The #DHattheCC Project: Digital Humanities Needs Community Colleges

Check out my guest post on Teaching Pals’ Pedagogy and American Literary Studies blog. I’m writing about our #DHattheCC movement and my experiments using DH in the community college classroom. 

After attending the National Endowment for the Humanities Summer Institute on Implementing the Digital Humanities in Community Colleges last summer, I was determined to try my hand at teaching with digital humanities (DH) at my main campus, Northern Virginia Community College, where I teach primarily composition classes.

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Participants at the NEH Institute via Russell Shitabata

Up until that point, DH had been only a scholarly pursuit for me, since I had convinced myself that a community college environment was not conducive to implementing DH and that an unfunded, underpaid adjunct graduate student was unlikely to be in a position to do anything meaningful about it. I had good reason to feel this way—the large majority of DH scholarship, research, and projects which currently exist are produced for and by large institutions with significant budgets, well-staffed and resourced libraries, and for academically high achieving students in small groups, definitely not reflective of my community college environment.

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Book Review: Rushdie’s Two Years Eight Months and Twenty-Eight Nights

304 PP.;$28.00 (HARDCOVER), $13.99 (KINDLE)

This past September the celebrated and controversial author Salman Rushdie published Two Years Eight Months and Twenty-Eight Nights—his first adult novel since Enchantress of Florencein 2008. Rushdie’s commented that he wondered what it would be like to write a fairy tale similar in style to his two children’s books but for adults. In fact, the novel reads very much likeHaroun and the Sea of Stories and Luka and the Fire of Life, both written for his two sons when they turned ten. Although Rushdie claimed that it “might be the funniest” of his novels, it is actually his most overtly political fiction.

To continue reading click here—>

Rhetoric and Digital Writing: Teaching Blogs in College Composition

Rhetoric and Digital Writing

by Got Credit

As I’ve mentioned in previous posts, I have been on a mission this semester to apply what I learned at the NEH Summer Institute on Implementing the Digital Humanities at Community Colleges. So far, I’ve shared some of my digital assignments and technology practices for College Composition I.

In my college system, College Composition 2 is designed to teach students about rhetoric and composition. Over the years, I have taught this course in many different ways, but usually I select a current controversy and assign different readings throughout the course to model different rhetorical styles, argument strategies, viewpoints, etc. Recently I have focused on the Black Lives Matter movement. My students have the option of using our course readings for their assignments or finding viewpoints on another controversy of their choice. The two biggest difficulties that students face with the latter choice is always a) choosing a controversy which has multiple viewpoints (they sometimes pick either articles without a strong argument to begin with like “10 ways to be more productive at home” or ones that wouldn’t necessarily have published opposing views like “sex trafficking is bad”) and b) writing about the same topic all semester long. I make them write about the same topic all term so that they can see how arguments connect, how specific rhetoric is employed, and how to become knowledgeable on an issue before jumping into the fray. We front-load the semester with what we might call “traditional” writing assignments in the form of short focused analyses of specific rhetorical strategies, longer papers, and finally a position paper. After participating in the NEH Summer Institute on Implementing DH in Community Colleges, I decided to add one or two digital humanities units toward the end of the class. The result was eliminating the stress of a final paper and a surge of energy at a time when we usually experience a major slump.

Blog Writing

As you may expect, students have a variety of mixed feelings about blog writing. Between what was probably a series of EdTech fails and a myriad of cautionary instructions regarding the reliability of personal blog posts, it is perhaps not surprising that they often do not see the value of blogging or the ways in which it shapes contemporary knowledge production. And they definitely did not inherently see the way in which it shapes argument. I wanted to examine blogging closely for these reasons, but also because blog writing continues to be one of the primary modes of writing in a variety of disciplines and businesses. My students are always surprised when I tell them that employers often take it for granted that they are “digital natives” and that they can navigate these platforms with ease in addition to communicate effectively using these specific conventions. Our mission, I told them, was to not only be critical thinkers about how blogs convey argument, but also to become comfortable writing in this space using a different set of conventions than “traditional” college writing.

First, we model blog writing – the good and the bad. Students often have trouble turning a composition into a more dynamic, interconnected thing as is the expectation for a good blog post. In addition to modeling language, structure, and alternate citation methods, we spend a lot of time discussing the strategy of a blog post’s appearance. We talk about post tags and how they demonstrate the focal point of a post, the connected concepts and discourses, and the target audience. We discuss the function of a blog post title and its heightened importance in a mobile-digital world. And of course we talk about the use of visual argument in relation to post images, blog headers, and about pages. They write on the rhetorical strategies of blog posts concerning their topics, but in addition to writing about the content of the argument, they analyze the way in which argument is advanced via these markers of digital composition.

Second, we start the process of composing in this space ourselves. Just as they had to articulate a position on their controversy in an academic paper, so they must be able to persuade a wider readership in their blog posts. To begin, I set up a course blog using Blogger.svgBlogger. I chose Blogger for a number of reasons: 1) It allows me to invite a large number of students to contribute – sometimes I am teaching four sections of this class which can total up to 100 students; 2) It is a remarkably easy blogging platform to navigate – the fewer tech hurdles, the more we can focus on our purpose; 3) It is easily connected to their gmail-based school email accounts because Blogger is a google product – the more integrated something can be into their everyday software, the better generally. On this blog site, I include different tabs with posting instructions, assignment parameters, and examples when appropriate – so they have the information at their fingertips in that space. I book a computer lab for one class period during which time I double-check that they’ve accepted my contributor invitation completely and walk them through the process of creating a draft post, using the tool bar, and inserting images/videos. I discovered early on that for some reason when students connect to the site through their school emails, they cannot use the media insert tool to embed videos. This function is blocked. So instead I teach them how to embed the code from Youtube. At this time we also talk about Creative Commons and attribution.

After they publish their posts we discuss the decisions that they made and reflect on the experience of composing for that platform. This past semester, my students made some remarkably astute observations about the limitations of the medium as well as the strengths of communicating in this mode. While digital writing is not necessarily ground-breaking in terms of composition instruction, what I found most valuable was the way my students applied their knowledge of rhetoric and argument to the digital medium.

More to come in this series on implementing DH in the community college classroom!

In the meantime If you are interested in implementing DH in community colleges or undergraduate classes, join our community on Facebook and/or our conversation with #DHattheCC. To view my weekly resource lists for #DHattheCC, see my stories or you can follow me @litambitions

Using Juxta to teach Mary Shelley’s Frankenstein

Perhaps you are new to the digital humanities or you are a major enthusiast, but either way you often think “that’s a great tool, but how do I use it in my class?” My colleagues and I at the Digital Humanities at the Community College (#DHattheCC) are interested in compiling resources to answer that question. And while our focus is community college, much of what we do is widely applicable to humanities classes throughout higher ed.
There will be more posts to come about using tools and implementing DH soon, but for now check out my piece at Studies in the Novel on using Juxta to teach Frankenstein:

Using digital platforms to perform literary analysis offers both students and teachers a unique opportunity to engage with the processes of close-reading (e.g. linguistic patterns for a given author) and distance-reading (e.g. editorial progressions for a given text). These platforms enable students to invest in the practice of discovery and to think critically about how data is collected and visualized. While there are many useful digital humanities projects and tools for teaching literature, Juxta might be one of the best for considering novels.
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Are Discussion Forums Dead? The Value of Synchronous and Asynchronous Discussion in Hybrid Learning

Using Twitter for Classroom Discussion

On October 2, 2015 Hybrid Pedagogy hosted a #digped chat on the Death of the Discussion Forum to discuss not only the often stilted nature of using discussion forums in course management systems, but also the comparative merits of other discussion tools like Twitter. The conversation included a debate about the pedagogical merit of asynchronous versus synchronous discussion formats with some commentators pointing out that asynchronous discussion is more common than we think and has its own value. Jesse Stommel, who has written and taught extensively about the merits of using Twitter in the classroom, points out that Twitter offers a dynamic platform for rhizomatic discussion as opposed to discussion forums which rely on linear discussion threads. Anyone who has attempted to use a discussion forum in a course management system like Blackboard knows that it is quite difficult to not only get students to engage actively and often within a discussion forum, but also to convey the pedagogical importance of such engagement. Somehow the synchronous discussion that takes place in the classroom seems more legitimate to the average student than the asynchronous discussion in a forum. Of course, I would suggest that much depends on how the teacher handles the platform. We all know how classroom discussion can fall flat on its face. And I can cite from experience at least one class in which the discussion forum on Blackboard proved to be one of the most central features of the class.

How did my instructor accomplish this? Each week he asked us to post our critical views of the week’s reading in a thread in the discussion forum. We were not allowed to reiterate one another’s critical views, but we could refer to one another’s posts in our own posts as a jumping off point. The effect of this was to encourage us to post as early as we could to get the “good stuff” first, but it also forced us to read each and every post that proceeded ours to make sure we weren’t reiterating. It also forced us to really dig into the readings to produce “new” knowledge about them should we be one of the last-minute posters. He also set the deadline before the start of class so he had time to read through them all. He began each class by highlighting the particular posts that he found most productive and helpful to our discussion. The effect of this was twofold: it connected the online forum directly to our class and it made us strive to write “the best” posts that we could in order to be among the posts mentioned at the start of the class.

While his approach did not necessarily “succeed” in terms of getting us to spontaneously “chat” in the forums to one another about the material, it nevertheless produced tangible benefits for the class. Now that I’m an instructor, I can certainly find value in a method that prompts careful reading of the texts before the class begins and that generates pride and ambition for one’s low-stakes assignments. Try as I might, I can never quite replicate this success with in-class writing assignments, and I tend not to like assigning these as they disadvantage my ESL and LD students. But beyond careful reading and writing, are there other potential benefits for using discussion forums? I would suggest there are, especially if we think about the value of sharing work and collaborating – most students work within isolated silos at least until rough drafts are due for peer review. It might be beneficial, however, to have them read more of each other’s work more often even if it doesn’t necessarily spark conversation.

That being said, I find myself seriously considering the options before me for digital synchronous discussions with students. As you may have read, I am teaching two hybrid classes for the first time this term. I am also in the process of taking my last “module” for online instruction with my institution. How to create successful “blended” learning environments is ever on my mind these days. For me it all began when I found myself wishing I had a way to “push” links and resources to students without having to log into Blackboard, go to tools, create an email and/or add a new link/file. These steps alone prevented me from sharing things as I discovered them with individual students whose projects were on my mind and/or the whole class. Sometimes I got lucky and happened across something relevant while I had blackboard open and could easily drop the link in. But only rarely. While this might seem like a teaching “extra” that really doesn’t warrant a whole blog post, it is, in fact, integral to my instructional philosophy. I want students to see that learning is a dynamic, organic thing that can exist outside of the classroom, Blackboard, and library databases. I want them to know that even though I’m juggling 120 of them every term, I remember what they’re working on (sometimes) and care enough to send them things that might be helpful to them.

So I contemplated setting up a Facebook class page into which I could post links that students could see in their feeds (without being my Facebook “friend” necessarily) or online (without having a Facebook account of their own). I considered this platform for a number of reasons. 1) Selfishly I am already on Facebook and find it easy to transfer knowledge and information in this manner (within Facebook itself, but also between other platforms I use as well) and 2) The data suggests that whatever Gen Y thinks of Facebook as a social media tool, most still have accounts and are thus likely to already know how to use it, etc. I also have a model for this as one of my graduate instructors used a Facebook group in order to communicate with us. I found it fairly effective, if somewhat one-sided since many of my fellow graduate students rarely used social media platforms for anything like work at that time (now of course is a different story). While I have doubts that Facebook can accomplish what I hope for in digital communication with my classes, it is still a possible avenue for my future course designs. The essential element it lacks, however, is the connection to wider discourses that other platforms, like Twitter, offer.

One of Jesse’s major points about Twitter is how it enables students to see class materials and discussions within larger discourses. It pulls the discussion outside of our specific class spaces and into the wider world. Students can engage with other scholars, pose questions to authors and celebrities, follow important hashtags, study Twitter stats, analyze tweet rhetoric… The possibilities for engagement are not quite endless, but every week I seem to see new ideas for how to use this dynamic platform for higher education. I also see fairly consistent push back from teachers and students on using Twitter as an educational tool. First, there are concerns with privacy. While these are legitimate concerns, my view is that even if you were to maintain the strictest standards for privacy, there are still many ways to use Twitter in the classroom safely. There are some tools (like TodaysMeet) that allow you to emulate Twitter’s synchronous chat function but only for your invited participants. There are other ways around having students create their own accounts in order to tweet (like GroupTweet). Finally there are a myriad of ways to protect your privacy on Twitter, although some of the measures you can take defeat the spirit of the thing (specifically joining in a wider conversation about the course material with others). Just as with any new technology or method, it helps to address it openly and fully with students. Assign opposing viewpoint readings, go over their privacy options in class, open a discussion with students about their concerns.

Which brings us to the second objection: The Purpose. Students (and teachers) who are somewhat familiar with Twitter, and even regular users, might be used to thinking of it in one specific way. You’ve probably heard the description of Twitter as short updates on menial things: “I put on socks today.” While it is true that tweets can consist of unimportant fluff, this type of thinking trivializes what is, for many of us, a space of professional networking, job searching, crowd-sourcing, research, and scholarly conversation. For students it might be a combination of thinking it is trivial and/or purely for social (non academic) engagement. I have one response: modeling. Just as you would use models to explain how (and why) to write a certain way, so should you model the ways in which Twitter can be a learning community. In my Composition/Rhetoric class this term, we will be analyzing the rhetoric of #Blacklivesmatter as part of a semester-long discussion of rhetoric relating to policing and racism in America. Not only will we have readings on the Twitter content, but also on rhetoric and Twitter more generally. I cannot arbitrarily expect them to find value in analyzing the #Blacklivesmatter conversation without showing them its reach, its participants, how it impacted non-Twitter media and policy, etc. (This, by the way, is another example of how you might use Twitter in the classroom without having anyone sign up for anything). If I were to ask students to create Twitter accounts, I would make sure to show them my own usage of the platform for scholarly conversation. I can hardly expect them to be enthusiastic about a platform that I myself don’t use on a regular basis.

So are discussion forums dead? Are they on life support (and if so, should we find a way to breathe new life into them)? My experience says that as long as online or hybrid classes are structured the way they are now, we will not be able (or necessarily desire) to abandon discussion forums. However, it benefits us all to consider more carefully how and why we seek to cultivate class discussion outside of the classroom and especially in blended or online learning environments.

Technology in the Community College Classroom: A Necessity — Not a Nuisance

Credit: Suzanne DeChillo/ New York Times

Credit: Suzanne DeChillo/ New York Times

In July this past year I was fortunate to participate in an NEH Summer Institute on Implementing Digital Humanities in Community Colleges. Though I had been involved in DH via my research for many years, I had yet to experiment with my teaching for a number of reasons. Mainly, I wasn’t sure how I would transfer what I had been learning about digital pedagogy in a community college environment. How could I evaluate digital work alongside the stacks of writing I had to grade? (25 students x number of assignments x number of sections I’m teaching = not a lot of time or energy for much) Armed with new information and some great ideas, I began my experimenting this year with my first year hybrid composition sections. I’ve already written about the immense value I saw early on of having a computer lab for our face-to-face classes. Far from a distraction, computers have become a necessity not only to complete our digital projects, but also to develop their writing. This is perhaps not a revelation. Any composition teacher who has taught writing classes with a “lab” component knows the benefit of getting to watch students write in front of you so they can ask you questions as they’re navigating your instructions. But given the tense discourse within higher ed communities about having (let alone “using”) technology in the classroom, I want to go out on a limb and stress that not only is having technology in the classroom not detrimental to my teaching, it is also an invaluable asset to enabling digital humanities pedagogy for an otherwise difficult-to-reach population. My own experiments have reinforced some of what I already knew (like the myth of the digital native), but also opened my eyes to the unique challenges my students have in grappling with new technology and maneuvering through the digital sphere.

My own sister is attending one of the best public high schools in the nation and has the additional benefit of a highly educated, professionally successful support network. She can work with word processing software, file sharing, and html manipulation with ease. Some (a minority) of my students are similarly adept, and some (an even smaller minority) are better than me at almost everything digital. Most, however, barely know how to change a file format when they save a document. Their eyes always widen when I explain that the process we are learning is fairly standard in most white-collar business environments and that, prepared or not, employers will expect their generation to be able to handle these types of digital technologies and methods with relative ease. Let me state that most of my students come from countries and communities where they are glad to have enough textbooks and reliable internet let alone “Makerspaces” and tablets in the classroom. Many do not own personal computers at home, and, even if they do, they are sharing them with other family members, trying to squeeze homework in between two or more jobs, and largely working with barely functioning software and hardware. Their formal instruction in using these devices has been haphazard at best (at worst frustrating and embarrassing); their instruction in using them creatively, productively, and critically is non-existent.

Having computers in our classroom not only provides the tools they need to complete, or at least make significant progress, on their digital work, it also enables them to have a safe space where they can work out their frustrations with similarly frustrated peers, where they can ask all the questions they need to, and where they have time (and space) to engage fully and critically with our work.

I’m confident that a significant percentage of my students would have dropped this class by now if they were not able to use computers during our face-to-face meetings. Much of our class time involves doing/making/writing instead of lecture because I want them to have that time (and space) to try, fail, experiment, innovate, and, ultimately, learn.

A few more lessons I’ve learned in the last few weeks:

  1. Post Instructions in Multiple Places – as much as we like bemoan a generation that has too much difficulty “figuring out” things on its own, I am a firm believer in detailed instructions for my digital assignments. In addition to going over them in class, I also write step-by-step instructions that I post on our course management system, inside the file share program we use, and a hard copy which I give them in class. Not all of my students are auditory learners. Even if they do not have accommodation to get written as well as verbal instructions, I still do both because I have a wide variety of students including ESL, LD, and visual learners who will do better with written instructions.
  2. Simplify At First – recently, I had students perform peer review on projects which they had to upload into Google Drive. I did this partly because they have a google-based school email account already, so access is already built into our system. I am also aware of how common a platform it is for collaborative work within the business world, and many of them still use thumb drives and hard copies instead of cloud-based storage of any kind. Better to learn here with us in this environment, I tell them. But I took for granted the ways in which using Drive for peer review could go awry. It only occurred to me later (after a rather helpful conversation with a colleague) that I should have set up google docs for each of them in the drive into which they could copy/paste their work for review to avoid the incorrect file/multiple versions/access problems that befell many of my students. At least at first, if there is a step you can omit, do it!
  3. Establishing Social Presence – I’m not sure why it is, but I find that commenting on disparate digital platforms is harder than scrolling through a list of assignments on Blackboard. I also find it (and this is partly because it is a hybrid class) less personal. So I have learned to try to be extra prompt in my feedback on posted work and specifically more personal than I would be on more formal writing assignments. I post frequent Blackboard updates, and I send intermittent emails with additional information, related links, etc. to let them know they’re on my mind. Colleagues of mine do other amazing things to establish social presence with online or hybrid classes – e.g. Facebook pages and Twitter discussions. #Goals

I’m sure that I’m in for more surprises and lessons as the semester progresses and our projects become more complex. In the meantime, if you want to join the larger conversation about implementing digital humanities in community colleges, follow our hashtag #DHattheCC, like our Facebook page, and/or find our weekly lists of resources here.

Digital Assignments, Hybrid Learning, and Community College Composition: A Journey

Computer Lab

Creative Commons Image by Kristina Hoepnner

As I look around the classroom I see heads bowed, hear hushed voices and the clacking of keys. I am teaching two hybrid (half online – half face-to-face) sections of Composition I this semester. In their wisdom, the powers that be decided that our face-to-face meeting should take place in a computer lab. One of my colleagues balked at this, stating that the face-to-face time should not be about computers. It should be when they come together, do group work, discuss. As I look around at my students who are all collaborating, working so diligently, and discussing today’s readings, I marshal an objection to my colleague’s view of the face-to-face meeting space. This time is where they should be doing work, building things, exploring new spaces – and collaborating, discussing, etc. We do it all here and the computers help us bridge the online and face-to-face class components.

After I attended the NEH Summer Institute for Implementing Digital Humanities in Community Colleges, I was brimming with optimism and ideas for translating what I learned to my introductory courses. I was also skeptical. In addition to generating ideas, the conference also explored potential obstacles unique to the community college environment. As much as I wanted to have my students create their own webpages, I had significant doubts. Would I be able to manage it all? What about my students who don’t have reliable access to home computers or internet? Would it be too much to cover the course content (writing instruction) and the technology? I have over 100 students this semester, 50 of whom are creating webpages – that is a lot of digital content to keep track of. On top of that, any composition instructor at the community college level can tell you that sacrificing precious instructional time for anything is more than difficult in a class where educational backgrounds vary widely and learner types are as diverse as they come. As I prepared, I discovered additional problems to integrating our class digital content into the course management system my college uses (Why can’t I set up an assignment in Blackboard that allows students to submit web links!?). Currently, very little information exists on integrating digital platforms or tools into the instruction of college-level composition (especially for community college settings), but I had to remind myself that part of our project after attending the NEH Summer Institute was to start that conversation, to produce that kind of knowledge, and of course to write about our experiences implementing it in our classrooms.

The one piece of advice I did receive from several colleagues was to “anticipate problems” – with tech, with access and understanding, and potential opposition from students tired of being labeled “digital natives” and defined as “generation selfie.” This in and of itself was not encouraging. Not because of the tech hurdle, but because I feared my students wouldn’t understand the value of using tech in this way and that they would mock me out of the classroom as an old-hat instructor trying to cram yet another unsuccessful EdTech experiment down their throats.

Creative Commons Image by Mike Licht

Creative Commons Image by Mike Licht

Perhaps all of this trepidation paid off because what I have created amazes even me (forgive me, please, for this not-so-humble-brag).

I began the course with a series of readings designed to get students thinking about their virtual selves including The Curated Self by Jeremy Garner, Your Digital Career Identity: Blogging by C. J. Trayser, and How My Personal Website Helped Me Land My Dream Job by Erin Greenawald. I initially posed this question: how many of you googled me before you signed up for my class? They all raised their hands. What ensued was an interesting discussion of our online, digital “selves” and what that does/can reveal about a person. I invited them to reflect on their own digital identities and how they might utilize our first assignment – to create a personal website – as a way to control and expand that digital identity. I discovered later, after they had written responses to the various articles on their blogs, that many students were unaware of the way in which a personal website could help one find a job or establish career credibility.

The next two readings – “How Those Spoiled Millennials Will Make the Workplace Better for Everyone” by Emily Matchar and “What Millennials Don’t Know About the Job Market” by Kelley Holland – were designed to get them thinking about their digital career identities in the context of what people are expecting (good and bad) from their generation. In combination with thinking critically about these topics, students are also learning how to create “pages” on their sites, hyperlink article titles, and insert media into their blog posts. Oh and they are also learning how to do active reading, academic summary, and critical responses. While there is a certain element of “I’m-writing-but-not-really” that web-writing invites, I have found that more than being some kind of writing “trickery” platform, the websites are enabling them to write in context. By the end of the semester the goal is to produce a full-fledged site with original content and useful resources among other digital content. It will become a showcase of their work, of their marketability as potential employees, of their digital identities. What this expectation does, more than some terminal paper assignment, is generate early and vigorous investment, promote independent work, and inspire critical/creative thinking. At least, this is my current hypothesis (well-supported by our class sessions thus far). My intention is to write additional posts on our coursework as the semester progresses. To share our triumphs and, yes, our tribulations.

A few preliminary take-aways I’d like to share:

  • Do anticipate problems – never assume your students know more about the technology than you do. I provided class time to set up blogger/wordpress accounts, to create tabs, and to discuss the practical and philosophical reasoning behind hyperlinking. I also created posting instructions, an example of which you can see here.
  • Encourage Peer Review – at the end of every face-to-face session we have peer-review time (sometimes structured and sometimes not) where they can share what they’ve done and get feedback while I walk around answering questions. This has been immensely helpful in distributing the work load of making this digital work happen and happen successfully.
  • Avoid Over-instruction – While my posting guides are rather detailed, I avoid going through too many step-by-step instructions in class because I find that they rarely retain them anyway and learn more easily by doing than just watching or listening.
  • Provide Space – I encourage students to view one another’s sites, leave comments, find inspiration for their own work, etc. To do this I collect all of the student sites into a folder on Blackboard (far easier than making them follow one another’s blogs and use a blog reader – at least at this point – more to come on this later).
  • Encourage Play – Jessee Stommel encouraged us at the NEH Summer Institute to consider the role that “play” can have in our teaching and in our classrooms. I have found this to be integral to my students’ success. In every email, post, and lecture I remind them that a true website is never “done,” and that they should keep tinkering, keep exploring, and keep playing around with it – that is the only way to make it work for them.

I also found Jesse’s 12 Steps for Creating a Digital Assignment or Hybrid Class immensely helpful. I will produce a long list of helpful resources in a future post.

If you are interested in implementing DH in community colleges or undergraduate classes, join our community on Facebook and/or our conversation with #DHattheCC. To view my weekly resource lists for #DHattheCC, see my stories or you can follow me @litambitions