Instructors wishing to utilize digital technologies in undergraduate classrooms to address humanities research questions may face a number of challenges. These include identifying appropriate digital methods; learning and supporting digital technologies; integrating the digital and subject area components; or designing scalable learning outcomes. In the Wired! Lab for Digital Art History & Visual Culture at Duke University, we have developed a pedagogical structure that combines collaborative teaching with project-based, digitally-informed learning experiences. The essay that follows examines the capacity we have built through the example of an art history survey course that utilized the interactive qualitative visualization tool Neatline.
"Collaborative Teaching and Digital Visualization in an Art History Classroom,"
VRA Bulletin: Vol. 43
, Article 4.
Available at: http://online.vraweb.org/vrab/vol43/iss2/4