DHSI 2014 offerings include the following. Fees for the 2014 DHSI are available here.

DHSI courses can be taken for UVic academic credit (and, at times, transferrable academic credit) via a number of courses, including DHUM 491 (use this form to register), ENGL 509 (arranged via UVic English), and others.

Important Notes:
- A DHSI course runs daily for the duration of the week, so only one course can be taken at a time.
- If you are unsure of which course would be best suited to your strengths and interests, please contact the DHSI coordinator.
- In order to be eligible for a tuition scholarship, you must complete the scholarship application and receive your acceptance before registering for a course. (We regret that we are unable to offer tuition reimbursements to participants who register before receiving the results of their scholarship application.)


** Check Out Our Courses Below, & Register Now By Clicking Here **

Unless otherwise noted, all courses have spots available for registration.

Foundations

Offerings in this section are foundational in nature, requiring little by way of prerequisite save that those enrolled should have a basic knowledge of computing tools and methods.

  1. Text Encoding Fundamentals and their Application

    [A] Constance Crompton and Laura Estill; [B] Syd Bauman and Emily Murphy

    [The two sections of this offering are now full (16 January)] For those new to the field, this is an introduction to the theory and practice of encoding electronic texts for the humanities. This workshop is designed for individuals who are contemplating embarking on a text-encoding project, or for those who would like to better understand the philosophy, theory, and practicalities of encoding in XML (Extensible Markup Language) using the Text Encoding Initiative (TEI) Guidelines. No prior experience with XML is assumed, but the course will move quickly through the basics.

    Both sections provide a strong introduction to text encoding and cover the essentials of TEI, but with slightly different emphasis. Section A (Constance Crompton and Laura Estill) will focus on manuscripts and primary source materials, taking participants through the process of representing original documents in TEI. Section B (Syd Bauman and Emily Murphy) will focus on contextual information with an emphasis on representing biographical, historical, and geographic information within the text.

  2. Digitisation Fundamentals and their Application

    Robin Davies and Michael Nixon

    [This offering is now full (16 January)] For those new to the digitization field, this offering conveys skills necessary to bring real-world objects -- text, image, sound, video -- into a digital space, and then employ digital tools to further explore and strengthen those objects. Participants are encouraged to incorporate their own interests and materials into the workshops and lab activities of the course, and will build a personalized online document to house their newly digitized media. Assuming only basic computing competency, a hands-on format will quickly introduce participants to digitization project planning and management, data storage requirements, archival standards, and best practices in digitization and distribution.

  3. Fundamentals of Programming/Coding for Human(s|ists)

    John Simpson

    [This offering is now full (27 October)] This course is intended for humanities-based researchers with no programming background whatsoever who would like to understand how programs work behind the scenes by writing some simple but useful programs of their own. Over the week the emphasis will be on understanding how computer programmers think so that participants will be able to at least participate in high-level conceptual discussions in the future with more confidence. These general concepts will be reinforced and illustrated with hands-on development of simple programs that can be used to help with text-based research and analysis right away. The language used for most of the course will be Python because of its gentle syntax and powerful extensions. Using the command-line interface and regular expressions will also be emphasized. We will also spend some time taking glimpses at what is happening in the other DHSI courses to understand how reading and writing programming code goes well beyond what we touch on in this class.

  4. Understanding the Pre-Digital Book

    Hélène Cazes, Janelle Jenstad, Justin Harrison, and Mary Elizabeth Leighton

    [This offering is now full (5 March)] This seminar is aimed at literary scholars, historians, archivists, librarians, booklovers, and others -- whether or not they have a digital humanities project in mind -- who wish to learn more about book culture in history and contexts from the medieval through modern periods. Each class session will combine intensive lectures with individual and small group hands-on work with items from UVic's special collections to focus on the circumstances of production and the continuous reception of objects that were "unique reproductions" (manuscripts) and "repetitive reproductions" (printed books). By providing an overview of textual creation, transmission, and conservation, this seminar will offer digital humanists an introduction to the methodologies and reference tools (historical, codicological, and contemporary) necessary to understand a book in its original contexts and thus to make informed encoding decisions. All will receive a toolkit that enables them to analyze and describe archival materials, facsimiles, and editions in a variety of ways and thus will leave the class ready to read, understand, and produce a bibliographical entry that could accompany a digital edition. Consultations on the bibliographical issues related to individual projects will be available; students who have a particular book (or type of book) they would like to work on are encouraged to contact the instructor before enrolling.

  5. DH For Department Chairs and Deans

    John Unsworth and Ray Siemens

    [This offering is now full (21 April)] Intended for university administrators who seek an understanding of the Digital Humanities that is both broad and deep, this offering establishes a cohort that [1] meets as a group for two dedicated sessions on the first day of DHSI (Monday 2 June) and one dedicated session on the last day of DHSI (Friday 6 June) to survey and discuss pragmatic DH basics and chief administrative issues related to supporting DH and those who practice it at their institution, [2] allows those enrolled to audit (as a non-participatory observer, able to go from class to class) any and all of the DHSI2014 courses, and [3] individually engages in consultation and targeted discussion with the instructors and others in the group over the course of the institute.

    Note: this course will also be offered at the Joint Culture & Technology and CLARIN-D Summer School, U Leipzig, 22 July - 1 August 2014.

Tools, Methods, Approaches

Offerings in this section are aimed at those who have completed the relevant fundamentals course at the DHSI or otherwise have similar foundational experience with digital humanities tools, methods, and approaches. Note that some offerings have specific requisite skills and/or expectations; in such cases, they are outlined in their description. (Please don't hesitate to be in touch with the DHSI coordinator or the instructor directly if you have any questions or concerns.)

  1. Advanced TEI Concepts

    Julia Flanders

    [This offering is now full (14 January)] This workshop offers an intensive, advanced exploration of the Text Encoding Initiative Guidelines as a system for modeling humanities information. We will focus in turn on topics including the TEI class system, stronger ways to formalize your TEI data, the role and representation of interpretation in markup, and uses of stand-off annotation. Hands-on work will focus on the participants’ own projects, approached through the lens of the workshop topics. This course is aimed at those who are interested in the TEI from a theoretical as well as a practical perspective, including those who want to gain a better understanding of markup for teaching purposes. Participants will come away with a deeper and more expert understanding of the Guidelines and their use as a powerful representational tool.

    This course assumes a firm prior grounding in XML and the TEI Guidelines, either from an introductory workshop or from intensive self-guided study and prior practice.

  2. TEI Customization

    [Please look for this course in future!]

    Any TEI schema used in a text encoding project must be generated from the TEI source and involves some degree of choice and selection. The TEI provides a specific system for making and documenting these choices and selections, called customization . When properly planned, the TEI customization process can make a huge difference to the efficiency of a TEI project and the quality and longevity of its data. Good customizations capture the project s specific modeling decisions, and ensure consistency in the data, while retaining as much interoperability and mutual intelligibility with other TEI projects and tools as possible. Customization also contributes importantly to the process of data curation, both at the time of data creation and later in the project s life cycle. This workshop will introduce participants to the central concepts of TEI customization and to the ODD language (a variant of the TEI itself) in which TEI customizations are written. Topics covered include: Background on how the TEI schema is organized; Essentials of the TEI's customization language; Generating schemas and documentation from the customization; Designing a schema for your project: data constraint, work flow, and long-term maintenance; Conformance and interoperability.

    This course assumes a firm prior grounding in XML and the TEI Guidelines, either from an introductory workshop or from intensive self-study and significant experience. Having a project in mind for which a TEI customization is appropriate is a big plus -- those who do will leave the workshop with a working customization that partially, if not fully, represents the TEI as needed for their project. Others will leave with the skills needed to generate such a customization, and perhaps with a working customization that represents a fictional, but potentially useful, project. (E.g., TEI for CVs or TEI for the transcription of debates .)

  3. A Collaborative Approach to XSLT

    Zailig Pollock and Josh Pollock

    [This offering is now full (24 February)] If TEI is the heart of a digital edition, XSLT is its lungs: without XSLT there is no way of transforming TEI markup into the HTML files required for web presentation. However, although the basic concepts of XSLT are easily grasped, few digital humanists have the time or inclination to master the complex details of its implementation. What is required for a successful digital project is collaboration between two individuals with different skills, but a shared vocabulary and understanding of the issues: a digital humanist and a developer. The course will provide a basic knowledge of XLST; this will reinforced by numerous hands-on exercises provided by the instructors in the first three days, and instructor-assisted work on student projects in the last two. The course will also provide guidance on developing a working relationship with a developer to enable the students to build on that basis; this will be modelled through examples drawn from the experience of the instructors and of other successful humanist/developers involved in a wide range of projects at DHSI.

    The course will provide 3 takeaways: 1) basic skills that will enable the students to produce, on their own, XSLT that will generate usable HTML from their TEI; 2) the terminology and conceptual framework that will enable the students to develop more complex XSLT in collaboration with a developer; 3) guidance on how to develop such a collaboration. Students enrolled in this course will be asked to submit a document which they have marked up in TEI and a brief account, preferably accompanied by a mock-up, of the HTML which they hope to produce from it. Students should have a basic familiarity with CSS and should know how to use Oxygen (if they do not know how to use Oxygen the instructors will provide instructions before the class begins).

    This course is sponsored by the Editing Modernism in Canada Project.

  4. Electronic Literature in the Digital Humanities: Research and Practice

    Dene Grigar, M.D. Coverly, Sandy Baldwin, and Davin Heckman

    [This offering is now full (21 April)] Led by leading scholars and artists of the Electronic Literature Organization, this course combines seminar and workshop methodologies so that participants gain the background needed to critique, interpret, teach, and curate electronic literature. Electronic literature is described as born digital literary work––that is, literature produced with and only experienced on a computing device. Recent exhibits at the Modern Language Association and the Library of Congress as well as featured topics at digital humanities events, like the recent “Digital Cultures in the Age of Big Data” institute at Bowling Green State University, show a growing interest by digital humanists in the form. Needed, however, to further digital humanities research into and teaching of electronic literature is the opportunity for scholars to engage in a formal, in-depth study that provides a good understanding of electronic literature’s antecedents and traditions, authors and works, theories and methodologies, scholarly approaches, and artistic practices. This course, led by leading scholars and artists of the Electronic Literature Organization, combines seminar and workshop methodologies so that participants gain the background needed to critique, interpret, teach, and curate electronic literature.

  5. Feminist Digital Humanities: Theoretical, Social, and Material Engagements

    Jacque Wernimont and Elizabeth Losh

    [This offering is now full (5 March)] Although there is a deep history of feminist engagement with technology, projects like FemTechNet argue that such history is often hidden and feminist thinkers are frequently siloed. In order to address this, the seminar will offer a set of background readings to help make visible the history of feminist engagement with technology, as well as facilitate small-scale exploratory collaboration during the seminar. Our reading selections bring a variety of feminist technology critiques in Media Studies, Human-Computer Interaction, Science and Technology Studies, and related fields into conversation with work in Digital Humanities. Each session is organized by a keyword - a term that is central to feminist theoretical and practical engagements with technology - and will begin with a discussion of that term in light of our readings. The remainder of each session will be spent learning about and tinkering with Processing, a programming tool that will allow participants to engage in their own critical making processes.

    Pushing against instrumentalist assumptions regarding the value and efficacy of certain digital tools, we will be asking participants to think hard about the affordances and constraints of digital technologies. While we will be engaging with a wide range of tools/systems in our readings and discussions, we anticipate that the more hands-on engagement with Processing will help participants think about operations of interface, input, output, and mediation. In addition to the expanded theoretical framework, participants can expect to come away with a new set of pedagogical models using Processing that they can adapt and use for teaching at their own institutions.

  6. Geographical Information Systems in the Digital Humanities

    Ian Gregory, with Cathryn Brandon

    [This offering is now full (13 November)] The course will be relevant to all humanities researchers who are interested in the geographies that their sources may hold, or whose research questions are geographical in nature. The course offers an introduction to the theory and practice of using Geographical Information Systems (GIS) in the digital humanities. It will cover: converting humanities sources into GIS, georeferencing maps, querying and manipulating data within a GIS, producing high-quality cartographic output, and disseminating GIS material using virtual globes. It will be primarily based on using the ArcGIS software package. The use of Google Earth to disseminate the outputs from GIS projects will also be included, and the potential for using other packages will also be introduced. The types of sources that we will cover include maps, tables and texts, the potential for using images and multimedia material will also be included.

    We do not assume any familiarity with GIS although a good level of general competence with computers is helpful. Some advance reading may help. Additionally, if you have your own data that you would like to get into GIS and use then please bring it along.

  7. Digital Pedagogy in the Humanities

    Diane Jakacki

    [This offering is now full (14 November)] Intended for teaching faculty, instructors, librarians, and graduate students, this course provides a "best practices" approach to using digital humanities tools, processes, and methodologies in humanities courses for the purposes of communication, collaboration and facility of research. The course will center on an overview of how best to incorporate DH tools into a given humanities syllabus --- how to apply DH tools to support larger pedagogical objectives, set goals, and manage expectations. In the process we will examine a variety of such tools, especially those serving the needs of a particular course (e.g., collaborative online writing systems, information presentation, textual and spatial visualization, and learning management systems). Across the five days of DHSI, the course will move from a theoretical to a practical framework. It will be method- and tool-centric, and we will be invested in experimenting with and discussing an array of learning options. Class time will involve discussion and analysis of multimodal project assessment, single and scaffolded assignment development, embedding and co-teaching a digitally-oriented humanities course, and creation of a support system that will lead to successful course generation. Participants are asked to bring their own computers, together with at least one sample assignment (for a course already taught or to be taught), which will be used as the basis for much of the work we do as the week progresses. By the course's conclusion, participants should leave with (at a minimum) a course assignment revised to better meet their own expectations of digital pedagogy in the humanities.

  8. Physical Computing and Desktop Fabrication for Humanists

    William J. Turkel, Jentery Sayers, and Devon Elliott

    [This offering has 4 spots remaining (5 April)] This course is a hands-on introduction to desktop rapid fabrication and physical computing for humanists. It is appropriate for undergraduate and graduate students as well as faculty. The first part of the course will involve digitizing three-dimensional objects to create computer models, then printing them in plastic with a 3D printer. The second part of the course will involve learning to build simple interactive and tangible devices that use the open source Arduino microcontroller, the Kinect scanner and basic electronic sensors and actuators. Students will need to provide their own laptops. Curiosity aside, there are no prerequisites for this course.

  9. Augmented Reality: An Introduction

    Markus Wust

    [This offering is now full (5 March)] This workshop serves as a theoretical and practical introduction to Augmented Reality (AR), intended for participants who have not actively worked with AR but are interested in exploring how it might be applied to their areas of endeavour. While we have been exposed to depictions of Augmented Reality through literature, TV and movies for many years, the emergence of mobile platforms such as the Apple iPhone or Android-based smartphones have brought many of these seemingly futuristic ideas closer to becoming part of our every-day reality.

    This is a hands-on workshop: after a brief theoretical introduction to AR and a demonstration and discussion of various approaches to augmenting reality, participants will work on a small AR project of their choosing (e.g., a tour of the University of Victoria campus), either individually or in small groups. Although basic HTML and CSS skills would be a plus and helpful for the creation of more customized projects, they are not prerequisites for the course; no programming skills are required. Participants will want to bring a mobile device (e.g., iPhone or Android-based smartphones) capable of running the Layar Augmented Reality Browser (http://www.layar.com/) for the purposes of viewing and testing their project as well as a laptop computer.

  10. The Sound of Digital Humanities :: Sound in the Digital Humanities

    John Barber

    [This offering is now full (3 December)] A class focusing on the basics of recording, editing, and manipulating sound files, either as the substance of or ambience for digital humanities projects. Course topics include: basics of sound recording and editing (using GarageBand and/or Audacity); soundscapes, collages, and remixes; digital storytelling using audio (perhaps as part of a transmedia context), and incorporating sound files in digital humanities projects (embedded sound, podcasts, Internet radio). Sound files will be provided for workshop demonstrations. Other sound recordings will be produced at DHSI. Students will produce and share individual / collaborative sound projects. Ideally, students will provide their own laptop computers with either GarageBand or Audacity loaded, or iPads (Garageband is available for them), and digital recorders, although many smartphones provide the ability to record "voice memos." View the course website at http://www.nouspace.net/john/dhsi2014.html.

  11. Visual Design for Digital Humanists

    Milena Radzikowska and Jennifer Windsor

    [This offering has 2 spots remaining (5 April)] This offering provides an introduction to the theory and practical application of the fundamentals of visual communication design, in the context of digital humanities projects. Emphasis will be placed on conceptualization, iteration, principles and elements of design, grid-based layouts, and typography. Instruction will be a combination of lecture format, demonstration, in-class critiques, hands-on exercises, and a project component derived from student materials. Participants are asked to bring their own computers with Illustrator, Photoshop, and/or InDesign (as well as basic knowledge of the software), plus at least one static or interactive project (in progress) is needed. We will explore how your project can be improved using the material discussed and demonstrated in the course. This course is appropriate for anyone who has ever been or ever expects to be tasked with using layout software to produce some kind of visual material, either print-based or interactive. Information presented applies to the design of conference posters, brochures, conference presentation slides, web sites, or web tools.

  12. Cultural Codes and Protocols for Indigenous Digital Heritage Management

    Michael Ashley, Kelley Shanahan, and Ruth Tringham

    [This offering is now full (27 March)] An increasing number of digital humanities projects grow from collaborations among indigenous communities, scholars and technologists. These projects must deal with not just technology, but also with diverse cultural systems, historical situations and collaborative expectations. This course will take participants through an overview of indigenous heritage management emphasizing the unique needs, challenges and opportunities tied to indigenous digital heritage. This course focuses on the implementation and integration of cultural protocols and diverse ethical systems into content management systems, digital archives and online exhibitions through the lessons learned developing and implementing Mukurtu CMS. Built from the ground up with the needs of indigenous communities in mind, Mukurtu CMS provides a flexible, free and open source Drupal7-based platform for creating, managing, sharing and preserving digital cultural heritage, associated traditional knowledge and educational materials. Participants will receive hands on training with Mukurtu CMS and its core features including: Creating cultural and sharing protocols through community engagement; Integrating traditional knowledge into architecture, display and management; Metadata, standards, free tagging, multi-authored commenting; Digital heritage preservation standards and issues; Rich media management, syndication, archiving and sharing; Building interactive, co-curated exhibitions; Mobile digital heritage collection and presentation; Mapping; Educational modules for student engagement; Community Agile Development methods; Drupal 7 integration: Organic Groups, Panels and Views, Dashboards.

  13. Digital Humanities Databases

    Harvey Quamen, Jon Bath, and John Yobb

    [This offering is now full (25 March)] Databases are the driving engine behind a large number of classic and cutting-edge digital humanities applications. DH tasks -- such as wielding enormous GIS maps, aggregating the social media of wikis and blogs, building large archival repositories and even generating the semantic web -- all depend on some form of database. This course will introduce the inner workings of databases and demonstrate hands-on work with participants' own data sets to learn more about concepts like data normalization, relational table design, Structured Query Language (SQL), and effective long-term data management. Students need no prior experience with databases or programming.

  14. Data, Math, Visualization, and Interpretation of Networks: An Introduction

    Scott Weingart

    [This offering is now full (21 November)] Network analysis is one of the four pillars of computational humanities, along with geographic, text, and image analysis. Participants in this course will receive a broad overview of networks as they’re applied to humanities problems. This course covers data cleaning and preparation for both historical and literary networks in detail, bridging the gap to make network analysis a practical and achievable goal. Participants will learn the basic mathematics underlying many of the popular algorithms—as the most common misuses of network analysis are due to misunderstanding the underlying mathematics—as well as how to use the Sci2 tool and Gephi for analyzing and visualizing their networks. They will also learn common methods of interpretation for presenting their analysis in research projects.

    Although some math will be taught, no knowledge beyond basic algebra is required, and programming is neither taught nor required.

  15. Understanding Topic Modeling

    Neal Audenart

    [This offering is now full (14 January)] Topic modeling holds great promise for analyzing and understanding large text collections as well as identifying potentially hidden relationships between documents that might otherwise go unnoticed in the piles of digital documents that are readily available. Open‐source tool kits such as Mallet make topic modeling available to scholars with a minimal learning curve. Despite their accessibility, these tools draw on mathematically complex algorithms that embody key assumptions about how documents function and what types of analysis are useful. Applying topic modeling effectively, interpreting its results correctly and critically assessing other’s work requires more than the ability to turn knobs on a black‐box until you get the results you want. In this course, we will take an in depth look at the algorithms behind topic modeling, review recent applications of topic modeling within humanities research and discuss potential applications and future research directions.

    Participants should have a strong background in digital humanities research and prior experience in text analysis and/or programming is helpful but not required. We will quickly review the mathematical basis for topic modeling as this course will include a significant technical portion.

  16. RDF and Linked Open Data

    James Smith

    [This offering has 2 spots remaining (25 March)] This course explores how digital humanities projects have traditionally managed data and how opening access to data changes the DH project. We will cover the reasons for publishing open data, how we can create open data, and how we can work with open data. We will see how linked open data allows us to share data and incorporate data from other projects. We will learn about data models, data formats, and software tools for working with linked open data. Students should be comfortable with the basics of the UNIX command line: running commands, browsing the file system, viewing text files, and editing text files (a good introductory text such as http://en.wikibooks.org/wiki/A_Quick_Introduction_to_Unix should be sufficient). Students should bring a Mac or Linux (e.g., Ubuntu) laptop. For those unable to do so, we will provide remote access to an Ubuntu server for data processing.

  17. Drupal for Digital Humanities Projects

    Quinn Dombrowski

    [This offering is now full (12 February)] The open source content management system Drupal allows users to build complex and highly customized websites and web-based applications without having to write any custom code. Drupal powers a wide range of digital humanities sites, including professional organizations, journals, databases, and individual scholarly projects. This course is intended for anyone who wants to play a hands-on role in developing digital humanities websites, or web interfaces for digital humanities data. The course will cover Drupal installation and configuration, developing and implementing a data model for your content, using Drupal's UI to query your data and develop search and browsing interfaces, importing and exporting data, theming, multimedia, and how to maintain a Drupal site. Advanced topics will be selected to respond to participants' needs. Class sessions will include time for participants to work on their own project(s) with guidance and feedback from the instructor, or experiment with the example sites provided.

    No programming experience is necessary, but previous experience as an end-user of other content management systems (such as WordPress or Omeka) is recommended. Participants are asked to bring their own computers, and a project idea, along with a few pieces of content (texts, images, etc.) to use when developing the site. Contact Quinn in advance if you're having trouble thinking of a project idea.

  18. Out-of-the-Box Text Analysis for the Digital Humanities

    David Hoover

    [This offering is now full (6 January)] This class will focus on using digital tools to enhance and deepen traditional ways of reading and analyzing texts. We will explore ways of answering questions about authorship, textual and authorial style, and meaning. The first sessions will introduce some freely-available tools and some widely available general software, and will address the issues of planning a project, finding/creating and preparing the texts for analysis. We will begin with some prepared text corpora for guided investigation as a group, so that we can concentrate on general problems, issues, and opportunities. Because my background is in literature, most of the emphasis will be on literary texts. In later sessions, participants will be able to use these tools (and perhaps others, depending on their interests) to explore texts of their own choosing, or to examine some already-prepared sets of texts in greater detail and depth. The backgrounds and experiences of the participants will undoubtedly differ; therefore, we will aim for an intensely collegial and collaborative atmosphere, so as to capitalize on these differences.

    Most of the tools and methods work across different languages, though there may be some problems with transliterated and accented languages, and there is a good deal of variation in how effective different techniques are in different languages. Most also require a substantial amount of text–either one large text or at least several texts of 1000 words or more. On the other hand, this class will focus on relatively detailed and intensive analysis, and is not appropriate for those who are interested in working with huge data sets or very large numbers of very long texts. For the purposes and methods of this class, a set of 100 novels should be considered a very large amount of data. We will be meeting in a computer lab where all the software used will be available. Much of the work will be done in Minitab (a statistical analysis program) and in tools that operate in Microsoft Excel. Unfortunately, Minitab is not available for the Mac, and there are likely to be problems using the Excel tools on Mac computers (unless you have a dual-boot system that includes MS Windows). Potential participants whose own computers are Macs and/or who have specific (groups of) texts or kinds of problems in mind that they would like to work on in the class should definitely contact the instructor before enrolling to discuss any potential difficulties or challenges.

  19. Games for Digital Humanists

    Matt Bouchard and Andy Keenan

    [This offering has 3 spots remaining (8 April)] Games are a popular and quickly growing area of study in humanist disciplines. This course combines treatments of game criticism, game theory and game development toward understanding how to approach this medium as an object of research. We discuss games broadly, which includes table top games, board games, video games, card games, etc. Part of the course will provide instruction about creating a playable prototype game as part of game-first research -- ultimately combining theoretical aspects of game studies with the practical application of game building for both newcomers and experienced game scholars. Our focus in the course is to learn how games are structured and how they function, so prototypes are built with scissors, paper, and ideas to keep the focus on playtesting and iterative design.

  20. Conceptualising and Creating a Digital Documentary Edition

    Jennifer Stertzer, Cathy Moran Hajo, and R. Darrell Meadows

    [This offering has 5 spots remaining (5 April)] This course will explore all aspects of conceptualizing, planning for, and creating a digital documentary edition in the field of history. It provides a basic introduction to the practice of documentary editing in the digital age, and a survey of the many digital tools available to serve project goals. Approaching a digital edition means taking time to think about how end-users will want to work with a particular digital edition. Beginning with the research and analytical needs of end-users in mind, editors are better able to develop effective editorial strategies that will result in a dynamic, useful, and usable, digital edition. In this course, participants will engage in hands-on learning and group discussions related to project conceptualization, editorial policies and processes, and the selection and use of digital tools that can serve the needs of researchers and other end-users. Participants will submit a brief project description beforehand, including project end-user goals. Our goal is for participants to return to their home institutions ready and able to build upon, enhance, and transform these initial ideas into robust digital editions.

  21. Online Collaborative Scholarship: Principles and Practices (A CWRCShop)

    Susan Brown, with Mihaela Ilovan, Karyn Huenemann, and Machael Brendin

    [1 spot just opened in the class! (4 April)] Online resources play an important role in contemporary scholarship, both at the point of production, where online resources and tools are playing an increasing role, and the point of dissemination. The web offers many opportunities for online publication, whether through social media such as Twitter, Facebook, or blogs, and through the dissemination of scholarship via more formal scholarly channels in online journals. In between these two stages, however, most scholars still collect materials for study, do much of their analysis, and prepare scholarship for publication on personal computers. This means that work in progress and working archives are stored in silos on individual hard drives, making it harder to share information and ideas or to benefit from those of other scholars while the work is still in formative stages. There is an unrealized potential for sharing, reducing the time spent on lower-level activities, and collaborating either passively or actively.

    This course takes up the movement of scholarship to online environments, exploring possibilities for collaboration throughout the entire scholarly workflow. It is suitable for those wishing a general introduction to digital humanities as well as for those wishing to initiate a longer-term project, providing a general introduction to key principles associated with undertaking DH scholarship, ranging from platform-independent data formats and metadata standards to text markup, preservation challenges, and semantic web principles; it will consider practical, institutional and cultural challenges associated with collaboration, as well as strategies for deciding what types and levels of collaboration are right for particular individuals or projects. Through readings, discussion, and hands-on sessions, participants will engage with the topic of collaboration in broad terms, while also being introduced to a number of fundamental principles related to the sorts of choices facing scholars engaging with digital research environments. Hands-on experience will be provided in CWRC's collaborative online environment as well as other tools; participants will be able to export the digital objects they create, so no long-term commitment to working in any specific environment is required.

    This course is sponsored by the Canadian Writing Research Collaboratory / Le Collaboratoire scientifique des écrits du Canada. (Click for more details.)

    To explore online scholarship we will use the Canadian Writing Research Collaboratory, a platform designed to support collaboration in a range of forms, from interlinking the research of individual scholars to larger group projects. CWRC supports a range of activities, including creating collections containing one or more of the following kinds of objects: bibliographical records, page and other images, audio records, video records, and born-digital texts. CWRC can be used to create focused collections of related research materials in a combination of forms (for instance, you could can have a combination of image files, text files, and sound files), biocritical scholarship such as that of the Orlando Project, timelines, critical editions, or side-by-side editions of texts and page images. Users can perform OCR (Optical Character Recognition) on page images to extract text, and can create or edit digital texts, annotate page images, add semantic encoding, or tag people, places, texts and organizations so they link to other mentions of those entities across the collections. Participants don’t need any background in text encoding or the digital humanities. Those who have some experience will be able to explore CWRC’s more advanced features and functionality.

    Portions of the CWRC platform are still in development, so participants in the course will also have the opportunity to consider prototypes for possible inclusion and provide feedback on the platform’s interface and functionality, providing participants with insight into another aspect of working in the digital humanities.

  22. Digital Project Aggregation with ARC and Collex

    Laura Mandell, Tim Stinson, and others from ARC

    [This offering has 7 spots remaining (5 April)] Intended for project managers, directors, developers and institutional personnel, this course offers an introduction to large-scale digital project aggregation, as implemented in the Collex system. Throughout the week, we will discuss how digital projects face issues of “findability,” the benefits of aggregating those projects in federations like NINES, 18th Connect, or MESA, the challenges that both individual projects and larger federations of information encounter, and how organizations like the Advanced Research Consortium are helping to ensure scholarly peer review of digital projects.

    Other topics for discussion might include semantic web technologies, federated searching, online finding aids, and support infrastructure for aggregation. We will explore the ideas, principles, and practices of digital aggregation, taking the Digital Public Library of America (DPLA), Europeana, and ARC as examples. Participants will also learn, in practical terms, how to prepare projects for ingestion into the period-specific nodes that comprise ARC, processes of scholarly and technical peer review, and the overall mission of ARC.

    This course is sponsored by the Advanced Research Consortium. (Click for more details.)

    The Advanced Research Consortium (ARC) is a central guiding organization for sites developed along the NINES model of peer review and aggregation of scholarly digital content. Currently, three sites—MESA, 18th Connect, and NINES—leverage open source software applications, like Collex, and RDF to provide federated searching of a variety of scholarly information. Two other sites—REKN and ModNets—are currently in development. Each site is period-specific, limiting intake to digital projects directly relevant to a defined chronological, geographical, or literary scope. NINES is for 19th-century literary and historical scholars, 18thConnect for 18th-century, MESA for medieval, REKN for Renaissance, and ModNets for modernists. Each organization has its own editorial board for peer-reviewing previously unpublished digital content (e.g., scholar-created digital archives, editions, or resources); this allows each site, with the weight of an editorial board, to support official institutional recognition for digital work. As an aggregator, ARC does not host information itself, but rather facilitates searching and finding within the Collex interface, allowing users to locate and explore peer-reviewed digital materials. ARC oversees all these organizations, supporting and fostering technical development, metadata aggregation, technical infrastructure, and communication—all the things that need to happen to make these “nodes” work.

  23. Data Mining For Digital Humanists

    George Tzanetakis

    [This offering is now full (11 April)] Data mining techniques are part of the growing trend of "big data" processing. Data mining techniques allow the processing and extraction of interesting information from large amounts of data and can provide interesting results with minimal computer programming. This course provides a practical introduction to data mining with emphasis on intuitive high level understanding and practical hands-on knowledge. Topics covered will be supervised learning, Bayesian classification, support vector machines, artificial neural networks, decision trees, and ensemble methods. The Weka data mining graphical framework and the scikit-learn Python framework will be used to illustrate the concepts with examples motivated by digital humanities usage scenarios. Knowledge of programming is not required but participants that have some programming experience will be able to follow the examples on their own laptops. The course will conclude with more detailed descriptions of actual case studies of data mining techniques been utilized for digital humanities research.

    This course is sponsored by the UVic Department of Computer Science and the UVic Institute for Big Data.

Contact info:
institut@uvic.ca P: 250-472-5401 F: 250-472-5681