Lesson Structure:

Based on the course outcomes, this lesson can be used in any course that asks students to analyze a dataset for potential avenues of research and storytelling. In Data-1010, this lesson could be facilitated in week 6 or 7 based on the current topic list.

This lesson would be the first 50-minute session in a three-part workshop.

First Session: Lecture: Theory and Methods, Review the Dataset, Activity #1: Finding Questions
Second Session: Lecture: Storyline, Activity #2: Clean the Dataset
Third Session: Activity #3: Create a Storyline, Review.

Lesson Goals:
The goal of this lesson is that students can use visualization not just as an end product but as a strategy for brainstorming and annotating while preparing to conduct research.

This lesson focuses on constructing finding questions around a dataset to create avenues for preliminary research that will lead to deeper analysis and present compelling narratives/stories using data. This lesson illustrates a process for contextualizing data with secondary research as an important aspect of working with data.

I model humanities-based research practices while approaching data analysis to reach interdisciplinary audiences to make data more accessible for students who do not have confidence in their math abilities and at the same time introduce important humanities-based inquiry practices for all students. My goal is for students to connect data literacy with their existing knowledge, their field of study/ interests and participate in the knowledge production process.

Lesson Materials:

Why this Lesson:

I have taught variations of this lesson in my TIDES courses and for invited workshops in the Newcomb Scholars Program and upper-level social science courses. This lesson prepares students to think about what questions they need to answer to analyze data. In the past, I have used this activity with a concept map from the Lucid Chart tool because it allows for more versatility for multidisciplinary cohorts using different types of primary sources (data, documents, media).

For this 50-minute demonstration, I decided to exchange a concept map for the open-source Knight’s Lab Storyline visualization tool because Data Hub students will mostly be working with datasets. Storyline limits the scope of datasets to those that have dates and quantitative figures. After this demonstration, I plan to adapt my workshop lesson plan so that students have a choice of creating various brainstorming visualizations such as storylines, concept map, and other visualizations that allow for students to annotate different types of datasets and primary sources.

Accessibility

Accommodations will be made while implementing this lesson based on the needs of the students as outlined in individual accommodations provided by the Goldman Center for Student Accessibility. Accommodations could include but are not limited to extra time to complete assignments, recording the session, transcripts for videos, and written materials in alternative formats.

This course was designed using open-source tools to maximize accessibility. All students are encouraged to reach out to the instructor for guidance if they think that they will not be able to complete any portion of the lesson.

Google accounts will be provided for students who do not have access to an account. Those without access to a computer can submit their visualization on paper or suggest an alternative option. This method will also be used if the tool breaks.

Google Account:
digitahumanitieswork@gmail.com
DHTulane!

Adjustments for class size and hybridity

Regardless of class size, we would collaborate in pairs or groups to come up with our finding questions. I would, however, adjust the steps of the lessons based on the number of groups and size of the class:

For this demonstration and smaller classes, we will most likely review the entire unit one class group because of the size of the class. This strategy has worked well in the past for smaller summer courses that I have taught (6 people).
For hybrid classes with a zoom option, I would place students on zoom in breakout rooms so that they could collaborate in real-time.
For large class sizes (30-50 people), I would give us more time to complete this activity. I would lead the class through the activity during our synchronous session, while they brainstormed in pairs to create their finding questions. For larger classes, I would assume that the end product might not be as robust during this first round. Therefore, I would provide more time and emphasis on collaboration during synchronous and asynchronous peer review sessions by leveraging the discussion forums, and adding more guided questions. Based on that collaborative feedback, students would be asked to reupload their spreadsheets into Storyline or add to their concept map as an activity/participation product.

What I bring to the classroom:

I have experience as a First Generation (low-income) college student. I bring empathy from experience for those students who are not prepared for the topics covered in this class and intentional strategies to help make data accessible for those who struggle.
I am a trained Historian who works with data in teaching and research. I often teach critical reading, thinking, and research strategies along with digital literacy to help students collect, manage, and present data for their own research.
I teach courses about Surveillance, Data, and Society and Contagious Surveillance and the impact of data on race and gender.
I specialize in digital humanities, instructional technology, and feminist pedagogy. I care about being intentional in the use of technical tools and building digital literacy while also building communities of care in the classroom. I provide documentation, support, choice, and time for students to work with technology and data.
I started working in online education in 2008 and began online teaching in 2012. Even though this position is not online, I have found that my online teaching experience has helped me incorporate active learning techniques in large classes by leveraging the LMS during synchronous and asynchronous activities (ex: peer review).
In the past, I have taught large undergraduate classes (35-40 people) using active learning techniques. It may take more time and effort but it is more engaging and meaningful.