The use of digital methods to either ask historical questions or display historical data is growly rapidly.  This course introduces students to the exciting world of digital history, including digital mapping, visualization, digital curation, and some basic programming. These are skills that students will be able to apply to a range of historical problems, and will also be useful in a variety of future careers.  

*If class is in person, please bring your laptop/electronic device to every class*

1. (8/9) Introduction: What is Digital History?

Reading: Watch introductory video and read the various parts of “Concepts in Digital Humanities: https://libguides.lib.cuhk.edu.hk/Intro-DH

Browse:

http://www.digital.ntu.edu.tw/

2. (15/9) What is data? Introduction to EXCEL

Sections 1.1, 1.2,. 1.3, 2.1, 2.2, 3.1, 4.1, 4.3 of Beginning Excel https://openoregon.pressbooks.pub/beginningexcel/front-matter/introduction/

3. (22/9) Visualization with Tableau I [decide topic for final project]

Reading: Do Tableau tutorials: https://public.tableau.com/app/resources/learn  

Students might also want to browse https://youtu.be/-KfpkyTrrtc

4. (29/9) Visualization with Tableau II [create sub-groups]

MEET IN DIGITAL SCHOLARSHIP LAB

Reading:  Become a Tableau Jedi https://www.youtube.com/watch?v=d22A4XVoUEs; browse: https://gephi.org/users/tutorial-visualization/ . 

5. (6/10) Text Mining with Voyant I

Reading: https://medium.com/dh-tools-for-beginners/voyant-tools-2-0-less-common-tools-for-text-analysis-a922cfcd85cb ; OCR for Neo-Latin.

6. (13/10) Text Mining with Voyant II

Learn all major voyant tools: https://voyant-tools.org/docs/#!/guide/tools

7. (20/10) Creating a Web Presence

WordPress.org (not .com) 

Reading https://wordpress.org/support/ “Basic usage & Customizing”

8. (27/10) Digital Mapping with QGIS I

Reading: explore the following resources: Google MyMaps https://www.google.com/maps/d/, Timeline https://knightlab.northwestern.edu/ .  Do QGIS Lessons 2.1-2.2 https://docs.qgis.org/3.10/en/docs/training_manual/index.html

9. (3/11) Digital Mapping with QGIS II

Reading: QGIS Lessons 2.3-2.4 https://docs.qgis.org/3.10/en/docs/training_manual/index.html ;

10. (10/11) 3-D Modelling I

Register for SketchUp Free (www.app.sketchup.com) and watch tutorial: https://www.youtube.com/watch?v=I_bJPNnO3HQ ; study https://research.reading.ac.uk/virtualrome/

11. (17/11) 3-D Modelling II

Watch: https://www.youtube.com/watch?v=nb5SpjKy44s ; Do free trial of Kubity Go https://pro.kubity.com/

12. (24/11) Video Creation (Openshot)

Reading: Openshot tutorial: http://www.openshot.org/static/files/user-guide/introduction.html

Teaching Evaluation at start of class.

13. (1/12) Reflections & Final Project Troubleshooting

10% Attendance and Participation in Lecture

Students are expected to attend and contribute to lectures. Students are also expected to do the set reading ahead of class and do any set homework exercises.  Although students will become expert in only one or two digital methods, they must learn the rudiments of all the methods covered. 

N.B. Students will also be expected to attend at least three meetings of the digital humanities seminar (advertised on the Faculty of Arts website), as well as office hours on at least one occasion.

10% Weekly Response Paper

10x 200-word response papers for weeks 2-12.  These should answer the question: “How is this week’s tool(s) useful for creating or disseminating historical insights?”  Please answer with reference to the specific skills you have learned from doing the tutorials. Post on Blackboard forum.  Due by Thursday 9am each week (absolute deadline). 

30% Discussion in tutorial (7.5% each tutorial)

In each of the tutorials, each of the subgroups will collectively present their ideas/progress (in the form of a PowerPoint with relevant data/visualizations/etc.) and seek feedback from other students.   Each tutorial will be devoted to a different stage of project management: planning, build-up, implementation, closeout. 

50% Final Group Project

Students will complete a coherent group project on one of four topics of their collective choice (Africa and China from antiquity to the present; rare books about China in the CUHK Library, history of Macau, pandemics in Asian history, western books in CUHK library [if in person]).  Depending on numbers, students will be divided into small groups, each responsible for a different element, e.g. data/visualizations, maps, app, video, website (+overall coordination), programming component (if someone particularly wants to learn this), etc. Students should communicate regularly and I suggest you set up a Whatsapp group for this purpose.  Each group will keep a project diary (also called learning log) of which methods they learned, how many times/how long they communicated, collaborated, how they organized their time/effort/etc.   Grade will be based on both the collaboration/teamwork process (20% based on learning log) and the final product (30% based on the project). 

Due date December 9, 5pm.

Readings

The Programming Historian (https://programminghistorian.org/en/)

Grade Descriptors

请注意大学有关学术著作诚信的政策和规则，及适用于犯规事例的纪律指引和程序。详情可浏览此处。

学生递交作业时，必须连同已签署的声明一并提交，表示他们知道有关政策、规则、指引及程序。

• 如属小组习作，则所有组员均须签署声明；所有组员 (不论有否签署声明及不论有否直接或间接撰写有问题的内容) 均须负上集体责任及受到惩处。
• 如作业以电脑制作、内容以文字为主，并经由大学「维诚」系统 (VeriGuide) 提交者，学生将作业的电子档案上载到系统后，便会获得收据，收据上已列明有关声明。
• 学生充分知悉到他们的作业可能会被人工智能内容检测软件审查，以确定其原创性。
• 学生充分知悉科目中采用人工智能工具的做法。在经允许下使用某些人工智能工具的情况下，学生已按照科目老师的指示明确注明出处和引文。

未有夹附签署妥当的声明的作业，老师将不予批阅。

学生只须提交作业的最终版本。

学生将作业或作业的一部份用于超过一个用途 (例如：同时符合两科的要求) 而没有作出声明会被视为未有声明重复使用作业。 学生重复使用其著作的措辞或某一、二句句子很常见，并可以接受，惟重复使用全部内容则构成问题。在任何情况下，须先获得相关老师同意方可提交作业。

由大学职员/老师制作的教学材料，包括课堂笔记、作业及考试题目等，其版权属香港中文大学拥有；学生可从大学采用的网上教学系统 (例如Blackboard) 下载由大学职员/老师制作的教学材料供其学习使用；惟未经相关职员/老师事先同意下，不得分发/分享/复制这些材料予第三者。