Digital History, Also Too: Student Impact

A word on teaching and ways to alter the classroom experience from my grant application.

I see a series of interwoven expected impacts on student learning:

1. A genuine investment in creativity & knowledge communication:

In general, the current approach to undergraduate assignments looks something like this. The instructor requires some form of written essay. The student works feverishly to meet the course expectations, mimicking (but not fully understanding) the complex and rigid rules of expository writing. The instructor grades the essay, providing comments on style and content. The student looks briefly at the instructor’s response before burying the paper in filing cabinet. The essay never sees the light of day again. This is unsatisfying.

Exploring data visualization and working with students to share their results more broadly encourages students to become more aware of potential audiences for their research (and not limiting their thought process to what they think the instructor wants to see). This invites students to take greater ownership over their work, and in my experience students have engaged much more willingly in more and better work habits as a result. I firmly believe that this approach treats students like emerging scholars and they are more likely to realize their potential because of that greater deal of respect.

2. A community of makers:

Building on that first point, I am intrinsically committed to the idea that the learning experience is enhanced when students become knowledge producers instead of just knowledge consumers. By turning students into makers of knowledge, it is possible to create the context in which active, self-directed inquiry and learning become the keystone of the educational experience. Through developing data sets and then critically analyzing them, students are creating the information they need. In producing visual representations of that information—through word clouds and flowcharts and infographics—they are also more involved in how their findings will be interpreted.

I see this as the fundamental characteristic of the Humanities in the 21st century: Whereas previously, research consisted of excavating—digging deeper and deeper into archives—today creating intelligent content is a constructive exercise. The data is available and constitutes a series of building blocks. The researcher and the collaborative teams of researchers get to build rather than burrow. The new, interactive classroom will encourage teamwork, experimentation, and inventive balancing acts to see what the data will and won’t yield.

3. A more holistic approach to problem solving:

I want to encourage Humanities students to learn at the bench, to use a concept taken from how the sciences are taught. In effect, the humanists’ digital lab is the new bench, a place where learning comes from doing, where students are encouraged to experiment and innovate. This environment invites students to get their hands dirty and to let the past (in the case of historical research and analysis) capture their imagination.

Thanks to Web 2.0, students have access to infinite amounts of information on their laptops and in their smartphones. The new intellectual challenge involves thinking critically about these new technological research tools and what the technology allows us to do. In many respects, our students are better prepared to ask and answer these questions than faculty. That constitutes an exciting teaching dynamic, where the instructor might adopt the business adage of being in command but out of control—allowing the students to “find” learning for themselves within the confines of a pre-arranged rubric. The danger endures, however, that these digital technologies threaten to make us the tools of our tools, to use Henry David Thoreau’s old phrase, but the central challenge to students is to break free from their tools—retain that capacity for traditional critical thought—and solve intellectual and technological problems in tandem. From the thought processes involved in coding and computational thinking, students will engage in more vigorous forms of problem solving, not just in their research and analysis, but also in the manner in which they communicate their findings.

I appreciate the irony in stressing the instruction of a number of quantitative research methods, but accepting that effectively evaluating the project’s results poses a bit of a qualitative quandary. In many respects, this project involves putting a teaching philosophy into practice. Similarly, gauging student success will need to be structured, on the one hand, quantitatively on their comprehension of the digital techniques, and qualitatively through the creative expression of their research communication and dissemination on the other. Whether or not this proves successful on a broader basis will be determined both by student enrolment and retention over a longer period of time and by evaluating the quality and quantity of the research data on the history of public health.

Earlier posts on DH are here and here.

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