This course introduces basic skills for applying digital methods to art history and curatorship. Students will get hands-on experience with hardware and software to learn how to identify and create a data set for research; how to tell stories with simple but effective software; how to create digital maps to locate objects of study geographically; how to create 3D models; and how to curate digital exhibitions as websites, catalogues, and exhibition walkthroughs.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1. critically evaluate the key principles of digital humanities research for art history and curatorship;
2. demonstrate a basic competency in a range of skills for digital methods for art history and curatorship;
3. discover a range of hardware and software required for a basic application of digital methods for art history and curatorship; and
4. explain the application of digital approaches to art history and curatorship.

Research-Led Teaching

This course is a skills-based learning and assessment offering an introduction to digital tools and methods for research.

Field Trips

N/A

Additional Course Costs

N/A

Examination Material or equipment

N/A

Required Resources

Access to a computer

Recommended Resources

Whether you are on campus or studying online, there are a variety of online platforms you will use to participate in your study program. These could include videos for lectures and other instruction, two-way video conferencing for interactive learning, email and other messaging tools for communication, interactive web apps for formative and collaborative activities, print and/or photo/scan for handwritten work and drawings, and home-based assessment.

ANU outlines recommended student system requirements to ensure you are able to participate fully in your learning. Other information is also available about the various Learning Platforms you may use.

Staff Feedback

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

Student Feedback

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). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Introduction to Digital Humanities and Art History/Overview of the software and methods taught in the courses.
2	What is art history data?	Tools/software: Google sheets
3	Digital storytelling 1	Tools/software: Wordpress
4	Digital storytelling 2	Tools/software: Knightlab Timeline
5	Spatial humanities for art history and curatorship 1	Tools/software: Knightlab Story Map
6	Spatial humanities and art history and curatorship 2	Tools/software: ARC GIS
7	Digital modelling 1	Tools/software: Sketch up
8	Digital modelling 2	Tools/software: Photogrammetry
9	Digital curating and public engagement 1	Tools/software: Instagram and TikTok
10	Digital curating and public engagement 2	Tools/software: Omeka
11	Digital curating and public engagement 3	Tools/software: Artsteps
12	Project Showcase

Tutorial Registration

ANU utilises MyTimetable to enable students to view the timetable for their enrolled courses, browse, then self-allocate to small teaching activities / tutorials so they can better plan their time. Find out more on the Timetable webpage.

Assessment Summary

Assessment task	Value	Due Date	Learning Outcomes
Project Development 1: Define project	20 %	28/03/2024	1
Project development 2: Draft digital project	40 %	03/05/2024	2, 3
Project Showcase presentation	40 %	24/05/2024	2, 4

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

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 Integrity Rule before the commencement of their course. Other key policies and guidelines include:

• Academic Integrity Policy and Procedure
• Student Assessment (Coursework) Policy and Procedure
• Extenuating Circumstances Application
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure
• Code of practice for teaching and learning

Assessment Requirements

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 Skills website. 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.

Participation

Attendance of weekly skills based seminars and labs is mandatory.

Examination(s)

N/A

Assessment Task 1

Project Development 1: Define project

Students will produce a draft project design that will identify the topic, data, and potential digital tools/methods that could be used for the project. This task will require students to identify a project to demonstrate that they 'understand the key principles of digital humanities research for art history and curatorship' (LO 1)

1,000 words (due Friday 28 March)

Rubric

	Fail (0-49%)	Pass (50-59%)	Credit (60-69%)	Distinction (70-79%)	High Distinction (80-100%)
Topic	Poor topic without potential	Reasonable topic, but perhaps too broad or generic	Good topic with potential, needs refinement	Very good topic, great potential	Excellent topic, has potential for advanced research
Data	Inadequate data source for a digital project of this scale	Data identified with some potential but requires further investigation to be suited to a digital project of this scale	Reasonable data, might require more focus/narrowing to be suited to a digital project of this scale	Good data sources identified well suited to a digital project of his scale	Excellent data perfectly suited to a digital project of this scale
Identification of tools/methods	Inappropriate tools/methods for the project	Appropriate tools/methods but little evidence of informed selection provided	Good choice of tools/methods, requires more evidence of informed selection	Very good choice of tools and methods. Evidence of informed selection provided	Excellent choice of tools and methods with a clear and informed plan for testing and implementation.
Writing/grammar	Poorly written with many spelling and grammatical errors	Adequately written. Usually, correct grammar and spelling	Well written. Usually, correct grammar and spelling	Fluently written. Minimal grammatical and spelling errors	Highly articulate and written in an eloquent style Comprehension enhanced by grammar and spelling
Organisation	No structure and sequence of information. Cannot understand presentation	Poor organisation. Difficult to follow presentation.	Easy to follow information. Presented in a logical sequence. Includes introduction, exposition/argument, and conclusion.	Information presented in logical, interesting sequence. Good introduction, exposition/argument, and conclusion	Information is perfectly structured facilitating class understanding. Interesting introduction, well-developed exposition/argument, and clear conclusion.
Academic conventions	Inadequate referencing Images inadequately labelled. Incorrect referencing system.	Adequate referencing and image labelling but with some mistakes and inconsistencies. Use of the Chicago Style Manual and footnotes	Good referencing and image labelling with few mistakes. Use of the Chicago Style Manual and footnotes.	Careful referencing and image labelling with almost no mistakes Use of the Chicago Style Manual and footnotes Effective use of quotes	Meticulous referencing and image labelling Use of the Chicago Style Manual and footnotes Excellent and balanced use of quotes

Assessment Task 2

Project development 2: Draft digital project

Building upon the first assessment, students will provide a report on the processes they have undertaken in their draft digital project. This can include a description of experiments, failures, and successes. Students will be assessed on their ability to experiment, recognise technological barriers, overcome difficulties, and select an appropriate digital tool/method for their project. This will require students choose one or more digital methods to develop their project. The project will be assessed as a draft and will require students to submit a self assessment about the skills they have acquired and the successes or failures of their project while in development to demonstrate 'a basic competency in a range of skills for digital methods for art history and curatorship' (LO 2), and to 'discover a range of hardware and software required for a basic application of digital methods for art history and curatorship' (LO 3)

1,500 words (due Friday 3 May)

Rubric

	Fail (0-49%)	Pass (50-59%)	Credit (60-69%)	Distinction (70-79%)	High Distinction (80-100%)
Project viability	Poor project without potential	Reasonable project, but perhaps too broad or generic	Good project with potential, needs refinement	Very good project, great potential	Excellent project, has potential for advanced research
Understanding of tools/methods	Lack of understanding of tools/methods for the project	Fair understanding of tools/methods but little evidence of informed selection provided	Good understanding of tools/methods, requires more evidence of informed selection	Very good understanding of tools and methods. Evidence of informed selection provided	Excellent understanding of tools and methods with a clear and informed plan for testing and implementation.
Self assessment	lack of evidence of critical reflection on the failures and successes of experiments	Some evidence of self reflection on successes and failures, but without the critical insight that points to forward plans	Evidence of critical insight into the successes and failures of experiments, but lacking solutions for future plans	Sound evidence of critical insight into the successes and failures of experiments, with solutions for future plans provided	Excellent critical self reflection into the successes and failures of experiments, with plausible solutions for future plans provided
Writing/grammar	Poorly written with many spelling and grammatical errors	Adequately written. Usually, correct grammar and spelling	Well written. Usually, correct grammar and spelling	Fluently written. Minimal grammatical and spelling errors	Highly articulate and written in an eloquent style Comprehension enhanced by grammar and spelling
Organisation	No structure and sequence of information. Cannot understand presentation	Poor organisation. Difficult to follow presentation.	Easy to follow information. Presented in a logical sequence. Includes introduction, exposition/argument, and conclusion.	Information presented in logical, interesting sequence. Good introduction, exposition/argument, and conclusion	Information is perfectly structured facilitating class understanding. Interesting introduction, well-developed exposition/argument, and clear conclusion.
Academic conventions	Inadequate referencing Images inadequately labelled. Incorrect referencing system.	Adequate referencing and image labelling but with some mistakes and inconsistencies. Use of the Chicago Style Manual and footnotes	Good referencing and image labelling with few mistakes. Use of the Chicago Style Manual and footnotes.	Careful referencing and image labelling with almost no mistakes Use of the Chicago Style Manual and footnotes Effective use of quotes	Meticulous referencing and image labelling Use of the Chicago Style Manual and footnotes Excellent and balanced use of quotes

Assessment Task 3

Project Showcase presentation

Final projects will be presented in the last seminar of Week 12. As scaffolded assessment, this task builds upon the previous two. The project will 'demonstrate a basic competency in a range of skills for digital methods for art history and curatorship' (LO2) and 'explain the application of digital approaches to art history and curatorship.' (LO 4)

2,000 words (equivalent) presented in class, and links to projects provided via Wattle/Turnitin.

Rubric

	Fail (0-49%)	Pass (50-59%)	Credit (60-69%)	Distinction (70-79%)	High Distinction (80-100%)
Project	Project is not suited to digital methods/approaches	Project suited to digital methods/approaches, but remains wholly unresolved	Project well-suited to digital methods/approaches. Elements are unresolved.	Project very well suited to digital methods/approaches. Sound potential for development.	Project perfectly suited to digital methods/approaches with a resolved proof of concept and excellent potential for development.
Tools/methods	Inappropriate tools/methods for the project	appropriate tools/methods with evidence provided of experimentation.	Good choice of tools/methods with evidence provided of successful experimentation.	Very good choice of tools and methods with evidence supplied of successful implementation.	Excellent choice of tools and methods with evidence of successful implementation and potential for further development.
Self assessment	lack of evidence of critical reflection on the failures and successes of experiments	Some evidence of self reflection on successes and failures, but without the critical insight that points to forward plans	Evidence of critical insight into the successes and failures of experiments, but lacking solutions for future plans	Sound evidence of critical insight into the successes and failures of experiments, with solutions for future plans provided	Excellent critical self reflection into the successes and failures of experiments, with plausible solutions for future plans provided
Clear delivery	Inaudible. Spoken too quickly. No pauses.	Frequent incorrect pronunciation of names or key terms. Awkward pauses.	Clear voice. Pronunciation of names or key terms. mostly correct. Well-paced delivery. Good use of pausing	Effective, interesting delivery. Well-paced with good diction, tone, pausing and pronunciation.	Informative, well-paced delivery. Excellent diction, tone, pausing and pronunciation.
Timing	Significantly over/under time.	Out of time. Not sufficiently summarised.	Pressed for time, but well summarised.	Well timed.	Perfectly timed.

Academic Integrity

Academic integrity is a core part of the ANU culture as a community of scholars. The University’s students are an integral part of that community. The academic integrity principle commits all students to engage in academic work in ways that are consistent with, and actively support, academic integrity, and to uphold this commitment by behaving honestly, responsibly and ethically, and with respect and fairness, in scholarly practice.

The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.

The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.

 

The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.

Online Submission

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.

Hardcopy Submission

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.

Late Submission

Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:

• Late submission not permitted. If submission of assessment tasks without an extension after the due date is not permitted, a mark of 0 will be awarded.
• 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.

Referencing Requirements

The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material.

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.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.
In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

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 Access 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 all ANU students