- Class Number 2797
- Term Code 3230
- Class Info
- Unit Value 6 units
- Mode of Delivery In Person
- Dr Katrina Grant
- Dr Katrina Grant
- Class Dates
- Class Start Date 21/02/2022
- Class End Date 27/05/2022
- Census Date 31/03/2022
- Last Date to Enrol 28/02/2022
This course allows students to develop and critically assess a range of digital humanities skills, research methods, and best practices. Students will have the opportunity to engage directly with cultural collections and institutions and develop projects designed to address the ongoing digitisation of our shared cultural record. Students will be supported to propose and build digital projects that could be used by cultural institutions large or small. These might include research tools, public outreach and engagement, educational, or, games and creative responses to cultural data sets. Projects can engage with museums, galleries, archives or libraries. Projects are developed over the entire semester from pitch to project plan, prototype for user testing and a final digital project accompanied by an exegesis. These projects are expected to be situated in the broader field and to engage with critical, ethical, theoretical issues. Students are given the opportunity to liaise directly with curators and other experts from institutions to pitch ideas and to develop skills in collaboration and project planning. No technical skills are required and students are supported to upskill from their own level of experience. Support is offered to work with a range of software and digital methods, and final projects can be published online using digital platforms. Students from a range of backgrounds are welcome and the course is designed to support students from computer science as well students studying in the humanities and social sciences.
Upon successful completion, students will have the knowledge and skills to:
- understand the impact of digital technologies on research in the humanities;
- examine a variety of digital humanities research methods and practices;
- prototype digital project methodologies;
- understand the use of new digital methods to address existing humanities research questions and/or public engagement with arts and culture; and
- effectively communicate about digital humanities research and projects.
This course allows students to develop and critically assess a range of digital humanities skills, research methods, and best practices. Students will have the opportunity to engage directly with cultural collections and institutions and develop projects designed to address the ongoing digitisation of our shared cultural record. The development of digital apps and platforms for engagement with cultural collections is a rapidly developing area that requires expertise from a range of disciplines. Projects developed by students in this course are similar to those being developed by researchers, curators and IT specialists for research and public engagement.
We will make at least one visit to the National Museum of Australia for those students based on campus. The musuem can be accessed by foot from campus (approx 15 minutes) or there is parking available and public transport options.
Additional Course Costs
Examination Material or equipment
None. Students on campus will have access to our DH Lab and the equipment. Students not on campus will be assisted to access relevant software packages where possible. Students based off campus will need to ensure they can attend online catch ups and will need to make use of video recording in and editing software to develop their class presentation and project demos.
Students will be given feedback in the following forms in this course:
- written comments
- verbal comments
- feedback to whole class, groups, individuals, focus group etc
ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.
As this course runs in collaboration with an external partner, the NMA, some dates for visits and feedback from external people may be subject to change. Any changes will be published on Wattle and communicated to students via their university email accounts.
|Week/Session||Summary of Activities||Assessment|
|1||· Introduction to the course · Explanation of assessments · DH Lab Induction and Introduction to the Toolkit · Overview of projects developed in previous years · Overview of National Museum of Australia collaboration||Attendance in week 1 is crucial. Please attend the lab session as per the information on Wattle|
|2||National Museum of Australia visit (TBC)|
|3||· Today we will finalise project ideas · We will start by discussing everyone’s napkin pitches · Then there will be time to develop the pitch plan for the next week. · You should also be thinking about developing your detailed project outline, plan, and milestones, which are due in Week 6 (use the template available in Toolkit + Resources).|
|4||· Project pitches in class (TBC - subject to NMA availability)||Project Pitch|
|5||Introduction to basic principles of Project Planning · Open access, copyright, remix and reuse, accessibility considerations · Methods expo – try your hand at some new techniques including: 3D modelling, digital mapping, digital timelines||Project outline and plan|
|6||Discussion of project plans in class. Make a start on the project|
|7||Focused Lab Time and Project Development|
|8||Focused Lab Time and Project Development|
|9||Focused Lab Time and Project Development|
|10||Focused Lab Time and Project Development|
|11||Project demo rehearsal and planning for DH Expo in week 12. Development of feedback form.|
|12||Digital Project Expo||Final project demonstration|
There is just one weekly seminar slot as per the timetable. You do not need to register for this.
|Assessment task||Value||Due Date||Learning Outcomes|
|Project Pitch||20 %||17/03/2022||1,2,5|
|Project Plan and Milestones||20 %||23/03/2022||1,2,3,4|
|Final Presentation and Project Demo||20 %||26/05/2022||1,3,4,5|
|Final Project and Exegesis||40 %||03/06/2022||1,2,3,4,5|
* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details
ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:
- Student Assessment (Coursework) Policy and Procedure
- Special Assessment Consideration Policy and General Information
- Student Surveys and Evaluations
- Deferred Examinations
- Student Complaint Resolution Policy and Procedure
The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the Academic Integrity . In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.
Moderation of Assessment
Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.
Students are expected to attend weekly. In the early weeks there are scheduled information sessions and possible visits to the NMA (an alternative will be suggested for online). From mid-semester the focus is on project development and the seminar time is dedicated to this. All students must attend the start of these seminars to give a project update and outline any problems or challenges. Students are welcome to then continue to use the DH Lab to work on projects and get support, or work independently. Support for problem solving from the course convener and CDHR staff will be available during these seminar times. If you do not attend the Lab time you will not necessarily be able to access problem solving support at another time during the week.
Assessment Task 1
Learning Outcomes: 1,2,5
The pitch is a 6-7 minute presentation of each project idea that will be presented to the course convenor and other relevant experts (CDHR staff, cultural collections staff) as a Pecha Kucha style talk. If working in a group each member should present part of it. You should use visual aids where necessary (ie you might mock up an image of what you hope it will look like, or show examples of similar projects that you are using as inspiration).
Students will be marked on presentation, enthusiasm, and professionalism, as well as on the concept for the project and the feasibility of it. The pitch is not intended as a high pressure competition, but an opportunity to explain your idea and get feedback. The feedback from this assessment will be constructive and will support students in refining their ideas for the final project.
25% Quality of oral presentation (engagement, clarity, fluency, delivery)
25% Quality of visual aids
25% Creativity and originality
25% Relevance of project concept to stated aims requested by the NMA
Online participants in the course may present via zoom.
Assessment Task 2
Learning Outcomes: 1,2,3,4
Project Plan and Milestones
The main aim of this assessment is to support students to devise a realistic and achievable plan for completing their project by the deadline. Each student/group will receive detailed feedback in person. The project plan should be detailed (approx 1000 words) and include a timeline for completion, details of challenges and possible obstacles, identification of support that may be required (ie we need a demonstration of 3D scanning), software and/or hardware required (SLR camera, mapping software etc), if working in a group indicate how responsibilities for work will be shared.
Assessment Task 3
Learning Outcomes: 1,3,4,5
Final Presentation and Project Demo
Students will prepare a 5-10 minute demonstration of their project build on video to be shared with their peers, CDHR staff and associates and staff from the NMA.
Think about creative ways to sell the final project. Projects should include live demos as relevant to the format.
Online participants in the course may present via zoom and may be advised to develop a short video highlighting their project rather than a live demo.
25% Quality of oral presentation (engagement, clarity, fluency, delivery)
25% Relevance of project build to the NMA requirements for the project
25% Creativity and originality
25% Completeness of project being presented
Assessment Task 4
Learning Outcomes: 1,2,3,4,5
Final Project and Exegesis
The final project build should be as complete as possible. Students will have an additional week after the final presentation to refine/fix or make small changes as suggested by feedback following the presentation. The final project should be accompanied by 1000 word exegesis that evaluates your work, explains how it compares to similar projects, details the workflows, and reflects on the challenges and personal learning experiences of completing the project. Students working in groups should *each* write individual reflections for the exegesis.
Assessment Rubric for the Research Build
25% Completeness of build
25% Relevance of chosen build
25% Critical engagement and understanding the data/content
25% Creativity and originality
Assessment Rubric for Exegesis
20% Evaluation of research build
20% Situating your project in existing research
20% Quality of argument and information
20% Presentation, organisation, referencing, and coherence of expression
20% Justification of chosen build in a wider context
Academic integrity is a core part of the ANU culture as a community of scholars. At its heart, academic integrity is about behaving ethically, committing to honest and responsible scholarly practice and upholding these values with respect and fairness.
The ANU commits to assisting all members of our community to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to be familiar with the academic integrity principle and Academic Misconduct Rule, uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with.
The Academic Misconduct Rule is in place to promote academic integrity and manage academic misconduct. Very minor breaches of the academic integrity principle may result in a reduction of marks of up to 10% of the total marks available for the assessment. The ANU offers a number of online and in person services to assist students with their assignments, examinations, and other learning activities. Visit the Academic Skills website for more information about academic integrity, your responsibilities and for assistance with your assignments, writing skills and study.
You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin. Project websites, files, recordings and other relevant media should be submitted via the file submission portal in Wattle unless otherwise discussed with convener.
For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.
Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:
- Late submission permitted. Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.
Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.
Grades and comments will be available on Wattle 2 weeks from date of submission unless otherwise specified. Late work (without an approved extension) may receive a grade only and no feedback.
Extensions and Penalties
Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.
Distribution of grades policy
Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.
Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.
Support for students
The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).
- ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
- ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
- ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
- ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
- ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
- ANUSA supports and represents undergraduate and ANU College students
- PARSA supports and represents postgraduate and research students
Dr Katrina Grant
Dr Katrina Grant