LEADER 04382 am 22006373u 450 001 9910141558303321 005 20221206095637.0 010 $a1-909254-28-2 010 $a2-8218-5403-X 010 $a1-909254-27-4 035 $a(CKB)2670000000370065 035 $a(EBL)3384097 035 $a(SSID)ssj0000939976 035 $a(PQKBManifestationID)11491943 035 $a(PQKBTitleCode)TC0000939976 035 $a(PQKBWorkID)10946815 035 $a(PQKB)10829877 035 $a(Au-PeEL)EBL3384097 035 $a(CaPaEBR)ebr10715012 035 $a(OCoLC)923317960 035 $a(MiAaPQ)EBC3384097 035 $a(FrMaCLE)OB-obp-1605 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/45126 035 $a(PPN)189272198 035 $a(EXLCZ)992670000000370065 100 $a20130614d2012 uy 0 101 0 $aeng 135 $aurmn#|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aDigital humanities pedagogy$b[electronic resource] $epractices, principles and politics /$fedited by Brett D. Hirsch 210 $aCambridge $cOpen Book Publishers$d2012 215 $a1 online resource (xix, 426 pages) $cillustrations; digital, PDF file(s) 311 $a1-909254-25-8 311 $a1-909254-26-6 320 $aIncludes bibliographical references. 327 $a--Introduction --Digital Humanities and the Place of Pedagogy --I. Practices --1. The PhD in Digital Humanities --2. Hands-On Teaching Digital Humanities --3. Teaching Digital Skills in an Archives and Public History Curriculum --4. Digital Humanities and the First-Year Writing Course --5. Teaching Digital Humanities through Digital Cultural Mapping --6. Looking for Whitman: A Multi-Campus Experiment in Digital Pedagogy --7. Acculturation and the Digital Humanities Community --II. Principles --8. Teaching Skills or Teaching Methodology? --9. Programming with Humanists --10. Teaching Computer-Assisted Text Analysis --11. Pedagogical Principles of Digital Historiography --12. Nomadic Archives: Remix and the Drift to Praxis --III. Politics --13. On the Digital Future of the Humanities --14. Opening up Digital Humanities Education --15. Multiliteracies in the Undergraduate Digital Humanities Curriculum --16. Wikipedia, Collaboration, and the Politics of Free Knowledge --Select Bibliography. 330 $aAcademic institutions are starting to recognize the growing public interest in digital humanities research, and there is an increasing demand from students for formal training in its methods. Despite the pressure on practitioners to develop innovative courses, scholarship in this area has tended to focus on research methods, theories and results rather than critical pedagogy and the actual practice of teaching. The essays in this collection offer a timely intervention in digital humanities scholarship, bringing together established and emerging scholars from a variety of humanities disciplines across the world. The first section offers views on the practical realities of teaching digital humanities at undergraduate and graduate levels, presenting case studies and snapshots of the authors' experiences alongside models for future courses and reflections on pedagogical successes and failures. The next section proposes strategies for teaching foundational digital humanities methods across a variety of scholarly disciplines, and the book concludes with wider debates about the place of digital humanities in the academy, from the field's cultural assumptions and social obligations to its political visions. Digital Humanities pedagogy broadens the ways in which both scholars and practitioners can think about this emerging discipline, ensuring its ongoing development, vitality and long-term sustainability. 606 $aHumanities$xStudy and teaching 606 $aEducational technology 610 $adigital humanities 610 $apedagogy 610 $amedia studies 615 0$aHumanities$xStudy and teaching. 615 0$aEducational technology. 676 $a001.30711 700 $aBrett D. Hirsch$4auth$01354806 701 $aHirsch$b Brett D$0801976 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910141558303321 996 $aDigital humanities pedagogy$93358299 997 $aUNINA LEADER 04768nam 2200625 450 001 9910824627003321 005 20230807193031.0 010 $a0-309-36751-4 010 $a0-309-36749-2 035 $a(CKB)3710000000476084 035 $a(EBL)4393780 035 $a(SSID)ssj0001674027 035 $a(PQKBManifestationID)16473473 035 $a(PQKBTitleCode)TC0001674027 035 $a(PQKBWorkID)15010607 035 $a(PQKB)11553903 035 $a(MiAaPQ)EBC4393780 035 $a(EXLCZ)993710000000476084 100 $a20160318h20152015 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aInnovations in design and utilization of measurement systems to promote children's cognitive, affective, and behavioral health $eworkshop summary /$fSteve Olson and Noam I. Keren, rapporteurs ; Forum on Promoting Children's Cognitive, Affective, and Behavioral Health, Board on Children, Youth, and Families 210 1$aWashington, District of Columbia :$cThe National Academies Press,$d2015. 210 4$dİ2015 215 $a1 online resource (106 p.) 300 $aDescription based upon print version of record. 311 $a0-309-36748-4 320 $aIncludes bibliographical references at the end of each chapters. 327 $aFrontMatter; Reviewers; Contents; Figures and Table; Abbreviations and Acronyms; 1 Introduction; 2 Maximizing the Value of National, State, and Local Measurement Systems; 3 Measurement Systems to Assess Individual- and Population-Level Change; 4 Using Quality Measures to Facilitate System Change; 5 Toward Efficient and Sustainable Delivery of Interventions; 6 Breakout Group Discussions; Appendix A: Workshop Agenda; Appendix B: Biographies of Workshop Speakers 330 $a"Many measurement systems to monitor the well-being of children and guide services are implemented across the community, state, and national levels in the United States. While great progress has been made in recent years in developing interventions that have been shown to improve the cognitive, affective, and behavioral health of children, many of these tested and effective interventions have yet to be widely implemented. One potential reason for this lag in implementation is a need to further develop and better utilize measures that gauge the success of evidence-based programs as part of a broad effort to prevent negative outcomes and foster children's health and well-being. To address this issue, the Institute of Medicine Forum on Promoting Children's Cognitive, Affective, and Behavioral Health held a workshop in Washington, DC, on November 5-6, 2014. The workshop featured presentations on the use of data linkage and integration to inform research and practice related to children's cognitive, affective, and behavioral health; the use of quality measures to facilitate system change in health care, classroom, and juvenile justice settings; and tools developed to measure implementation of evidence-based prevention programs at scale to support sustainable program delivery, among other topics. Workshop presenters and participants discussed examples of innovative design and utilization of measurement systems, new approaches to build on existing data systems, and new data systems that could support the cognitive, affective, and behavioral health and well-being of children. This report summarizes the presentation and discussions of the event."--$cPublisher's description. 606 $aChild health services$xStandards$zUnited States 606 $aChildren$xHealth and hygiene$zUnited States 606 $aPublic health$zUnited States$xEvaluation 607 $aUnited States$2fast 615 0$aChild health services$xStandards 615 0$aChildren$xHealth and hygiene 615 0$aPublic health$xEvaluation. 676 $a362.20830973 700 $aOlson$b Steve$f1956-$0488724 702 $aOlsen$b Steven 702 $aKeren$b Noam I. 712 02$aNational Research Council (U.S.).$bForum on Promoting Children's Cognitive, Affective, and Behavioral Health. 712 02$aNational Research Council (U.S.).$bBoard on Children, Youth, and Families. 712 02$aInstitute of Medicine and National Research Council of the National Academies. 712 12$aInnovations in Design and Utilization of Measurement Systems to Promote Children's Cognitive, Affective, and Behavioral Health (Workshop)$f(2014 :$eWashington, D.C.) 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910824627003321 996 $aInnovations in design and utilization of measurement systems to promote children's cognitive, affective, and behavioral health$93980046 997 $aUNINA