On occasion, volunteers who transcribe documents for large collection projects can find unexpected bonuses as repayment for their time. When these projects overlap with one’s research, the transcription process uncovers minute details that might otherwise escape notice.
As Spencer and Ben have discussed, we spent the first part of this semester reviewing the educational sites constructed at CHNM, from the most dated to the most current, in a way that clearly demonstrated the effort that the Center has put into creating useful sites for educators. What this exploration of the Center’s past has also revealed, however, is the purpose of many of the tools we’ve begun to explore in the second half of the semester. The development of the education department has been an evolutionary process, one that not only streamlined the user interfaces and content presentation on these sites, but also led to the creation of tools that make the construction and use of educational sites more accessible to institutions and even individuals who need to design interactive and intelligent experiences for their members and students without access to the resources and resourceful individuals of CHNM.
For the first half of this term, we studied the various projects that have been built at the Roy Rosenzweig Center for History and New Media (changed in 2011 from CHNM). As our focus shifts to the tools now being designed and offered by the center, it is a good time to reflect on the history of the RRCHNM projects. Typically, digital projects at the center fall into two categories: history/teaching sites and collection sites. In this post, I’m going to discuss the former.