Courses

  • Born-Digital Forensics

    This course will introduce students to the role of digital forensics in the act of preserving, investigating, and curating born-digital culture artifacts. We will explore the technical underpinning and the physical materiality of the digital objects we frequently, in our screen-centric world, mistake as ephemeral. Using open source tools including Linux, The Sleuth Kit, and BitCurator, students will get hands-on training exploring a wide variety of digital media and learning how to look for deleted files, how to search and redact personally identifiable information, and how to produce information-rich metadata about a forensic disk image. In addition to practical skills, students will develop a theoretical understanding of digital storage media–and the forensics disk images produced from them–as objects of study in their own right and the importance of learning to read these objects as richly as we do more traditional texts. There are no essential prerequisite skills for this course; however, a working knowledge of Linux will be a great benefit. Students who have access to their own collection of born-digital materials to work with are encouraged to bring them to the course. More Details
  • Crowdsourcing Cultural Heritage

    Successful crowdsourcing projects help organizations connect with audiences who enjoy engaging with their content and tasks, whether transcribing handwritten documents, correcting OCR errors, identifying animals on the Serengeti or folding proteins. Conversely, poorly-designed crowdsourcing projects find it difficult to attract or retain participants. This class will present international case studies of best practice crowdsourcing projects to illustrate the range of tasks that can be crowdsourced, the motivations of participants and the characteristics of well-designed projects. We’ll study crowdsourcing projects from the worlds of citizen science, investigative journalism, genealogy and free culture to look for lessons which might apply to humanities projects. We’ll discuss models for quality control over user-generated projects, explore the cross-overs between traditional in-house volunteer projects internet-enabled crowdsourcing, and look at the numbers behind real-world projects. Finally, the course will give students hands-on experience with several different crowdsourcing platforms for image annotation, manuscript transcription, and OCR correction. Students are encouraged to bring their project ideas and some scanned material for the lab sessions.

    This course is 50% full as of June 16, 2014. More Details
  • Games in the Classroom

    Games can be a great way to add experiential and playful learning to the humanities classroom by integrating learning objectives with game mechanics. We’ll look at three main ways to integrate games into learning objectives: teaching and debriefing existing games, making games for students to play, and building games with your students. Along the way, we’ll discuss what makes an effective learning game and how integrating games can offer a gentle way to learn from failure while offering the opportunity for exploration, collaboration, and the probing of ideas through new lenses. Participants will engage in “critical play” of several examples of humanities board games, text games, and graphical games and learn simple tools for making games in these genres while building simple games. No programming experience is required or assumed. More Details
  • Humanities Programming

    This course focuses on introducing participants to humanities programming through the creation and use of the Ruby on Rails web application framework. This course will introduce programming and design concepts, project management and planning, workflow, as well as the design, implementation, and deployment of a web-based application. Technologies covered in this course will include git, HTML, CSS, JavaScript, Ruby, Rails, and relational (and non-relational) data stores. Over the course of the week, we will work through the practical implementation of a developing and deploying a small-scale web application.

    This course is 100% full as of June 2, 2014. More Details
  • Introduction to Web Development and Design Principles

    This course introduces students to best practices and techniques for standards-based, accessible web design and development including, but not limited to: Current trends and issues in web design/development; Responsive design for a variety of platforms and devices; HTML, CSS, and JavaScript; Managing code using the Git version control system. By the end of the course, students will be familiar with steps and skills to conceive, design, develop, and publish a web site. Topics will be covered primarily through hands-on activities, with some supplementary lectures and discussions. By the end of the course, students will have a modest web site published on the Web. Prior experience with web design or development could be useful, but is not required. More Details
  • Large-Scale Text Analysis with R

    Text mining, the practice of using computational and statistical analysis on large collections of digitized text, is becoming an increasingly important way of extracting meaning from writing. This technique gives us information we could never access by simply reading the texts. But extracting this data can be a difficult task, both conceptually and methodologically: particularly for those who work in the humanities and who are also able to benefit the most from these methods. “Large-Scale Text Analysis with R” will provide an introduction to the methods of text mining using the open source software Environment “R”. In this course, we will explore the different methods through which text mining can be used to “read” text in new ways: including authorship attribution, sentiment analysis, cluster analysis and topic modeling. At the same time, our focus will also be on the analysis and interpretation of our results. How do we formulate research questions and hypothesis about text that can be answered quantitatively? Which methods fit particular needs best? And how can we use the numerical output of quantitative text analysis to explain features of the texts in ways that make sense to a wider audience? While no programming experience is required, students should have basic computer skills and be familiar with their computer’s file system. Participants will be given a “sample corpora” to use in class exercises, but some class time will be available for independent work and participants are encouraged to bring their own text corpora and research questions so they may apply their newly learned skills to projects of their own.

    This course is 100% full as of June 2, 2014. More Details
  • Network Analysis and Visualization

    This course will cover the principles of network analysis and representation with an emphasis on expressing network structures and measures using information visualization. The tool we’ll be using will be Gephi, which is freely available at gephi.org, with some time spent on learning how to deploy your network visualization in a dynamic or interactive manner on the web using a variety of frameworks. This course will introduce and explain a variety of traditional network statistics, such as various measures of centrality and clustering, and explain the appropriate use of network statistics to various classes of networks. The workshop will consist of lectures followed by discussion and hands-on activities. If participants can bring a sample of their network data, the activities will usually be applicable to all manner of networks, but a variety of sample network datasets will be available to explore different network phenomena. This workshop will cover traditional social networks, geographic networks, dynamic networks, and n-partite networks and will deal with issues of modeling networks, formatting data, and using information visualization best practices in representation of your network.

    This course is 100% full as of June 27, 2014. More Details
  • Project Development

    This course will explore the fundamentals of project planning and design including, but not limited to: formulating appropriate disciplinary questions for digital humanities research, investigating digital humanities tools and resources, structuring your first project, critical path scheduling, understanding roles and responsibilities, risk management, documenting your project work, writing your first grant proposal, budget setting and controls, building the project team, and selecting and implementing project management tools and software. This is an advanced course and, as such, you are expected to have an understanding of the definition of digital humanities. Materials will be covered through lectures, discussions, presentations, and hands-on activities. Participants will get the most of the course if they arrive with at least some sense of a potential digital humanities project that they would like to develop throughout the course.

    This course is 100% full as of June 23, 2014. More Details
  • Refracting Digital Humanities: Critical Race, Gender, and Queer Theories as [Digital Humanities] Methods

    The methods and tools used and produced by Digital Humanists function as organizing principles that frame how race, gender, sexuality, and ability are embodied and understood within and through projects, code-bases, and communities of practice. The very ‘making’ of tools and projects is an engagement with power and control. Through a critical theoretical exploration of the values in the design and use of these tools and methods, we begin to understand that these methods and practices are structures which are themselves marginalizing, tokenizing, and reductionist.

    By pairing hands-on learning/making with Critical Race Theory, Queer, and Gender Theories, we will interrogate the structures of the tools themselves while creating our own collaborative practices and methods for ‘doing’ (refracting) DH differently. To accomplish this, each day will focus on one tool or method. Mornings will be a combination of reading-based discussion and experimental structural/tools-based exercises, while afternoon sessions will focus on pulling it all together in collaborative analytical projects.

    While no prior technical experience is necessary, you will be experimenting with, and creating your own theoretical practice that incorporates key themes in critical race, gender and queer theories with digital humanities methods and tools. Therefore, the key requirement for this course is curiosity and a willingness to explore new ideas in order to fully engage with the materials. Students are also encouraged to bring their own research questions to explore through these theories and practices. More Details
  • Wikipedia for Humanists and Cultural Heritage Professionals (Course Cancelled: 2014)

    It is with a sad heart that we learned of Adrianne's passing on April 9, 2014 from a rock climbing accident. She was a passionate, vibrant scholar and friend who was genuinely excited to teach HILT2014. In lieu of this course, we encourage you to visit Wikipedia and donate in her name. More Details
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