Teaching Skills or Teaching Methodology?

Mahony, Simon; Pierazzo, Elena

doi:10.11647/obp.0024.09

Cited by 8 publications

(7 citation statements)

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“…Demand for a new program is difficult to quantify, but analysis of the job market and the skills that give graduates an advantage there (as in our job advertisement analysis above; see also Billore & Golub, 2017) can create a strong argument, together with increasing graduate student numbers, particularly as a feeder for doctoral studies (Mahony & Pierazzo, 2013). One can also tap into competitive instincts by drawing attention to peer institutions—with a similar ethos and/or institutional and demographic ranking—that are demonstrating success with digital humanities programs.…”

Section: Management and Administrative Challenges And Opportunitiesmentioning

confidence: 99%

Digital humanities in the iSchool

Walsh

Cobb

Fremery

et al. 2021

Asso for Info Science & Tech

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The interdisciplinary field known as digital humanities (DH) is represented in various forms in the teaching and research practiced in iSchools. Building on the work of an iSchools organization committee charged with exploring digital humanities curricula, we present findings from a series of related studies exploring aspects of DH teaching, education, and research in iSchools, often in collaboration with other units and disciplines. Through a survey of iSchool programs and an online DH course registry, we investigate the various education models for DH training found in iSchools, followed by a detailed look at DH courses and curricula, explored through analysis of course syllabi and course descriptions. We take a brief look at collaborative disciplines with which iSchools cooperate on DH research projects or in offering DH education. Next, we explore DH careers through an analysis of relevant job advertisements. Finally, we offer some observations about the management and administrative challenges and opportunities

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Section: Management and Administrative Challenges And Opportunitiesmentioning

confidence: 99%

Digital humanities in the iSchool

Walsh

Cobb

Fremery

et al. 2021

Asso for Info Science & Tech

Self Cite

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“…The indicators in the evaluation system generally involve teaching attitude [13], proficiency in teaching content, and basic teaching skills [14][15][16], etc. However, the comprehensive quality of teachers is not only reflected in the above aspects but also includes teachers' knowledge level, teaching research ability, teaching design ability, and teachers' innovation ability, etc.…”

Section: Introductionmentioning

confidence: 99%

An Improved Genetic Algorithm and Neural Network‐Based Evaluation Model of Classroom Teaching Quality in Colleges and Universities

Zhang¹,

Xiao²,

Li³

et al. 2021

Wireless Communications and Mobile Computing

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Research on educational quality has gotten a lot of attention as the current higher education teaching reform continues to deepen and grow. The key to improving education quality is to improve teaching quality, and teacher evaluation is an important tool for doing so. As a result, educational management requires the development and refinement of a system for evaluating teaching quality. Traditional approaches to assessing teaching quality, on the other hand, are problematic due to their limitations. As a result, a scientific and reasonable model for evaluating the teaching quality of college undergraduate teachers must be developed. We present a unique model for evaluating the quality of classroom teaching in colleges and universities, which is based on improved genetic algorithms and neural networks. The basic idea is to use adaptive mutation genetic algorithms to refine the initial weights and thresholds of the BP neural network. The teaching quality evaluation findings were improved by improving the neural network’s prediction accuracy and convergence speed, resulting in a more practical scheme for evaluating college and university teaching quality. We have conducted simulation experiments and comparative analysis, and the mean square error of the results of the proposed model is very low, which proves the effectiveness and superiority of the algorithm.

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“…content (Bjork, 2012;Hirsch, 2012;Rehbein and Fritze, 2012;Spiro, 2012;Wosh et al, 2012). Concordantly, DH pedagogy inspires students and faculty members critically, openly, collaboratively, collectively and symbiotically to explore existing or to carve out new research and scholarly areas across disciplines (Battershill and Ross, 2017;Cordell, 2016;Hirsch, 2012;Johanson and Sullivan, 2012;Kuhn and Callahan, 2012;Mahony and Pierazzo, 2012;Rehbein and Fritze, 2012;Rockwell and Sinclair, 2012;Saklofske et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

“…Scholars recommend that innovative DH pedagogy hew to a project-based approach (Clement, 2012;Rehbein and Fritze, 2012;Rockwell and Sinclair, 2012). They favor employing discipline-specific examples and exercises (Mahony and Pierazzo, 2012) in areas such as programming (Ramsay, 2012), text analysis (Bjork, 2012;Kill, 2012;Sinclair and Rockwell, 2012), text mining (Bjork, 2012), blogging (Gold, 2012;Owens, 2012) and project management (Rockwell and Sinclair, 2012). Further questioning of and experimentation with graduate training in DH will illuminate key DH topics and good practices (Rockwell and Sinclair, 2012;Spiro, 2012).…”

Section: Introductionmentioning

confidence: 99%

Pedagogy and public-funded research: an exploratory study of skills in digital humanities projects

Garwood

Poole

2019

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Purpose Public-funded research in digital humanities (DH) enhances institutional and individual research missions and contributes open data to a growing base of globally networked knowledge. The Digging into Data 3 challenge (DID3) (2014–2016) is an international, interdisciplinary and collaborative grant initiative, and the purpose of this paper is to explore skills that faculty and students brought to projects and others they acquired and shared on collaborative teams. Design/methodology/approach Rooted in the naturalistic paradigm, this qualitative case study centers on semi-structured interviews with 53 participants on 11 of the 14 DID3 projects. Documentary evidence complements empirical evidence; analysis is constructivist and grounded. Findings Hailing from diverse academic research institutions, centers and repositories, participants brought 20 types of discipline-based or interdisciplinary expertise to DID3 projects. But they reported acquiring or refining 27 other skills during their project work. While most are data-related, complementary programming, management and analytical skills push disciplinary expertise toward new frontiers. Project-based learning and pedagogy function symbiotically; participants therefore advocate for aligning problem-solving skills with pedagogical objectives at home institutions to prepare for public-funded DH projects. A modified content analysis juxtaposes DID3 skills with those advanced in 23 recent DH syllabi to identify commonalities and gaps. Originality/value Pedagogy has an important yet under-researched and underdeveloped role in public-funded DH research.

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Teaching Skills or Teaching Methodology?

Cited by 8 publications

References 0 publications

Digital humanities in the iSchool

Digital humanities in the iSchool

An Improved Genetic Algorithm and Neural Network‐Based Evaluation Model of Classroom Teaching Quality in Colleges and Universities

Pedagogy and public-funded research: an exploratory study of skills in digital humanities projects

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