Collaborative Digital Projects in the Undergraduate Humanities Classroom: Case Studies with TimelineJS

Spencer D. C. Keralis, Courtney E Jacobs, Matthew Weirick Johnson

Research output: Contribution to journalArticlepeer-review

Abstract

This article presents case studies for the use of TimelineJS in two types of courses: sophomore-level humanities survey courses at the University of North Texas (UNT), and senior capstone history seminars at the University of California Los Angeles (UCLA), both large land-grant research institutions. The case studies offer a framework for assignment scaffolding (including iteration and reflection), FERPA rights management, and describe models of faculty-librarian collaboration in assignment design and implementation. These assignments provide students an introduction to basic metadata and HTML markup skills and empower them to explore the historical contexts of primary sources by visualizing the chronology of historical periods.
Original languageEnglish (US)
JournalThe Journal of Interactive Technology and Pedagogy
Issue number19
StatePublished - May 11 2021

Keywords

  • Critical Digital Pedagogy
  • Digital Humanities
  • TimelineJS
  • undergraduate pedagogy

ASJC Scopus subject areas

  • Literature and Literary Theory
  • History
  • Arts and Humanities (miscellaneous)
  • Education

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