SCHEDULE OF COURSE LECTURES AND TUTORIALS

I expect you to have the readings/homework done for the second class in our week (i.e. for January 17th). 

January 8th: Course Introduction

January 10th: Going Digital

Reading: Daniel J. Cohen and Roy Rosenzweig, “Introduction: Promises and Perils of Digital History,” in Digital History.

Homework: Set up your home system in accordance with what we discuss in January 10th class.

PART ONE: PUTTING HISTORY ONLINE

January 15th: The History Web: Participating Online (Basic HTML skills, Google Docs, WordPress)

January 17th: The History Web: Participating Online Continued (Omeka)

Reading: “Exploring the History Web,” in Digital History.

Watch “History of the Internet” on YouTube (just search for “History of the Internet” at http://www.youtube.com/ or the direct URL is http://www.youtube.com/watch?v=9hIQjrMHTv4).

Homework: Say hi in your first course blog post! Who are you, why are you in the course, what’s your background?

January 22nd: Citizen Histories: From Wikipedia to the 9/11 Archive (Also Open Access, Copyright issues)

January 24th: Evaluating Web Sources: Successes, Hoaxes, and the Strange Things out There

Reading: Explore the following websites:

Homework: Write a short blog post on these sites. What are they? What do they offer? Are they valuable? Representative? (500-800 words)

“Owning the Past,” in Digital History.

Read also Toni Appelbaum, “How the Professor Who Fooled Wikipedia Got Caught by Reddit,” 15 May 2012, available online, http://www.theatlantic.com/technology/archive/2012/05/how-the-professor-who-fooled-wikipedia-got-caught-by-reddit/257134/.

January 29th: Podcasting (and Google Sketchup Download tutorial)

January 31st: 3D PRINTING DEMO

Reading: Devon Elliott, Robert MacDougall, and William J. Turkel, “New Old Things: Fabrication, Physical Computing, and Experiment in Historical Practice,” Canadian Journal of Communication, 37 (2012): 121-128. Available online.

Homework: Building off what we learn in class, make a simple object in GOOGLE SKETCHUP. We’ll vote on what one we want to print for January 31st!

PART TWO: DOING HISTORY WITH COMPUTERS

February 5th: Textual Analysis

February 7th: Topic Modeling

Reading: Jean-Baptiste Michel et al, “Quantitative Analysis of Culture Using Millions of Digitized Books,” Science.

Read the following websites and explore the projects:

Homework: Write a short blog post on the Science article, the N-Gram viewer, and the Mining the Dispatch website. Play with them! Have fun! What do you think?

February 12th: Digitizing Primary Documents

February 14th: The Role of Archives

Reading: Kate Theimer, “Archives in Context and as Context,” Journal of Digital Humanities, 1.2 (Spring 2012), http://journalofdigitalhumanities.org/1-2/archives-in-context-and-as-context-by-kate-theimer/.

Watch: “How the Internet Works in 5 Minutes.” Type that into the search bar at http://youtube.com/ or if you like direct links, it’s http://www.youtube.com/watch?v=7_LPdttKXPc.

February 19th: READING WEEK

February 21st: READING WEEK

February 26th: Spatial History: Basic GIS (QGIS)

February 28th: Spatial History: Basic GIS, Continued

Reading: “What is Spatial History?” http://www.stanford.edu/group/spatialhistory/cgi-bin/site/pub.php?id=29

“Place and the Politics of the Past” http://historyonics.blogspot.ca/2012/07/place-and-politics-of-past.html

Homework: Play with Neatline and Google Earth.

March 5th: Humanities Programming (PYTHON)

March 7th: Humanities Programming (PYTHON)

Readings: The Programming Historian 2, available online, http://programminghistorian.org. Do lessons 1, 2, and 3.

March 12th: Scheduled meetings with course director

March 14th: Visualization

Readings: The Programming Historian 2, available online, http://programminghistorian.org. Do lessons 4, 5, and 6.

Homework: After our introductory classes, begin to work through the lessons. Write up a short blog post on your encounters with Python. How far did you get? Do you think this is a valuable approach for historians? Why or why not? Note that I do not expect you to become the best Python programmer in the world. Instead, these readings are to help you start thinking about programming and whether we think it matters for Arts students.

March 19th: Revolutionizing Teaching and Learning with Digital History

March 21st: Gaming: What Could We Learn from Assassin’s Creed III?

Readings will be provided (they’ll have to do with gamification and, specifically, video games).

March 26th: Presentations

March 28th: Presentations

In lieu of readings, time to work on your final project and presentation.

April 2nd: What could be next?

April 4th: Course conclusion