Tag: XML-TEI

Active Learning in the Online Classroom

Natalie Berkman

With the arrival of the pandemic, my day job as the Academic Manager at SAE Institute Paris has essentially transformed into one of my part-time jobs, online teaching. While I’ve already posted about the administrative side of this shift a few weeks ago (feel free to read it here), I figured that another post about actual pedagogical strategies might be helpful to all the other teachers out there who might have to stay online in the fall and would like to prepare new types of classes that are designed specifically for the online classroom. Since I’m most familiar with Zoom, I will structure this post as a series of lists, each one corresponding to one of Zoom’s many functionalities. While not by any means exhaustive, I hope these tips and tricks that have been very useful in my online classroom will help others!

Share Screen

Just like in a traditional classroom, it is often helpful to mix it up. With Zoom, you can share your traditional PowerPoint, for sure, but you can also share videos (be sure to click “share computer sound” first!), websites, different software, and more. In certain types of classrooms, sharing something particularly interactive (even if you didn’t have to prepare it in advance) can be far more beneficial for the students. Indeed, unlike a traditional classroom (unless you’re in a computer lab or allow your students to bring their computers), in the Zoom classroom, students can have the software or website open themselves and practice themselves. For instance, in my work with ViaX, I teach students text encoding in XML-TEI using the software Oxygen. Opening Oxygen in the class and having students help me (either orally or in the chat) tag a document is much better than showing them what encoding looks like on a PowerPoint slide or having them try to do it without the appropriate tools. At SAE, teachers have been incorporating a wide range of software and media into their online classrooms, which has been essential to continuing the students’ creative media education.

Annotations

Let’s say you don’t have any interactive software or websites that you could do with your students based on your specific subject matter. For instance, I’ve been teaching academic writing to video games students at SAE for the past few months, and Microsoft Word isn’t a particularly exciting or interesting software to use in class. In this case, a traditional PowerPoint can absolutely be the backbone of your course, just as you would use one in a traditional classroom. That said, to encourage students to participate more, there are certain ways that you can design your PowerPoint to make use of other Zoom features, specifically the annotations. For instance, the other day, I was teaching one of my ViaX students how to perform a close reading on an excerpt I had chosen. While we could have just had a discussion about the text, this task was greatly facilitated by Zoom’s annotations feature. I was able to have her highlight repeated words and sounds, underline sentences that she found particularly meaningful, and even place stars, checks, and more directly onto the slides to keep track of our observations. While these annotations aren’t saved on the PowerPoint slides themselves, you can save the finished product to send to your student(s) and/or post in your LMS as an additional course document, and if the class has been recorded, students can rewatch the line of reasoning that went into those annotations.

Chat

The chat serves a very obvious purpose: students who are more reluctant to speak in class (or perhaps who don’t have a microphone) can post their questions, comments, or concerns in the chat. If there are more than 10-15 students, I would highly encourage using the chat during more lecture-oriented parts of your class to avoid being derailed by endless questions. You can even make it so students cannot unmute themselves, reserving actual conversations for moments you predefined. If the class is recorded, you will have a copy of the chat transcript, but if you want to encourage students to view this textual conversation as a more important aspect of class, I would also encourage you to put the link to a Google Doc in the chat, where students can take notes collaboratively, beyond just asking questions. This sort of strategy works better if you have a second screen, so you can keep track of what students are finding most useful during your class and also point them in the right direction. The Google Doc strategy also works well with the next functionality I will discuss.

Breakout Rooms

As all teachers know, the oldest trick in the book is to put students into pairs or small groups for directed learning activities during an in-person class. However, in the online classroom, this might seem impossible if Zoom did not have the breakout room feature! The breakout rooms can be used very effectively, but proper preparation and explanation are necessary for the students to stay focused in these separate rooms (since you can’t be in all of them at once). The way I have found to make productive use of the breakout rooms is also by leaning on the collaborative nature of Google Docs. Before class, I create the Google Docs, set up the groups, and include in each Doc the rules to the exercise. At the start of class, I explain the group assignment, share the Google Docs with the assigned group members, and split them into their breakout rooms. Then, I can bounce back and forth between the different groups, but can also make sure students in the other rooms are staying on track. Instead of Google Docs, you can also consider using Google Slides and having students end the breakout rooms assignment with a group presentation. A final way to keep students on task is to push messages to all breakout rooms at the same time (for instance, tips or time limits).

Poll

At SAE, we have used the poll feature in our open days to ask participants in these very large marketing events anonymous questions about their interest and appreciation. That said, the poll can also be used for sporadic checks that students have understood the material, as well as to see how students are appreciating the classes to get live feedback. I know that I’ve used the polls a surprising amount to get quick student feedback at the end of classes so I make sure that students are responding to the various activities the way I’d like. You can even use the polls as a way to incite conversation — for instance, in an English-language workshop I run with my French-speaking games students, I gave them polarizing questions related to common debates surrounding video games (for instance, do video games have the potential to make children more violent?). This led to lively debates in English, even though many of the students are not necessarily the first to participate in a different language.

Whiteboard

While there are certainly more functionalities and strategies, I think I will end this post with the whiteboard. Now, I know it’s hard to draw/write properly with the trackpad or even a mouse (not everyone has a tablet/stylus that they can use, for sure), but thankfully the whiteboard comes with the option to type. I’ve found that the whiteboard greatly facilitates group brainstorming activities, mind mapping, as well as helping students work collaboratively in the breakout rooms. Just as with the annotation function, it is easy to take a snapshot of the final result to then share with the students in their LMS, via the chat, or by email.

Conclusion

While online teaching is certainly difficult, hopefully these tips will help you. I know that at first, online teaching was a task that I spent hours and hours prepping for because I was very nervous about how students would react in the online classroom (since I was much more familiar with in-person classes). That said, the more I taught, the more I realized that these types of strategies that make use of the distinguishing features of the online classroom can help reduce prep time and improve student satisfaction. It can certainly seem scary to let more unknown variables into the online classroom (in addition to the typical ones — student and teacher internet connection, being the most important), but I can honestly say, fostering active learning in the online classroom has been the only way I have found to make it so I am not completely drained at the end of a long day of teaching on Zoom. Hopefully they work for you as well! Feel free to leave a comment or share your own strategies below! Together, we can get through these trying times and virtually support each other!

Digital Humanities Summer School

Natalie Berkman

Thanks to a travel grant from the Center for Digital Humanities @ Princeton, I have just completed the intensive week-long Digital Humanities summer school at the OBVIL laboratory at La Sorbonne. OBVIL stands for the “Observatoire de la vie littéraire” or the observatory of literary life. After my Digital Oulipo project and continued work on the Oulipo Archival Project, I cannot agree more with the metaphor of an observatory. Digital Humanities allow researchers to examine from a distance, which complements the traditional literary scholarship of “close readings.” Now more than ever, I believe humanities scholarship needs both perspectives to succeed.

In this intensive and rich program, I was able to continue to develop my skills in XML-TEI that I had been learning through the Oulipo Archival Project. Furthermore, I discovered exciting new software such as TXM, Phoebus, Médite, and Iramuteq and how they can be used to learn more about large corpuses of text. My favorite part of this program was that it was a specifically French introduction to European developments in the digital humanities, allowing me to broaden my perspective on the discipline.

Here is a brief summary of what I learned day by day. I am happy to answer any specific questions by email. Feel free to contact me if you want to know more about the OBVIL summer school, the specific tools discussed there, or just about digital humanities.

Day 1

The first day of the summer school was a general introduction to the history of digital humanities methods and how to establish a corpus to study using these digital methods. It was especially interesting for me to learn the history of these methods I have been experimenting with for months. I had no idea that the Textual Encoding Initiative (TEI) had been invented in 1987, before I was even born, as a new form of “literate” programming.

Surprisingly, the most useful workshop was a basic introduction to the various states of digital texts. While I knew most of the types of digital documents already as a natural byproduct of using computers in my day-to-day life, it was useful to discuss the specific terminology (in French even!) used to describe these various forms of texts and the advantages and disadvantages of each. For instance, while I knew that some PDFs were searchable while others are not, it was still useful to discuss how to create such documents, the advantages of each, and how to move from one medium to another.

Day 2

The second day of the summer school began by asking the not-so-simple question of “what’s in a word?” In the following sessions, we learned about everything from how to analyze word frequencies in texts to how to treat natural language automatically, through tokenization (segmenting text into elementary unities), tagging (determining the different characteristics of those unities), and lemmatization (identifying the base form of words).  We then had specific workshops meant to introduce us to ready-made tools we could use to treat language automatically. We did not discuss NLTK, however, which I am currently using to program the S+7 method for my Digital Oulipo project, most likely because using NLTK requires a basic understanding of programming in Python, which was out of the scope of this short summer school.

The second half of this day was an introduction to text encoding, how it works and why it is useful for analyzing large corpuses. While I was already familiar with everything covered here, it was still interesting to hear about the applications of TEI to something other than the Oulipo archive. It was especially interesting to hear about applications of TEI to highly structured texts such as 17th century French theater.

Day 3

This day was extremely technical. First we looked at co-occurrences of characters in Phèdre as an example of network graphs. Since the main technical work had been done for us, it was somewhat frustrating to be confronted with a result that we had no part in creating. While as a former mathematician, I knew how to understand the content of a network graph, many other students did not and took its spatial organization as somehow meaningful or significant. This demonstrates a potential pitfall in digital humanities research. One needs a proper technical understanding of the tools and how they function in order to interpret the results with accuracy.

In addition to network graphs, we also discussed how to use the XPath feature in Oxygen (an XML editor) to count various elements in classical theater such as spoken lines by characters, verses, or scenes in which characters take part. Once again, it was interesting to see how a computer could facilitate such a boring manual labor and how it could potentially be of interest for a scholar, but interpreting such statistical aspects of large corpuses of text is tricky work for someone whose last statistics class was in high school. This gave me the idea to create a course that would properly teach students how to use these tools and understand the results through workshops.

Day 4

This was another ready-made tool workshop in which we discussed using OBVIL’s programs Médite and Phoebus to edit online texts more efficiently and find differences between different editions. This was very interesting, but probably more useful for publishing houses than for graduate students.

The rest of the day was meant to introduce us to Textometry using TXM, but there were far too many technical issues with the computers provided by the university that we spent the entire time downloading the software on our personal laptops. This was not only frustrating, but ironic. One would think that a summer school in digital humanities run mostly by computer scientists would not have such technical difficulties.

Day 5

The final day of the program (Friday the 9th was devoted to discussing our personal projects with the staff) continued the work on TXM. In fact, as my section had had such issues the previous day, I decided to switch into the other group. This was a good decision, as the head of that session was more pedagogical in his approach, assigning a series of small exercises to introduce us to TXM. By experimenting with tokenization using TreeTagger and concordance of words, we were able to begin to write a bit of code that could parse a text and find specific groups of words.

This introduction was practical and hands on, but I wish there had been more. While I now know vaguely how to use TXM to analyze texts, I do not have experience coming up with the questions that such techniques might help me answer. This seems to me the key to effective digital humanities scholarship — asking a solvable question and knowing which tools can help you resolve it.