We are delighted to announce that HILT2016 registration is now open. HILT will be held June 13-16, 2016 with special events onJune 17th in Indianapolis, IN, USA. Courses for 2016 include:
Building and Sustaining a Digital Humanities Center taught by Julia Flanders
Digital humanities centers are complex, situated ecosystems that operate within many different kinds of constraints. Starting one is difficult; running one is harder; keeping one going for the long term is hardest of all. This class will look at a range of different types of centers, considering a variety of institutional locations, staffing models, funding approaches, and research agendas. Using real-world cases drawn from the international digital humanities context and from class participants, we’ll investigate a series of practical challenges including communication mechanisms, data management planning, fundraising and fiscal strategies, engaging with students, and space planning. The course will give participants an opportunity to develop concrete plans for their own center (real or hypothetical), as well as a broader familiarity with existing models. Participants should be prepared to think through the practical and intelllectual challenges of establishing and maintaining a digital humanities or digital scholarship center. Familiarity with the general landscape of digital humanities will be assumed and will be important for participation.
Digital Pedagogy and Networked Learning taught by Lee Skallerup-Bessette and Amanda Licastro
Many argue digital humanities is about building stuff and sharing stuff, reframingthe work we do in the humanities as less consumptive and more curatorial—less solitary and more collaborative. In this workshop, participants will experiment with ways technology can be used to build learning communities within the classroom, while also thinking about how we can connect our students to a much larger global classroom. We’ll start at the level of the syllabus, thinking about how we organize and structure hybrid courses and digital assignments, before delving into specific tools and critical orientations to technology. Participants should expect that the workshop will be hands-on, collaborative, and iterative; we will be using and building, experimenting with the pedagogy we are learning, making our learning environment as we go. The course has no prerequisites. We will work together across skill levels, experimenting with new tools, while adapting and remixing our pedagogies. This isn’t about digital tricks or gimmicks, but a profound re-examination of how we teach.
Getting Started with Data, Tools, and Platforms taught by Brandon Locke, Thomas Padilla, and Dean Rehberger
Starting a digital humanities research project can be quite intimidating. This course is designed to make that process less so by exploring tools and platforms that support digital humanities research, analysis, and publication. We will begin by reframing sources as data that enable digital research. We will work throughout the week on approaches to (1) finding, evaluating, and acquiring (2) cleaning and preparing (3) exploring (4) analyzing (5) communicating and sharing data. Emphasis will be placed across all stages on how to manage a beginner digital research project in such a way that helps to ensure that your project remains accessible, that the process is well documented, and that the data are reusable. Throughout this course, we will examine several existing projects, and move through the process of collecting, cleaning, and structuring humanities data and sources and plugging them into tools and platforms to analyze, visualize, share, and publish the data and analysis. Exploration of these stages of project-building will include a technical walk-through, as well as an examination of the tools and their underlying methodologies. Participants are strongly encouraged to bring their own research material to work with, but sample data will be provided.
Humanities Making taught by Jeremy Boggs and Tassie Gniady
The goal of this class is to introduce students to a number of practices associated maker culture in the humanities and to prepare to students to continue to explore the issues surrounding humanities making at their home institutions. We will learn about: 3D object acquisition via photogrammetry using Autodesk’s Memento (currently in beta) for stitching and cleaning of models, 3D printing with the goal of having each student print a model, and fabrication with simple electronics and wearables/textiles. We will also engage in theoretical discussions related to making so that reflection is paired with action. Questions for consideration include: What are best practices to employ in the classroom? How do these differ from research practices? What values are embodies by maker culture? How do 3D objects and their dissemination / placement in digital spaces change understandings of cultural heritage? What is the role of making in the humanities?
Humanities Programming taught by Brandon Walsh and Ethan Reed
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. Primary technologies covered in this course will include the command line, Git and GitHub, HTML, CSS, Ruby, Rails, and relational (and non-relational) data stores, though others will be touched upon briefly. Over the course of the week, we will work through the practical implementation of developing and deploying a small-scale web application.
Text Analysis from Object to Interpretation taught by Katie Rawson and Scott Ebersole
While a range of freely available tools and excellent tutorials have made it easier to apply computational text analysis techniques, researchers may still find themselves struggling with questions about how to build their corpus and interpret their results. This course will approach text analysis from object to presentation. It covers not just the moment of feed-machine-text-get-results-back, but the process of managing materials and grappling with the meaning of results. Our class will be as much about the decisions and practices of text mining as about tools or step-by-step processes.
Students who take this course will be able to: Find and prepare texts for analysis; Store, access, and document their text objects and data; Discuss their corpus-building decisions and textual data in ways that are methodologically and disciplinarily sound; Identify appropriate text analysis methods for a given question; Engage in text analysis methods that use word frequency, word location, and natural language processing; Articulate statistical, computational, and linguistic principles — and how they intersect with humanistic approaches to texts — for a few text analysis methods; Present the results of their computational work to non-experts.We will use primarily off-the-shelf tools that you can download or access for free (though we will have one section that will make use of R or Python). In some parts of the course, you will be able to develop your own materials; however, we will primarily work together from shared data sets that the instructors will provide. This course will be appropriate for people at all levels of technical expertise. Students should have administrative rights to load R and other software on their laptop.
Plus courses in GIS and Scalar!
Early Career Scholars and Cultural Heritage Professionals: $775
Registration fees includes admittance to one course, the HILT Ignite and Social, and a HILT swag bag as well as breakfast and lunch in our campus dining hall.