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Thus far this semester, I have exchanged precisely 0 pieces of paper with my students. Additionally, I have exchanged exactly 0 MSWord documents. (Oddly, the latter has been far more difficult than the former to maintain!) This session will discuss a variety of tools for classroom planning, class prep, “handouts,” readings, discussions, and all of the work of teaching in a paper-free way. I’m not imagining a hardware intensive discussion (e.g. if we all have ipads we can do…). Some specifics I can talk about include: WordPress in the classroom, Scrivener as a class planning and archiving tool, and using Wordle for really a wacky number of things. As a mac user on a PC campus, I can also speak to some of the cross-platform pitfalls. I’m also excited to hear discussion of others’ classroom, class planning, and teaching techniques.

Interestingly, not long after I posted this, I saw this article. Perhaps we can discuss the ethical and class issues around assuming access to the technology required to be paperless as well!

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The problem: Today’s students, despite their reputation for technological savvy, still need to be taught how to conduct research.  The increasing amount of digital material available makes research easier in many ways, but it can also complicate matters — particularly in terms of “information overload.”  Rob Widell and I propose a discussion around strategies for introducing students to research in a digital world.

Our first step toward a solution: We are in the process of collaborating on a LibGuide for students engaged in historical research using primary sources.  In doing so, we have encountered a number of questions that we suspect are common to scholars teaching humanities, and we propose an open discussion of ideas around those questions.

• Have you encountered something similar regarding student research? If so, what have you done?
• How do you get students past reliance on basic Google?
• How are students actually working/getting research skills/collaborating online?
• What is the best way to get students to understand that there can be many silos of information and that sometimes good research can require investigation of many of these silos?

Our project is very much in progress, so we’re interested in discussion of the broad ideas as well as the smaller details.

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Since I’ve begun teaching, I’ve become mildly obsessed with buying anthologies of primary sources. Until I had to get up in front of a classroom, I didn’t realize how difficult it was to select and make available primary sources to teach students with. A good anthology of sources has done more to advance the world’s knowledge than many a monograph.

But print anthologies have their flaws. First, no anthology has all the sources you need; you’ve got to pick and choose from them all. Second, they are expensive—no small issue for students. Third, many of them are out of print. Of course, there are some great anthologies of primary sources on the web: for example, History Matters and Do History. And of course, more and more there are large archives of primary sources online, like American Memory. But it seems to me that a useful tool for teachers would be a way of building your own anthology of sources for teaching.

Enter Omeka.

If you’re not familiar with it, “Omeka is a next generation web publishing platform for collections-based research of all kinds, one that bridges the scholarly, library, and museum worlds through a set of commonly recognized standards. In doing so, Omeka puts serious web publishing within reach of all scholars and cultural heritage professionals.” The self-hosted version of Omeka is easy enough to use, if you have some basic skills at installing and running web apps. But even better, the recently announced Omeka.net offers a hosted service that will make the software even easier to use.

In this session, I’d like to talk about the possibilities of using Omeka to create an anthology of primary sources for teaching. Specifically, these are the topics we might discuss:

• What would an Omeka anthology of sources look like? How would it be organized?
• What might be the best practices in creating an Omeka anthology?
• What are the copyright issues involved in creating an anthology? Does it make a difference if the anthology is publicly available, or available only to students in a given class?
• Can teachers roll their own Omeka anthologies, especially with Omeka.net, or should educational technologists get involved?
• What can Omeka offer that printed and bound anthologies cannot? I’m thinking here of capabilities like geo-tagging primary sources, as well as including media like audio, photos, and video that print cannot.

Most of all, let’s get our hands dirty and actually start using Omeka! I’ll have a self-hosted Omeka installation to use as a sandbox, and it’s easy to sign up for an Omeka.net account. In the words of Dave Lester, we need “more hack, less yack.”

If you’re interested in this session and want to think about it in advance, you might take a look at some of the fine Omeka sites that are already on the web. Two that I think are particularly good models of sites that are useful for teaching are Making the History of 1989 and The Object of History. You can see other examples at the Omeka showcase and at this wiki list of Omeka sites.

One last thing: if we have time, we might also discuss how to use Omeka as a repository of sources for research. Looking towards my future dissertation, I’ve set up an Omeka installation to collect the conversion narratives that I plan to study. (My Omeka archive is almost completely empty now, but here is the shell.) Can we use Omeka to promote transparency in research? If being an active researcher makes for better teaching—one of the assumptions of our research universities—then can making our sources available in Omeka make us better teachers?