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What a great success DH2019 was!

Aug 1, 2019
1 min read

Updated: Feb 24, 2021

#DH2019 was a fantastic ride! 5 days of workshops, tutorials, panels, keynote lectures, networking, coffee breaks, dinners and great work in digital humanities scholarship


We are growing as a community and we are producing more and more excellent work: DH2019 hosted over 1,000 delegates from 52 countries!

Despite being at the conference every day from 8.30 to 7, I could only attend a quarter of the sessions as there was always someone new to meet and talk to, a poster to see, an escalator to climb!


So much to do, not enough time

Despite being at the conference every day from 8.30 to 7, I could only attend a quarter of the sessions as there was always someone new to meet and talk to, a poster to see, an escalator to climb!

It took a whole year of intense work to put together the huge event that the DH conference has become. I was part of the local organising committee which was enriching and rewarding.



A long applause for us


The long applause from the audience before the conference closing ceremony erased all the exhaustion of the past year spent writing emails, attending interminable meetings, calling contacts, and more in general sorting things out (always something to sort out, a crisis to attend to...). But it was all soooo worth it! Thank you #DH2019 :)


An ever growing community

We are growing as a community and we are producing more and more excellent work. DH2019 hosted over 1,000 delegates from 52 countries!

But of course, we were having fun too!






158 Comments


georgesmith36528
12 hours ago

What draws my attention to helping students build consistent learning routines is the possibility of making an unfamiliar subject feel closer to everyday life. A regular starting point can reduce the effort needed to begin a demanding task. It gives me a more concrete starting point for thinking about consistent student routines. A short discussion of an everyday example would make this easier for me to connect with, especially as someone still learning about the subject. How can a routine stay useful as a student's workload changes?

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michellemiller446
16 hours ago

When it comes to connecting classroom learning with Bratkowice, I would rather understand one useful detail properly than rush through a long list of ideas. A local topic can invite pupils to contribute knowledge that is not found in their textbook. This is why I would approach Bratkowice school projects with a specific question rather than a fixed expectation. I am still thinking through the details, and a small example would help me picture how this works in practice. How would you make room for those contributions while keeping the project focused?

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karenwhite833
a day ago

Thinking about connecting vocational learning with Golub-Dobrzyn, I find the smaller practical questions more interesting than a quick conclusion. A realistic practical task can help students see why a classroom concept matters. It makes me curious about the practical side of Golub Dobrzyn vocational education. I am still thinking through the details, and a small example would help me picture how this works in practice. How would you connect an assignment with the situations a learner might encounter at work?

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What draws my attention to creating inclusive learning activities in Komorniki is the possibility of making an unfamiliar subject feel closer to everyday life. Offering several ways to participate can help an activity reach pupils with different needs. It makes me curious about the practical side of Komorniki inclusive education. I would be interested in a simple example, because it is often the ordinary details that make an idea memorable. How can teachers adapt a task while keeping its purpose clear?

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Considering understanding claims about green barley products, I keep coming back to the difference between knowing about an idea and putting it into practice. An appealing product description raises questions about what evidence supports its claims. I would use that point as a starting question when considering green barley nutrition information. I would probably come back to this question after trying to work through one concrete example rather than deciding immediately. How can readers distinguish a general nutrition statement from a claim about a particular product?

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Department of Art and Culture, History, and Antiquity

Faculty of Humanities

Vrije Universiteit, Amsterdam (VU )
De Boelelaan 1105, 1081 HV Amsterdam, Netherlands
 

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