P3+Sessions

**The afternoon unconference will be created by the participants in real time**. See the scholar-mentors conversation about possible topics below.

 * How do we ensure inclusion of the forms of interpretive, critical, historical, and theoretical perspectives of the humanities in qualitative and quantitative research on digital learning that is predominantly carried out in the social sciences and information sciences? Discuss. suggested reading
 * How do we ensure inclusion of the critical perspectives and self-representations of underrepresented minorities and of women in digital learning research? Diversity—in all ways—is a crucial component in collaboration and in peer-to-peer pedagogy, as it undergirds the way research and intellectual hierarchy are often configured at what Professor Eduardo Bonilla-Silva calls the Historically-White University (HWU). [|Discuss]. suggested reading
 * How can new paradigms of evaluation and assessment better support peer-to-peer collaborative principles and the way students learn in today’s digital world? Discuss. suggested reading
 * How can digital humanities projects collaborate with efforts toward public scholarship in the university? How might these projects involve or even serve our local communities? What types of community organizations might be untapped sources of collaborative potential? (Bridget) [|Discuss]. suggested reading
 * Why and how should we promote the use of open-access resources in addition to or even instead of subscription-only resources in the digital humanities? How do open-access resources facilitate collaborative, cross-disciplinary work? (Bridget) [|Discuss]. suggested reading
 * What can we do to facilitate recognition of collaborative, digital humanities projects in hiring and promotional assessments? (Bridget) [|Discuss]. suggested reading
 * What models from specific disciplines (design, business...) - which need not be within the Humanities - may offer digital humanists insightful ways of approaching creativity as part of collaborative thinking? (Ana) [|Discuss]. suggested reading
 * What are the reasons behind some of the success - and failure - stories in collaborative work across disciplines? (Ana) [|Discuss]. suggested reading
 * Let's talk about HASTAC at some point in the workshop. Doesn't have to be long or exhaustive. For instance, what is the value of having a conversation about pedagogy amongst HASTAC scholars and participants in regards to pedagogical concerns, idea-sharing? [|Discuss]. suggested reading
 * How might we encourage technology-shy teachers to (re)train in order to incorporate newer technology into the classroom? In what ways might we lower the barrier to entry for classroom teachers who are unfamiliar with technology or unsure of their ability to teach their discipline's "classics" in a newer/different format? [|Discuss]. suggested reading
 * In addendum to the discussion of how to [|ensure inclusion of diversity], how do we ensure inclusion of economically disadvantaged students? Those who may not be easily picked out as "different," but b/c of their particular socioeconomic status have had little to no access to digital learning or are several paces behind their colleagues? In what ways might we address the particular challenges they face without singling them out? [|Discuss]. suggested reading
 * How does collaborative work in the classroom differ from collaborative work in our own research and scholarship? How do we need to adjust our approach to digital collaborations in our teaching versus our research? (Bridget) [|Discuss]. suggested reading
 * Many digital humanities projects are born in humanities departments and then brought to IT staff only in order to be executed. As a result, these projects may not have scholarly interest for our IT peers, and they may not fully exploit the digital resources or collaborative potential of these connections. How can we engage in collaborative work with information scientists in a way that is beneficial, useful, and interesting for both us and them? How can we think about information scientists as equal partners rather than service providers? (Bridget) [|Discuss]. suggested reading
 * Digital humanities media tends to be built either implicitly for lay audiences, pedagogy or explicitly as a research tool. Is it possible to create multimodal media that relays a rigorous, scholarly argument and how would that media look different from traditional scholarly arguments? How would scholars familiar and unfamiliar with digital ecosystems be able to review such media and where or how would it be published? (Elijah) [|Discuss]. suggested reading
 * We could discuss current digital humanities projects, focusing on successes and failures and what they can teach us. Participants who are currently engaged in participatory/service learning can shed light on this. [|Discuss]. suggested reading
 * Can collaboration be achieved more easily if we forgo the traditional classroom focus on evaluation and replace it with something else like production or learning? [|Discuss]. suggested reading
 * The revolution of peer-to-peer networking was that it allowed individual nodes to connect directly with each other rather than through a central node that regulated their interactions (perhaps this is an exaggeration, but that was the idea). How can this model—of individuals connecting with each other for learning, rather than connecting through a teacher or school or some other institution—be applied to learning? What if we gave a class and nobody came? Discuss. suggested reading
 * How do different disciplines label and define the key terms involved in peer to peer pedagogy - teaching, learning, collaborative, information, knowledge, etc.? (June Ahn) [|Discuss]. suggested reading
 * What are the places of intersection between disparate fields such as digital humanities, information studies, computer science, education etc. For example digital art (humanities), information visualization (computer science), interface design (computer science, information studies), or multimedia design for learning (education) deal with similar concerns but from disparate traditions. How do we truly integrate everything? (June Ahn) [|Discuss]. suggested reading
 * What does the language we utilize reveal about our own privilege(s) as established or developing members of the academy? This includes the reproduction of various hierarchies, systems of power (re)produced in new digital endeavors. What role does institutional and disciplinary inertia play in our selection of projects to 'digitize'? How can we develop effective ways of identifying and transforming these potential barriers to an engaged pedagogy reaching beyond the university into local, regional, and global networks? (Ed G-T) [|Discuss]. suggested reading
 * Coming off of the discussion about [|digital collaborations in teaching], how can (studying) the production of software/digital games/apps inform both pedagogy and research? Should collaborative design and production be an integral part of DH curriculum? [|Discuss]. suggested reading
 * Careers in Digital Humanities. Far from a 'Certification Diploma in DH' maybe it would be worthwhile to identify areas that are currently sought after (whether on a more project management or teaching direction). (Ana) [|Discuss]. suggested reading