DH Week Workshop: Design-Based Thinking for Humanists

1 Leave a comment on paragraph 1 0 I think I would have loved this workshop, if Niko hadn’t gotten involved. I signed up for Design-Based Thinking for Humanists for my DH Week workshop assignment. It appealed to me because I am not a designer, but having recently employed one at work, I’ve learned how magical what they do is. I’d like to be able to zoom out on a project and “design think.” I’m often more of a detail person and maybe too literal. I’ve tried to train myself to be a more visual thinker, and though I can be of a conceptual mindset I do have a hard time picturing things.

2 Leave a comment on paragraph 2 0 I have to admit there were some other appeals to this workshop, including timing. Thursday was the only day I could have participated in DH Week without doing some major reshuffling. The workshop leader, Deanna Sessions, is someone I’d heard of in library land–and maybe even met? I suppose it could be myopic, but I like learning from people who share my perspective, though Sessions is now focused specifically on Ed Tech. I liked that Sessions planned to be both practical and creative in her approach. Those are my aspirations, too. I see she’s also a CUNY grad, and through this program, I’m falling for CUNY. When I can, I also prefer to attend workshops led by women, because patriarchy and microaggressions.

3 Leave a comment on paragraph 3 0 Anyway, I was unable to complete this week’s assignment, but I thought I would share a little about how I chose the workshop I would liked to have attended.

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  • Welcome to Digital Praxis 2016-2017

    Encouraging students think about the impact advancements in digital technology have on the future of scholarship from the moment they enter the Graduate Center, the Digital Praxis Seminar is a year-long sequence of two three-credit courses that familiarize students with a variety of digital tools and methods through lectures offered by high-profile scholars and technologists, hands-on workshops, and collaborative projects. Students enrolled in the two-course sequence will complete their first year at the GC having been introduced to a broad range of ways to critically evaluate and incorporate digital technologies in their academic research and teaching. In addition, they will have explored a particular area of digital scholarship and/or pedagogy of interest to them, produced a digital project in collaboration with fellow students, and established a digital portfolio that can be used to display their work. The two connected three-credit courses will be offered during the Fall and Spring semesters as MALS classes for master’s students and Interdisciplinary Studies courses for doctoral students.

    The syllabus for the course can be found at cuny.is/dps17.

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