Collaborative Teaching and Digital Visualization in an Art History Classroom

  • Hannah Jacobs Duke University
Keywords: digital pedagogy, collaboration, visualization, digital humanities, digital art history


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.

Author Biography

Hannah Jacobs, Duke University

Hannah Jacobs provides instruction and conducts research in digital concepts and tools for Wired! courses and projects. She leads tutorials and workshops, collaborates with faculty to develop and implement digital humanities projects in the classroom, consults on faculty research, offers advising on digital tools for undergraduate and Master’s student theses, provides technical support for lab projects, and liaises with other digital humanities staff at Duke. Hannah holds an M.A. in Digital Humanities from King’s College London (2013) and a B.A. in English/Theatre from Warren Wilson College (2011). She volunteers as the Communications Officer for the Alliance of Digital Humanities Organizations. She is interested in potentials of visual interactive storytelling for scholarly communications, public outreach, and education.