<h1 id="assessment-overview"><a aria-hidden="true" tabindex="-1" href="#assessment-overview"><span class="icon icon-link"></span></a>Assessment Overview:</h1>
<p>According to section 2 of FASS Undergraduate Teaching Regulations and Procedures, this course outline constitutes a contract between you the student, and me, the professor. However, the word ‘syllabus’ (aka, the course outline), it seems is based on a misreading of a misprint of the greek word ‘sittybis’, meaning a <strong>table of contents</strong>. A table of contents is not a contract. Nevertheless, let us have a contract thus:</p>
<div><blockquote class="callout" style="border-left-color:#448aff;">
<div class="callout-title note" style="background-color: #448aff1a;"><span style="color:#448aff" class="callout-icon"><svg xmlns="http://www.w3.org/2000/svg" width="16" height="16" viewBox="0 0 24 24" fill="none" stroke="currentColor" stroke-width="2" stroke-linecap="round" stroke-linejoin="round" class="lucide-pencil"><line x1="18" y1="2" x2="22" y2="6"></line><path d="M7.5 20.5 19 9l-4-4L3.5 16.5 2 22z"></path></svg></span><strong><p>Contract</p></strong></div>
<div class="callout-content" style=""><p>I, Professor Coleman, agree to undertake to the best of my abilities, the task of challenging, guiding, and fostering in you, a deeper appreciation, awareness, and understanding for the ideas discussed in this class. You, for your part, agree to undertake the necessary intellectual work to meet me halfway, bringing your best abilities to bear, endeavouring to be receptive and prepared for all course-related activities. Together, we agree to create a community of learning, generosity and practice, such that true learning may occur.</p></div>
</blockquote></div>
<h2 id="how-it-works"><a aria-hidden="true" tabindex="-1" href="#how-it-works"><span class="icon icon-link"></span></a>How it Works:</h2>
<p><strong>There are no midterms or final exams, but the class has a lot of moving parts.</strong><br>
Each week, there are tasks for you to attempt. Sometimes there is a choice of which tasks to do; in those cases, <strong>I’m not looking for the number of these that you complete, but that you push yourself out of your comfort level</strong>.</p>
<p>What’s more, it’s OK if something doesn’t work ‘perfectly.’ The reflection on the process, both your successes and failures, is the crucial component. Weekly reflections must be completed and logged by <strong>Sunday evening, 11:59 pm</strong>, of the relevant week into your Obsidian Vault. Prof. Coleman will provide ungraded feedback via email. Use this feedback to inform your work and two Consolidation reflections and 'Exit Ticket'. At the end of each module, you will prepare a Consolidation reflection that will be graded with 'Exit Ticket' replacing module three's consolidation reflection.. <strong>Late work can be accepted only through arrangement with Prof. Coleman.</strong> I will return feedback to you within three days with a short note giving you my perspective on what you’ve done (using the lens of the learning outcomes), and offering advice.</p>
<div><blockquote class="callout" style="border-left-color:undefined;">
<div class="callout-title warning" style="background-color: undefined1a;"><span style="color:undefined" class="callout-icon"></span><strong><p>WARNING.</p></strong></div>
<div class="callout-content" style=""><p>Do not attempt to speed run this course. By 'speed run', I mean you leave it until the end and try to do all of the work in one intense session. Work done in that fashion cannot, by virtue of it all being dumped in my lap at the end of the course, take into account feedback, peer collaboration, or any meaningful engagement with the materials. <strong>Furthermore, this is unfair to your peers with whom you will collaborate and work.</strong> Thus, work done in this fashion cannot meet the course's learning goals, with negative implications for your grade. Do not do this.</p></div>
</blockquote></div>
<h2 id="course-evaluation-and-grading-schema"><a aria-hidden="true" tabindex="-1" href="#course-evaluation-and-grading-schema"><span class="icon icon-link"></span></a><strong>Course Evaluation and Grading Schema</strong></h2>
<p>Your final grade in this course is a reflection of your sustained engagement with the material, your critical reflections on your learning process, and the final body of research you produce. The evaluation is designed to assess not just the final product, but the intellectual journey taken to get there. You contribute to this assessment with your <code>exit ticket</code> and propose a grade. That said, I must provide you with grades on your work as per university policy <a href="https://calendar.carleton.ca/undergrad/regulations/academicregulationsoftheuniversity/grading/">Grading &#x3C; Carleton University</a>. Below is the proposed grading schema for the course. That said, semesters are extremely busy, and sometimes certain aspects of your work do not receive the attention you want to give them, or one particular module of the course gave you a difficult time. This is why we have a '<a href="/Crafting%20Digital%20History/4.%20Assessment/6%20Exit%20Ticket" title="6 Exit Ticket">6 Exit Ticket</a>'.</p>
<h3 id="grading"><a aria-hidden="true" tabindex="-1" href="#grading"><span class="icon icon-link"></span></a>Grading:</h3>
<p><strong>I reserve the right to adjust those percentages to take into account the particular circumstances of the student.</strong></p>
<p><strong>1. Final Project Proposal (10%)</strong></p>
<ul>
<li><strong>Due:</strong> Sept. 21st, 11:59 pm.</li>
<li><strong>Format:</strong> A 250- 500 word max written document in your vault and submitted as a PDF.</li>
<li>See <a href="/Crafting%20Digital%20History/4.%20Assessment/1%20Historical%20Topic%20and%20Proposal" title="1 Historical Topic and Proposal">1 Historical Topic and Proposal</a></li>
</ul>
<p><strong>2. Module 1 Consolidation Reflection (30%)</strong></p>
<ul>
<li><strong>Due:</strong> Oct. 5th, 11:59 pm.</li>
<li><strong>Format:</strong> A 500-750 word formal reflection paper, written in your vault, exported using pandoc plugin and submitted as a PDF.</li>
<li>See <a href="/Crafting%20Digital%20History/4.%20Assessment/3%20Consolidation%20Reflection" title="3 Consolidation Reflection">3 Consolidation Reflection</a></li>
</ul>
<p><strong>3. Module 2 Consolidation Reflection (30%)</strong></p>
<ul>
<li><strong>Due:</strong> Nov. 9th, 11:59pm</li>
<li><strong>Format:</strong> A 500-750 word formal reflection paper, written in your vault and submitted as a PDF.</li>
<li>See <a href="/Crafting%20Digital%20History/4.%20Assessment/3%20Consolidation%20Reflection" title="3 Consolidation Reflection">3 Consolidation Reflection</a></li>
</ul>
<p><strong>4. Final Project: Open-Access Notebook &#x26; Exit Ticket (30%)</strong></p>
<ul>
<li><strong>Due:</strong> Dec. 7th, 11:59 pm</li>
<li><strong>Format:</strong> A bundled submission including a <code>.zip</code> file of your complete Obsidian vault and a live URL to your published Open-Access Notebook. Your 'Exit Ticket' is to be exported from your vault into PDF format and submitted here <a href=""></a></li>
<li>See <a href="/Crafting%20Digital%20History/4.%20Assessment/6%20Exit%20Ticket" title="6 Exit Ticket">6 Exit Ticket</a></li>
</ul>
<hr>
<h2 id="how-i-assess-your-work"><a aria-hidden="true" tabindex="-1" href="#how-i-assess-your-work"><span class="icon icon-link"></span></a>How I Assess Your Work</h2>
<p><strong>The five points below will form the base of how I assess your work.</strong> They address your <em>analytical ability</em>, your engagement with <em>methodology</em>, <em>collaboration</em>, <em>argumentation</em>, and <em>professionalization</em>.</p>
<div><blockquote class="blockquote">
<ol>
<li>Situate the emergence and evolution of digital history and archaeology within the historiography of each discipline more broadly (<em>analytical ability, argumentation</em>)</li>
<li>Implement and contribute to a digital history or archaeology for public reception (<em>methodology, collaboration, professionalization</em>)</li>
<li>Investigate data, material culture, and primary sources, using the methods/techniques/perspectives of digital history, archaeology and digital humanities (<em>analytical ability, methodology, collaboration, professionalization</em>)</li>
<li>Develop online experiences that communicate the results of these investigations as an act of public digital history and archaeology (<em>collaboration, professionalization, argumentation</em>)</li>
<li>Given that this is an asynchronous online course, another outcome will be your ability to conduct such research independently. However, no one operates in a vacuum; digital historians and archaeologists collaborate to troubleshoot or develop technologies, and through open practices of data sharing and reuse, learn to build upon each other’s work in a collaborative fashion. (<em>collaboration, professionalization, methodology</em>)</li>
</ol>
</blockquote></div>
<p>Assessment will be along the spectrum “unsatisfactory - satisfactory - exceptional”. Numerically, this translates as.</p>





















































<table><thead><tr><th>Learning Outcome</th><th>A</th><th>B</th><th>C</th><th>D</th><th>eg. Jo Q Student</th></tr></thead><tbody><tr><td>1. analytical ability</td><td>-</td><td>-</td><td>-</td><td>-</td><td>X</td></tr><tr><td>2. methodology</td><td>-</td><td>-</td><td>-</td><td>-</td><td>-</td></tr><tr><td>3. collaboration</td><td>-</td><td>-</td><td>-</td><td>-</td><td>X</td></tr><tr><td>4. argumentation</td><td>-</td><td>-</td><td>-</td><td>-</td><td>X</td></tr><tr><td>5. professionalization</td><td>-</td><td>-</td><td>-</td><td>-</td><td>-</td></tr></tbody></table>
<p>...5/5 would be an A, 4/5 would be a B, 3/5 would be a C, 2/5 a D.</p>
<ul>
<li>unsatisfactory: 0-2 points (ie, F-D range)</li>
<li>satisfactory: 3-4 points (ie, C-B range)</li>
<li>exceptional: 5 points (ie, A-A+ range)</li>
</ul>
<h2 id="engagement"><a aria-hidden="true" tabindex="-1" href="#engagement"><span class="icon icon-link"></span></a>Engagement</h2>
<p>I’m not grading ‘participation’. Instead, I’m recommending that you come to the virtual class <strong>engaged</strong>. Let’s understand ‘engagement’ to mean things like -</p>
<ul>
<li>You’ve read and thought about the readings</li>
<li>If we meet virtually, you’ve put your phone away, you’ve turned off notifications while we meet</li>
<li>You listen actively to your comrades when they speak/type/chat in Discord (you <strong>hear</strong> them, including what <em>isn’t</em> said, rather than use the time to think up what <em>you’ll</em> say)</li>
<li>You refer to specific examples from the readings, the discussions</li>
<li>You make connections between what you hear, read, say, and do</li>
<li><strong>You practice <a href="https://kfitz.info/generous-thinking-introduction/">scholarly generosity</a></strong></li>
</ul>
<p>Engagement isn’t graded, either. If you’re engaged, it’ll show up in your other work. If you’re not, that’ll show up too. Your move.</p>
<h2 id="late-penalties-and-when-life-intervenes"><a aria-hidden="true" tabindex="-1" href="#late-penalties-and-when-life-intervenes"><span class="icon icon-link"></span></a>Late Penalties and When Life Intervenes</h2>
<div><blockquote class="callout" style="border-left-color:undefined;">
<div class="callout-title error" style="background-color: undefined1a;"><span style="color:undefined" class="callout-icon"></span><strong><p>BEWARE</p></strong></div>
<div class="callout-content" style=""><p><strong>Assignments submitted late will receive a 2% penalty per day up to 7 days, in which case the student will receive a zero. However, there’s nothing we can’t roll within this class, but I can’t help you if I don’t know you need help; breathing space, some direction, or extra time due to personal reasons. When something comes up, just let me know. You don’t have to share the details with me. It is enough for me to know that something has intervened. I trust you. When something comes up and this course has to move to the back burner, contact me, and we can figure out something else to do or something else that will help you be successful here.</strong></p></div>
</blockquote></div>
<hr>
<h2 id="real-names-policy"><a aria-hidden="true" tabindex="-1" href="#real-names-policy"><span class="icon icon-link"></span></a>Real Names Policy</h2>
<p>You do not need to use your real name or identity on any public-facing work that you do in this course. Nor do you need to explain to me why you wish to use a pseudonym. <strong>It is sufficient that you send an email to me with the following message: ‘I would like to use the following username in all public-facing work: xxxxxxxx’…where xxxxx is the name you have selected.</strong> No questions asked. For safety’s sake, if you decide to use a pseudonym, do not use one that you have used on any other website or social media platform.</p>
<hr>

Welcome

1. Course Description

2. Learning Outcomes

3. Course Schedule

4. Evaluation

5. Course Communications

6. Common Regulations

6. Contact the Professor

how the course tech is built; how the course came to be

7. Colophon

8. Reuse

Orientation and Digital Setup

Week 1

Personal Knowledge Management and Linked Thinking

Week 2

Thinking about the “Craft” of Digital History

Week 3

Crusading into the Digital Age of LLMs

Week 4

Consolidation & Check-In Week

Week 5

Digital Excavation

Week 6

Defining Data, 'Dark' Data, & Identifiers

Week 7

Fall Break

Week 8

Seeing the Past?

Week 9

Week 10

Authority and Positionality in Your Digital Research

Week 11

Publicly Crafting a Historical Argument

Week 12

Open-Access Notebook Workshop

Week 13

Exit Ticket

Week 14

1 Setting up your vault

2 Create your first note

3 Templater Plugiin

4 What Goes into a Note?

5 Properties

Hypothesis

The Simplest Online Memex Worfklow

How To Read An Academic Article

FAQ for Common Tech Issues

Where to Find help

Text Formatting

Introduction to your vault

index note

Atomic Note

Literature Note

Process Note

Weekly Journal

Topic Proposal

Weekly Work & Tasks

Consolidation Reflection

Open Access Notebook/Memex

Benchmarking Your Memex

Exit Ticket/Final Project

1 Welcome to Crafting Digital History Transcript

2 Obsidian User Interface (UI) Guide

3 Templater and Hotkeys Setup

4 How to use PDF++

5 Canvas Core Plugin Introductory Tutorial

6 Hypothes.is and Annotating the Web

7 Omnisearch Plugin for Obsidian

8 How to Use Process Notes for Digital Research Projects in Obsidian

9 Properties, Identifiers and Data Management with Obsidian Core Plugin Bases

1 Welcome to Crafting Digital History

2 Some Logistical Updates

3 Welcome to Week Two

4 What is Digital History?

5 Crusading into the Digital Age of LLMs

6 Week Four Exercise Example

7 Using Obsidian for Digital History Research and Note-Making

8 Reflection Feedback Update and Hypothes.is

9 Week Five Update

10 Consolidation Reflection Submission

11 Module Two Wrangling and Critiquing

12 Week 7 Update

13 Week 9 Welcome Back

14 Consolidation Week Number 2

1. Course Overview

Module 1 Contextualizing

Module 2 Wrangling & Critiquing

Module 3 Arguing & Communicating

2. Schedule

01  memex help

8. Course Files

3. Tutorials

4. Assessment

5. VideoTutorials

Crafting Digital History

News