Tracy, D.G. Archives - The Feminist Pedagogy Project

Author(s):

Date:

2017

Publication:

digital humanities quarterly

Citation:

Tracy, D.G.; Massa Hoiem, E. (2017). Scaffolding and Play Approaches to Digital Humanities Pedagogy: Assessment and Iteration in Topically-Driven Courses. digital humanities quarterly. https://dhq.digitalhumanities.org/vol/11/4/000358/000358.html

Section on webpage:

Active Learning and Student Engagement

Tenets:

Promoting reflexivity. Promoting cooperative learning. Considering alternative histories and narratives. Examining the “why” in addition to the “what”.

Annotation:

This article talks about appropiate ways to include “scaffolding” and “play” in assesing students’ work, and how assesments not only help evaluate but also reflect on the work that has been done.

Author(s):	Tracy, D.G. Massa Hoiem, E.
Date:	2017
Publication:	digital humanities quarterly
Citation:	Tracy, D.G.; Massa Hoiem, E. (2017). Scaffolding and Play Approaches to Digital Humanities Pedagogy: Assessment and Iteration in Topically-Driven Courses. digital humanities quarterly. https://dhq.digitalhumanities.org/vol/11/4/000358/000358.html

Section on webpage:	Active Learning and Student Engagement
Tenets:	Promoting reflexivity. Promoting cooperative learning. Considering alternative histories and narratives. Examining the “why” in addition to the “what”.
Annotation:	This article talks about appropiate ways to include “scaffolding” and “play” in assesing students’ work, and how assesments not only help evaluate but also reflect on the work that has been done.

Author: Tracy, D.G.

Scaffolding and Play Approaches to Digital Humanities Pedagogy: Assessment and Iteration in Topically-Driven Courses