking the Academy).

In "Instructional Uses of Twitter" in the University of Colorado Denver's The CU Online Handbook: Teach Differently: Create and Collaborate, Joanna Dunlap and Patrick Lowenthal (ch. 8: 45-50) elaborate on some of the benefits of utilizing twitter in the classroom, citing such advantages as timely responses, concise writing, real audiences, the connection to professional communities, and the ability to maintain connections.

Looking at what students actually post on twitter in the pro-twitter class, Mark Sample says his students' tweets feel into the following 3 categories: 1. relevant news & resources; 2. questions & reading notes; 3. snark. In his blog post, "Twitter is a Snark Valve," Sample also charts the benefits and uses of twitter on the cool Twitter Adoption Matrix below:


In "using twitter in the graduate class," Bill Wolff reflects on how his graduate class used twitter and how it affected student engagement.

Teaching with Blogs

In his blog post "Engaged Learning with Technology," Christopher P. Long shares his and his students' experiences with blogging in his Ancient Greek Philosophy class at Penn State.

Teaching with Game Theory

Gaming in the Classroom (Hacking the Academy)