Roopika Risam, «New Digital Worlds. Postcolonial Digital Humanities in Theory, Praxis, and Pedagogy»

Task-Driven Programming Pedagogy in the Digital Humanities

In this chapter, we advocate for a task-driven approach to teaching computer programming to students of the digital humanities (DH). Our perspective is grounded first in Birnbaum’s (2014) plenary address to the University of Pittsburgh Faculty Senate (Birnbaum 2014), in which he argued that coding, like writing, should be taught across the liberal arts curriculum in domain-appropriate ways. Thi...

A digital pedagogy model

For a Virtual Learning Environment a Digital Pedagogy is required, otherwise learning will be the same as usual with the only difference being, that reading and writing will be on the computer, and therefore the opportunity to use the Computer Science and Technology to empower the student’s learning is lost. The Digital Pedagogy needs to be Multi-Referential, which means that different knowledg...

Digital Humanities 2010

The study of intertextuality, the shaping of a text’s meaning by other texts, remains a laborious process for the literary critic. Kristeva (Kristeva, 1986) suggests that "Any text is constructed as a mosaic of quotations; any text is the absorption and transformation of another.& The nature of these mosaics is widely varied, from direct quotations representing a simple and overt intertextualit...

Distance Education in the Digital Era and Connectivism Theory

Background: With the arrival of the industrial Century, the educational system changed and different forms of education, including distance Education were created. Firstly, distance education based on traditional learning theories, but because that these theories are not able to respond and solve the challenges facing the education system in the modern century connectivism theory was creat...

Formal Representation and Digital Humanities