Since its launch in 2015, more than 70 scholars and practitioners have developed content for #dariahTeach. From translating existing courses, to developing case studies, and contributing videos. Many other academics have used #dariahTeach in the classroom Learn more about the experiences users and contributors have with #dariahTeach.
- Marjorie Burghart, Researcher at the French National Centre for Scientific Research
Amelia del Rosario Sanz Cabrerizo
Students chose the #dariahTeach course to translate. They then formed a team, with a leader to manage the project and two teachers as counsellors. A schedule and methodology were designed that included different steps and tasks. All materials were shared by the team in a Moodle space on Google Drive. Translations were iteratively reviewed by the team and the teachers. Images and texts were localized by the students. For example, they recorded texts in Spanish, made searches for pan-hispanic comic figures such as El Zorro, and then introduced examples of literary Spanish. Certain difficulties arose concerning the terminology and video transcriptions, which made it a greater time investment than expected. We hope our translations will be helpful for other students and teachers, and that they will be able to use them to feel more empowered.”
- Amelia del Rosario Sanz Cabrerizo, Professor at the Department of French Studies at the Universidad Complutense de Madrid
Esther Aminata Kamara
I also worked with #dariahTeach as a contributor. I created the case study 'Digital Orality', which I also presented during the IGNITE Digital Roundtables 2020. As a developer I learned how to make multimodal content work together, and how to structure learnings in a pace that makes sense for the participants. It is similar to explicating your own learning and brainstorming process; what sources did I use, what videos inspired me, what images are relevant. That way I could learn how to make content more engaging as well.”
- Esther Aminata Kamara, Student Assistant IGNITE and #dariahTeach, freelance writer and researcher.
- Costas Papadopoulos, Assistant Professor in Digital Humanities and Cultures Studies at Maastricht University
Second, the teaching module is not prescriptive. Its modular structure with different units provides resources and inspiration, opening up rather than limiting potential use and applications of content. In our 8-week course, students were going through a full design thinking lifecycle in creating their own group project and a series of interlinked blog posts on the same topic. The #dariahTeach module acted as a constant and as a framework for students to go back to and did not interfere with or dictate their research process. Student feedback indicates that they learned as they were designing and making, and that the non-linear and multimodal structure of the module facilitated such self-directed and iterative learning processes.
Finally, I taught the course in the midst of the pandemic, in hybrid as well as fully online teaching contexts. Using #dariahTeach in project-based groupwork made the boundaries between learning and other activities in students’ lives more fluid, and provided opportunities to create, connect, and play in a time where there are few alternatives. “
- Claartje Rasterhoff, Assistant Professor in Cultural Policies and Management at Maastricht University
First, I completed a dariahTeach course and found it so fascinating that I use some of the material (tweaked for my purposes) found there in my own teaching as well. Besides completing a course, I registered for building a course which aims at teaching the ins-and-outs of building an online exhibition. The building of course has not been finished yet, but is very close to completion.”
- Almási Zsolt, Associate Professor, Head of the Department of English Literatures and Cultures, Péter Pázmány Catholic University