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

DHSI 2015 offerings include the below. Thanks to overwhelming response from our community and the generous sponsorship of our partners, we'll have a number of additional courses on offer this coming year and, overall, smaller class sizes to facilitate better our learning together! As well, following DHSIers' suggestions, there is also the opportunity to take more than one course, by having several fabulous DHSI offerings during the weeks just before (1-5 June) and after (15-19 June) DHSI's core week of 8-12 June.

Fees for this year's DHSI are available here.

We're very pleased that academic accreditation for DHSI courses is available, for those who wish it, through the Graduate Certificate in Digital Humanities program. An announcement of the program is available here, and details of the program available via its department webpage and university calendar entry). Apply to the program via the module at this link. Please direct any questions about the program to Stephen Ross (acting Director).

Important Notes:
- A DHSI course runs daily for the duration of a week, so only one course can be taken during a given week.
- Foundations offerings at DHSI are foundational in nature, requiring little by way of prerequisite save that those enrolled should have a basic knowledge of computing tools and methods. Other courses, formerly offered under the heading "Tools, Methods, Approaches," are aimed at those who have completed the relevant foundations course(s) 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 and, in such cases, these are outlined in course description.
- 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.)
- Within and outside of the new Graduate Certificate in DH, 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.

1-5 June 2015                                                                   (Plus DHUM 501 sections)

  1. [Foundations] Digitisation Fundamentals and their Application

    Robin Davies and Michael Nixon [Please click for course details.]

    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.

  2. [Foundations] Scholarscapes, Augmented Dissemination via Digital Methods

    James O'Sullivan and Orla Murphy [Please click for course details.]

    “Scholarscapes” introduces participants to augmented modes of dissemination via various digital tools and platforms. Fundamental aspects, both theoretical and practical, will be covered, providing individuals with a greater sense of what tools are available for the dissemination of scholarship and how these tools might best be utilised. Participants will be introduced to everyday tools like Twitter, but they will also be shown how to utilise Content Management Systems and server architecture in the dissemination of their research. Digital dissemination's fundamental underlying technologies, such as HTML, will be introduced. Furthermore, a range of philosophical questions in relation to digital dissemination will be addressed. As this is an introductory offering, no prior knowledge of Web-based dissemination tools or strategies is required. Participants will be encouraged to engage with both the practical aspects of dissemination using various digital methods, as well as the theoretical and scholarly repercussions of such activity.

    Consider this offering in complement with, and to be built on by: Crowdsourcing as a Tool for Research and Public Engagement; Creating LAMP Infrastructure for Digital Humanities Projects; Visualizing Information: Where Data Meets Design; Pragmatic Publishing Workflows; and more!

  3. [Foundations] Models for DH at Liberal Arts Colleges (& 4 Yr Institutions)

    Janet Simons and Angel Nieves [Please click for course details.]

    This course will explore models for doing DH at four year institutions. Over the past half-decade liberal arts colleges and four-year institutions have begun to engage in the development of robust programs in the digital humanities. With a focus on teaching, these institutions have also developed frameworks in which we can incorporate students into our research agendas in meaningful and productive ways. Within a collaborative, interdisciplinary lens we will address approaches to teaching and research, developing models for sustainable infrastructure, student integration, project and resource management. Discussion will include administrative issues related to the recognition of collaborative efforts in DH. Participation is encouraged from across all areas of the institution including library and IT professionals, administrators, and faculty. Individuals who are interested in growing digital humanities and digital scholarship in their unique institutional settings should attend. Guest lectures will be included as part of the course structure.

    This offering is co-sponsored by Hamilton College's Digital Humanities Initiative (DHi) and The Andrew W. Mellon Foundation.

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

    David Hoover [Please click for course details.]

    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, chronological, and authorial style, genre, 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 own background is in literature, 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 for different languages. Most also require a substantial amount of text–either one long 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. Minitab for the Mac is scheduled for release in August 2014, but details are scarce, and there may be problems using some of 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.

    Consider this offering to build on, or be built on by: Stylometry with R: Computer-Assisted Analysis of Literary Texts; Understanding Topic Modeling; Data Mining For Digital Humanists.       Consider this offering in complement with: Data, Math, Visualization, and Interpretation of Networks: An Introduction; Open Source OCR Tools for Early Modern Printed Documents; Fundamentals of Programming/Coding for Human(s|ists); Digital Humanities Databases; Understanding the Pre-Digital Book; and more!

  5. Conceptualising and Creating a Digital Documentary Edition

    Jennifer Stertzer and Cathy Moran Hajo [Please click for course details.]

    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.

  6. Open Journal Systems for the Digital Humanities

    Kevin Stranack [Please click for course details.]

    For those new to journal publishing, this online course provides the knowledge and skills required to get a new publishing project up and running quickly and efficiently. Students will work through a series of modules with the support of an online instructor and be able to develop and practice their skills on their own, dedicated OJS test journal installation. Topics will include standard journal configuration requirements, production workflow overview, web site customizations, publication statistics, and more. The only technical requirement for this course is the ability to use a web browser and fill in online forms.

    There will be a day-long meeting for those enrolled in this course on Sunday 7 June, further details TBA, and the instructor will be available for discussion and consolation in the week prior to 7 June.

    This offering is co-sponsored by the Public Knowledge Project.

8-12 June 2015

  1. [Foundations] Text Encoding Fundamentals and their Application

    Constance Crompton, Emily Murphy, and Lee Zickel [Please click for course details.]

    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.

  2. [Foundations] Fundamentals of Programming/Coding for Human(s|ists)

    John Simpson and Dennis Tenen [Please click for course details.]

    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.

  3. [Foundations] Web Development / Project Prototyping for Beginners with Ruby on Rails

    Markus Wust and Brian Norberg [Please click for course details.]

    This class is an introduction to project prototyping using the Ruby on Rails (RoR) web development framework. It is targeted at those who have no prior experience with scripting languages (some knowledge of HTML and CSS will help, but is not required) and are interested in how to begin bringing their DH project idea to life. The course will start with a short introduction to Ruby, HTML, and CSS, and then delve more deeply into the Rails framework. Participants will get hands-on experience using the Rails generator and scaffolding to standup a prototype application quickly. The courses will also cover the Rails migration process and data architecture, as well as touch on how to use Github (https://github.com; for managing and sharing your code) and Heroku (https://www.heroku.com; for hosting your project) to create an external development environment and publish RoR projects. While the class will be taught in a computer lab to provide a consistent technical platform, we will help interested participants with installing Ruby on Rails on their laptops.

    Consider this offering in complement with: Creating LAMP Infrastructure for Digital Humanities Projects; Digital Humanities Databases; and more!

  4. [Foundations] Understanding the Pre-Digital Book

    Matt Huculak, Justin Harrison, Mary Elizabeth Leighton, Lisa Surridge, and Robbyn Lanning

    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.

    This offering is co-sponsored by U Victoria Libraries Special Collections.

  5. [Foundations] DH For Department Chairs and Deans

    John Unsworth and Ray Siemens [Please click for course details.]

    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 before the first day of DHSI (Sunday 7 June) and one dedicated session midweek (Wednesday 10 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 DHSI courses, and [3] individually engages in consultation and targeted discussion with the instructors and others in the group outside of course time over during the institute.

    Please note that this course begins with a meeting on Sunday 7 June, further details TBA.

  6. Advanced TEI Concepts / TEI Customisation

    Julia Flanders and Syd Bauman [Please click for course details.]

    This advanced TEI workshop provides both instruction and consultation to participants in several complementary directions.

    It 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 part of the 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.

    Further, 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. 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. 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-guided study, prior practice, and significant experience. Having a project requiring such engagement will be an asset, in that you will be able to consider the skills and techniques of the course in the context of your ongoing work.

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

    Susan Brown, with Mihaela Ilovan, and Michael Brundin [Please click for course details.]

    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 offering is co-sponsored by the Canadian Writing Research Collaboratory / Le Collaboratoire scientifique des écrits du Canada.

  8. Sound of :: in Digital Humanities

    John Barber [Please click for course details.]

    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 previous year's course website at www.radionouspace.net/projects-dhsi.html.

  9. Digital Pedagogy Integration in the Curriculum

    Diane Jakacki [Please click for course details.]

    This is a praxis course for teaching faculty, instructors, and librarians who come to DHSI with a specific module or course proposal to be taught in the coming year. The emphasis is on workshopping courses, identifying learning objectives, building assignments, creating rubrics and forms of assessment. As part of this workshopping we will survey existing humanities courses that incorporate a significant digital component in their design, including but not limited to research-based learning, cultural/media studies, interdisciplinary and team-taught courses, and the distinctions between introductory, advanced undergraduate and graduate course expectations. Where possible, brief consulting visits from other DHSI participants who have already taught courses focusing on these subjects will be included. Students leave DHSI with a fully-formed and teachable syllabus.

  10. Introduction to Electronic Literature in DH: Research and Practice

    Dene Grigar, M.D. Coverly, Sandy Baldwin, and Davin Heckman [Please click for course details.]

    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 and interpret and teach electronic literature with knowledge of its production.

  11. Digital Humanities with a Global Outlook

    Alex Gil [Please click for course details.]

    In recent years, Digital Humanities has begun to present itself as an asymmetrical global phenomenon. The local environments under which scholarly practices meet new technologies are marked by differences in funding, hardware, software, know-how, language, bandwidth and access. In this workshop we will explore a host of technologies--and the issues they address--which can help us foster digital projects that can traverse these diverse environments. These technologies can fall under two general categories: minimal and translatable computing. Through practice in minimal computing students will learn about static website generation, strategies for data transfer, low cost and DIY hardware, SVG mapping and site mirroring. Through practice in translatable computing, students will learn about a range of tools that can be used to foster communities of translation and facilitate the process of translating interfaces and content. We hope that the hands-on engagement with these technologies will help us think through issues of access, transnationalism and sustainability in the context of a global digital humanities.

    Note: Some experience with digital platforms, HTML/CSS, command line is recommended.

  12. Games for Digital Humanists

    Matt Bouchard and Andy Keenan [Please click for course details.]

    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.

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

    Jacque Wernimont and Elizabeth Losh [Please click for course details.]

    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.

  14. Digital Indigeneity

    Dean Irvine [Please click for course details.]

    [Course description TBA.]

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

  15. Digital Documentation and Imaging for Humanists

    Michael Ashley and Kelley Shanahan [Please click for course details.]

    A hands-on, practical training covering studio (artifacts, samples, publication imaging) and field photography. We will cover the essentials of color calibration, resolution, optimal aperture and shutter speed settings, lighting and composition. We will discuss how to develop a ‘born–archival’ workflow, helping to assure digital preservation from the field to the file. Workshop participants will also learn about exciting new state-of-the-art imaging techniques that are readily available to anyone with a Digital SLR, such as exposure fusion, gigapan imaging, stereo photogrammetry, reflectance transformation imaging, and focus stacking. This course is based on a CoDA immersive course, Digital Imaging for Archaeology.

    A strong interest in digital photography and basic computer skills (Mac or PC) will be helpful. Participants may be asked to complete pre-training tutorials online in advance depending on our skills assessment questionnaire. We provide everything you need, but also encourage you to bring laptops, cameras and other gear.

  16. Physical Computing and Desktop Fabrication

    Nina Belojevic, Devon Elliott, Shaun Macpherson, and Jentery Sayers [Please click for course details.]

    This course is a hands-on introduction to physical computing and desktop fabrication from a humanities perspective. It is appropriate for undergraduate and graduate students as well as staff and faculty. The course allows all involved to explore a variety of approaches, across disciplinary interests, in a studio-like environment that encourages experimentation and iterative development. Participants will have opportunities to build simple, interactive, tangible, and even wearable devices using open source microcontroller platforms, 3D scanners, and basic electronic sensors and actuators. They will also digitize three-dimensional objects to create computer models, which will then be fabricated using a 3D printer, laser cutter, or similar machine. Participants will need to provide their own laptops, and they will be encouraged to re-purpose, hack, bend, program, and network electronic objects made available to them. Technologies will likely include Arduino, Raspberry Pi, LilyPad, MaxMSP, Processing, SketchUp, 123D Catch, and netfabb. Curiosity aside, there are no prerequisites for this course.

    Consider this offering in complement with: [Foundations] Fundamentals of Programming/Coding for Human(s|ists); Feminist Digital Humanities: Theoretical, Social, and Material Engagements; Sound of :: in Digital Humanities; Games for Digital Humanists; 3D Modelling for the Digital Humanities and Social Sciences; Digital Humanities with a Global Outlook; and more!

  17. Pragmatic Publishing Workflows

    John Maxwell [Please click for course details.]

    This course is designed for scholars and researchers who would like to exercise some agency in how their work--be it an article, a book, or some other project--gets published in a variety of formats. Over the week we'll work with a variety of writing, publishing, and content-management tools, develop content in digital and print formats, and explore opportunities for integrating tools and making production processes more efficient. We'll cover writing and editing environments, document conversion & processing tools, content management and version control systems, outputting to the Web, to ebooks, and to high-quality print, and we'll do it mostly using free and open-source software. We'll ask when is XML an asset, and when is it a white elephant; we'll think outside of the MSWord box; we'll pursue the playful mutability of texts on their way to being beautiful reading experiences. We'll fold, spindle, and mutilate documents using tools like markdown, git, and regex, in pursuit of grace, elegance, and fine typography. Participants should bring a laptop and an article or other piece of writing to work with over the week. Some experience with HTML and CSS would be an asset, as would basic familiarity with the Unix command line.

    Consider this offering in complement with: Online Collaborative Scholarship: Principles and Practices (A CWRCShop), Scholarscapes, Augmented Dissemination via Digital Methods, Web Development for Beginners, with Ruby on Rails, Creating LAMP Infrastructure for Digital Humanities Projects, Open Journal Systems for the Digital Humanities; and more! This offering is co-sponsored by Publishing@SFU.

  18. Crowdsourcing as a Tool for Research and Public Engagement

    Edith Law [Please click for course details.]

    There is now an explosion of data to be mined at a scale that is beyond the analytic capabilities of a single person and at a level of complexity that challenges even the most sophisticated algorithms. At the same time, human intelligence is massively distributed and now readily accessible, yet untapped: there are millions of people online each day, performing computational tasks as a by-­‐product of searching for information, playing games, organizing personal data collections, and interacting with communities. Crowdsourcing (a.k.a. human computation) is the idea of harnessing the crowd to tackle the big data challenge.

    There are many different genres of crowdsourcing systems. Commercial crowdsourcing platforms (e.g., Amazon Mechanical Turk, oDesk and 99Designs) use monetary payment to incentivize massively distributed online work. Tools like ReCAPTCHA elicit people’s help to perform small tasks in exchange for access to online services. Games with a purpose engage people in an intrinsically motivating activity (e.g., game playing) that, as a by-­‐product, generates useful data. Finally, there are volunteer-­‐based crowdsourcing systems (e.g., Zooniverse, Curio) that engage everyday citizens in a long-­‐term partnership to perform tasks towards a serious purpose – e.g., to collect, annotate and analyze research data -­‐-­‐ without receiving monetary payment. In this course, we will provide participants with a practical introduction to crowdsourcing as a tool for research and public engagement, through a series of lectures and hands-­‐on tutorials.

  19. Creating LAMP Infrastructure for Digital Humanities Projects

    Jon Martin [Please click for course details.]

    At the heart of the course’s philosophy is the belief that free and open-source tools ought to be freely accessible to all, and that anyone can learn the essentials of the Linux environment. This course will be relevant to anyone who wants to get a LAMP (Linux, Apache, MySQL, PHP) environment up-and-running for either testing or project deployment. This course requires no prior knowledge, just a willingness to try (and occasionally fail at) new things. While some familiarity with the Linux environment will help, no prior experience is needed. We will quickly review how to use the command line, as well as the fundamental principles of file and user permissions. As you might expect, the course will involve a significant hands-on technical portion.

    In our work, we’ll be using a variant of Debian Linux that has been tailored to DH projects, and will explore setting it up in a variety of scenarios: as a virtual machine, as a separate partition on your own computer, and as a standalone server. From there, we’ll explore how to configure the Apache Web Server for both speed and safety, as well as how to keep common tools like Varnish, PHP, Ruby/Rails, and Python/Django up-to-date and working. Of course, our LAMP stack wouldn’t be complete without the ‘M’, and so we’ll be looking at how to deploy and configure MariaDB (a fully open-source replacement for MySQL). Other topics will include: security testing and hardening, mail servers (time permitting), and alternate Web servers like the super speedy Nginx.

    Consider this offering in complement with: [Foundations] Web Development for Beginners, with Ruby on Rails; Digital Humanities Databases; RDF and Linked Open Data; and more!

  20. Digital Humanities Databases

    Harvey Quamen and Jon Bath [Please click for course details.]

    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.

    Consider this offering in complement with: [Foundations] Fundamentals of Programming/Coding for Human(s|ists); [Foundations] Web Development / Project Prototyping for Beginners with Ruby on Rails; Creating LAMP Infrastructure for Digital Humanities Projects; RDF and Linked Open Data; and more!

  21. Text Mapping as Modelling

    Øyvind Eide [Please click for course details.]

    The course will question one of the most important practices in Digital Humanities, namely, digital mapping of texts. The students will compare maps and texts through a model building experiment. They will also create reports in the form of map and text documents and compare what can be expressed in each of the media. The aim of the course is to understand better where the information we put on maps come from. How much is read from the text and how much is added from other sources, including the reader’s previous knowledge? To what degree is the information silently adjusted to fit the map medium? How much of what we express in text and as maps are steered by the medium?

    Consider this offering in complement with: Geographical Information Systems in the Digital Humanities; Visualizing Information: Where Data Meets Design; and more!

  22. 3D Modelling for the Digital Humanities and Social Sciences

    John Bonnett [Please click for course details.]

    This course has three aims. The first is to introduce participants to the world of 3D modelling. What methods and software are available to generate 3D content? What languages are used to support their expression and dissemination over the Internet? The second purpose is practical: it will provide an introduction to 3D modelling, and show how such an activity can be integrated into courses devoted to digital history, virtual heritage, architectural history and theatre history, and related disciplines in archaeology and anthropology. Here participants will be introduced to Sketchup, an 3D modelling software package developed by Google that can be procured for free, or for minimal cost in an education institution. They will also be introduced to the 3D Virtual Buildings Project 2.0, a free on-line tutorial that will provide instruction in Sketchup, and in the use of historical sources to produce 3D models. The third aim of the course will be to explore the pedagogical benefit of 3D modelling. How can such activities support student learning, and in particular the development of their constructive and critical thinking skills?

  23. RDF and Linked Open Data

    James Smith [Please click for course details.]

    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.

  24. Visualizing Information: Where Data Meets Design

    Aimee Knight [Please click for course details.]

    Data visualization - the representation of information through images - is a powerful and innovative tool for extending traditional methods of research. In this workshop, we will explore ways to creatively visualize data for research, while rendering information more useful, engaging, and accessible to audiences. From boutique data to big data, we will examine both qualitative and quantitative datasets to create a variety of visualizations, including illustrations, mindmaps, infographics, sparklines, data matrices, and interactive graphic displays using open source data and tools. Throughout the week we will work our way through the periodic table of data visualization methods, including information, concept, strategy, metaphor, and compound visualization. We will also become familiar with data visualization experts working within this creative medium, such as Hans Rosling, Kim Crawford, Edward Tufte, Beck Tench, Ben Fry, Jer Thorp, and Kim Rees. No prior experience or artistic talent necessary - just a willingness to experiment with different materials from pipe-cleaners to code.

    Consider this offering in complement with: Data, Math, Visualization, and Interpretations of Networks: An Introduction; and more!

  25. Stylometry with R: Computer-Assisted Analysis of Literary Texts

    Jan Rybicki and Maciej Eder [Please click for course details.]

    This is an intermediate-to-advanced course in stylometry: the analysis of countable linguistic features of (literary) texts. While stylometry has been usually associated with authorship attribution, recent research shows that the same methods can be used in a much broader context of literary study. The statistics of such text features as word, word n-gram or letter n-gram frequencies, apart from being a highly precise tool for identifying authorship, can in fact present patterns of similarity and difference between various works by the same author; between works by different authors, between authors differing in terms of chronology or gender or genre or narrative styles; between translations of the same author or group of authors; between dialogic voices in novels. This in turn provides a new opening in literary studies; and the results of stylometry can be compared and confronted with the findings of traditional stylistics and interpretation. The participants will be able to learn some of the more useful stylometric tools and methods, from simple wordlist-making to multivariate analyses of word and phrase frequencies to complex graphs and networks.

    The instructors will present their own suite of packages written for the R statistical programming environment, which has proven itself to be a very efficient tool; the packages are a way to avoid R’s usually steep learning curve, so no expert knowledge is required. The texts used for the workshops can be provided by the instructors; if necessary, the participants’ individual corpora will be expanded as needed and as available (online or elsewhere). The texts will be literary, multilingual, and include both originals and translations.

15-19 June 2015

  1. Professionalizing the Early Career Digital Humanist: Strategies and Skills

    Daniel Powell and Melissa Dalgleish [Please click for course details.]

    Developing professional skills that are useful within the academy and transferable outside of it can serve digital humanists in a variety of ways. These skills--knowledge mobilization, working collaboratively, maintaining an effective online presence, clear-language research communication, networking, project management--can help digital humanists ensure that their work has the greatest possible impact, and that they have the greatest possible opportunity to develop and deploy those skills where they wish. While this list of professional and transferable skills might seem varied, they are all fundamentally about communication-- whether with collaborators, granting agencies, job interviewers, Googlers, undergraduates, administrators, or the general public. Throughout the week, our emphasis will be on mapping and strengthening the contours of the contemporary scholarly profile as it exists in the online world and in diverse professional networks. This will involve relevant readings, class discussion, tutorials designed to build online personas, small group work on presenting research clearly, and work on the “nuts and bolts” of the digital humanities scholarly persona.

    This course assumes nothing with regard to computational fluency other than the ability to use a web browser and a word processor. Participants should, however, come to DHSI with a clear idea of their research, the “lay of the land” for their subdiscipline, and some of their potential target audiences. While this course is oriented towards early career researchers, teachers, and #altac professionals--doctoral students and newly hired faculty- -involved with digital scholarship, all are welcome.

    Consider this offering in complement with: [Foundations] Scholarscapes, Augmented Dissemination via Digital Methods; [Foundations] DH For Department Chairs and Deans; Digital Pedagogy Integration in the Curriculum; and more!

  2. Creating Digital Humanities Projects for the Mobile Environment

    Brett Oppegaard and Will Luers [Please click for course details.]

    Please look for this offering in future! A growing area of interest in the digital humanities is the mobile environment, especially projects that take advantage of the affordances of smart phones and tablets. This course, derived from the Mobile Tech Research Initiative of The Creative Media & Digital Culture Program at Washington State U Vancouver, is aimed at assisting participants to: 1) conceptualize the space and special features of mobile devices; 2) develop the architecture, design, and multimedia content production for a mobile project; and 3) understand the coding and programming requirements for mobile devices. By the end of the course, participants will have the information they need for creating projects for the mobile environment and will have completed steps toward the development of their own projects. Please visit the earlier course homepage.

    Consider this offering in complement with: [Foundations] Fundamentals of Programming/Coding for Human(s|ists); Sound of :: in Digital Humanities; and more!

  3. Geographical Information Systems in the Digital Humanities

    Ian Gregory, with Cathryn Brandon [Please click for course details.]

    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 although we will also introduce other software such as Quantum GIS (QGIS). The use of Google Earth to disseminate the outputs from GIS projects will also be included. The types of sources that we will cover include maps, texts and tabular data. The potential for using images and multimedia material will also be discussed.

    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 use in GIS and use then please bring it along as the final sessions of the course will allow you to work with you own data if you so wish.

    Consider this offering to build on, or be built on by: [Foundations] Digitisation Fundamentals and their Application; [Foundations] Text Encoding Fundamentals and their Application; [Foundations] Fundamentals of Programming/Coding for Human(s|ists); Digital Humanities Databases; Creating Digital Humanities Projects for the Mobile Environment; Data Mining For Digital Humanists; Data, Math, Visualization, and Interpretation of Networks: An Introduction; Text Mapping as Modelling.       Consider this offering in complement with: Out-of-the-Box Text Analysis for the Digital Humanities; Games for Digital Humanists; Stylometry with R: Computer-Assisted Analysis of Literary Texts; and more!

  4. Understanding Topic Modeling

    Neal Audenaert [Please click for course details.]

    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.

  5. Open Source OCR Tools for Early Modern Printed Documents

    Matthew Christy [Please click for course details.]

    Early modern printed documents (roughly 1475-1800) present unique challenges for Optical Character Recognition (OCR) software. Unique, hand-crafted typefaces, inconsistent printing techniques, non-standard spelling, special characters, unusual layouts, and low quality images are all challenges for OCR systems. Scholars wishing to tackle their own OCR projects face costly expenditures of time and/or money, often yielding disappointing or inconsistent results. Members of the Initiative for Digital Humanities, Media, and Culture (IDHMC) at Texas A&M University have spent the last two years creating, evaluating, and using open source OCR tools as part of the Mellon Foundation funded Early Modern OCR Project (eMOP). Come learn how to do your own successful OCR project using Google’s Tesseract OCR engine and other open source tools. Bring your own page images and go home with text.

  6. Data Mining For Digital Humanists

    George Tzanetakis [Please click for course details.]

    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 offering is co-sponsored by the UVic Department of Computer Science and the UVic Institute for Big Data.

  7. Advanced Criticism and Authoring of Electronic Literature

    Dene Grigar, M.D. Coverly, Sandy Baldwin, and Davin Heckman [Please click for course details.]

    This course focuses on an intensive, advanced exploration of electronic literature, building on knowledge of electronic literature gained in the course, “Introduction to Electronic Literature,” or on prior experience in the field derived from personal and/or professional study. Daily activities are devoted to producing a critical or creative work aimed at publication so that participants completing the course will do so with a finished draft of a work and a plan for completion. Participants will be guided by a team of scholars and artists from the Electronic Literature Organization.

    Special Note: This course works in conjunction with Introduction to Electronic Literature. Participants are encouraged to have already completed the introductory course or come with a solid understanding of electronic literature. Participants who have already taken the Introduction course or have a solid understanding of electronic literature are encouraged to attend DHSI during the regular period to take a course that provides them with knowledge of the tools needed for the Advanced course.

  8. A Collaborative Approach to XSLT

    Zailig Pollock and Josh Pollock [Please click for course details.]

    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. To this end, the course will provide a basic knowledge of XLST as well as guidance on developing what has come to be known as an "agile" working relationship between digital humanist and developer. This will be achieved explicitly through discussions of the experience of the instructors in collaborating on developing a text/image tool for representing textual revisions, and implicitly through the collaborative pedagogy of the course.

    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 should have a basic familiarity with XML/TEI, HTML and CSS and should know how to use oXygen. In the weeks leading up to the course, the instructors will provide the students with some exercises to gauge the students’ familiarity with these, and the first day or so of the course will focus on aspects of these which will be particularly important for successfully implementing XSLT.

    At the end of the course students will be provided with a package of material to enable them to continue to develop their skills in XSLT.

    Consider this offering in complement with: [Foundations] Text Encoding Fundamentals and their Application; [Foundations] Fundamentals of Programming/Coding for Human(s|ists); Advanced TEI Concepts / TEI Customisation; Digital Humanities Databases; Online Collaborative Scholarship: Principles and Practices (A CWRCShop); and more!

    This offering is co-sponsored by the Editing Modernism in Canada Project.

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

    Scott Weingart [Please click for course details.]

    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.

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