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Assignment details:
- Using a template, each student will encode a single short scene from a drama.
- By the end of the class session, each student will have a valid TEI file
- Slightly more ambitious: each student will view their completed TEI file using a CSS
stylesheet
- Slightly more ambitious: all of the encoded samples will be gathered at the end of
class for review as a group
Questions for us to consider:
- What is our pedagogical goal in designing such an exercise?
- What will go wrong in the first five minutes? How can we fix it?
- How would using/not using a schema and/or template change this assignment?
- What kinds of student questions can we anticipate during the class session?
- What kinds of class discussion might be useful following this exercise?
- How could an assignment like this fit into the overall plan for a course? What functions
could it serve?
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(Have google doc for notes open beside the slide, appoint a scribe)
Let’s walk through a couple of assignments together as if they were case studies.
This first assignment is a simple and fairly standard in-class encoding exercise
Assignment details:
- Using a template, each student will encode a single short scene from a drama.
- By the end of the class session, each student will have a valid TEI file and will
have some basic familiarity with simple TEI encoding
- Slightly more ambitious: each student will view their completed TEI file using a CSS
stylesheet
- Slightly more ambitious: all of the encoded samples will be gathered at the end of
class for review as a group
Let’s step through the process we could follow in class:
- Block out the major segments of the class and budget time for each one
- How do we set things up?
- What materials do the students need in front of them when they begin? How will they
get these materials?
- What do we explain, how do we launch the activity?
Next, let’s take these questions one at a time...First, what is our pedagogical goal
in designing such an exercise? (this may affect how we answer some of the other questions).
Is this an assignment that might lend itself to a small-group approach?
Let’s walk through the practicalities of the assignment:
- What will go wrong in the first five minutes? How can we fix it?
- How would using/not using a schema and/or template change this assignment?
- What kinds of student questions can we anticipate during the class session?
- What kinds of class discussion might be useful following this exercise?
- How could an assignment like this fit into the overall plan for a course? What functions
could it serve?
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Assignment details:
- Using a template, each student will encode a manuscript letter from an archival collection
being digitized by the class
- Each student will write and encode a set of annotations for his/her document
- Each student will create personography and placeography records for any people and
places mentioned in the document
- Each student’s encoded materials will be uploaded into an XML publishing system that
has been set up by the library
Questions for us to consider:
- What will go wrong right away?
- What kinds of encoding make sense here? How much encoding detail would we aim for?
How much metadata if any?
- How would using/not using a schema and/or template change this assignment?
- What level of consistency in the encoding would be desirable and why? How can we encourage
or enforce it?
- What kinds of class discussion might be useful during or after this assignment?
- How could an assignment like this fit into the overall plan for a course? What functions
could it serve?
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Here’s another assignment, somewhat more advanced: a homework assignment in which
students will independently encode a document, including annotations and contextual
information, and then the assignments will be aggregated together in an XML publishing
system (let’s assume that someone has kindly set up something like this for us) so
that the students can see the results of their work in a real-world environment.
Assignment details:
- Using a template, each student will encode a manuscript letter from an archival collection
being digitized by the class
- Each student will write and encode a set of annotations for his/her document
- Each student will create personography and placeography records for any people and
places mentioned in the document
- Each student’s encoded materials will be uploaded into an XML publishing system that
has been set up by the library
So again, let’s step through the assignment and imagine how a student will approach
it:
- What materials do the students need in order to complete this project? How will they
get these materials?
- What information do they need in order to get started? How do we explain the assignment?
- What should the student do first? How do they know where to start?
- How do they know when they’re done?
- What do they hand in and how?
And again, let’s take these questions one at a time and start by asking about the
pedagogical goals of the assignment...
- What will go wrong right away?
- What kinds of encoding make sense here? How much encoding detail would we aim for?
How much metadata if any?
- How would using/not using a schema and/or template change this assignment?
- What level of consistency in the encoding would be desirable and why? How can we encourage
or enforce it?
- What kinds of class discussion might be useful during or after this assignment?
- How could an assignment like this fit into the overall plan for a course? What functions
could it serve?
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