Welcome back everyone. This part This part of our asynchronous workshop will focus on mapping. So within this area of digital humanities, it sort of allows us to see the spatial relationships between a particular project and space and time. This allows students to use maps in order to visualize course content in a different or more interactive way than traditional methods. Sort of help students sort of engage with the physical and space of the course content. So what are the questions that are answered in this area? Or sort of what kinds of projects can we anticipate that students can complete in a semester? One such project that we've been able to support was looking, was tracking the routes that Siberian travelers wrote about in their travel logs. So students read the travel logs and by being able to incorporate them into maps, students can actually see what was the path or what was the journey that these travelers took. Also, if we want to look at questions such as where were the major civil rights rallies and protests held during the 1960s? How did they evolve over time? Do we see an expansion of rallies and and protests as the movement progressed? And, you know, maybe we can also see the relationship of how these rallies and protests had their impact world-wide. Were these protests or rallies held outside of the US as well? And we can also have projects that track the crusades in order to examine the effect that they had on Christianity in the Roman Empire. So these are some of the questions or sample projects that students can do when you incorporate mapping into the course content. So one such example of a course that we've supported was in the spring of 2020. This was "Baseball as History." And students used an interactive webpage called The Clio. And because this course was centered on baseball history, students were asked to create heritage trails that sort of talked about a certain topic within baseball, particularly IU baseball. So here we see a couple of screenshots of some of the projects that the students did. So one student was focused on sort of what were the trips that IU baseball teams took early on in their baseball career. Sort of tracking what happened in these games and such. And then also we could talk about how the sports complexes have changed over time. Where we see our baseball field currently is not where it originally began. So we can sort of track also how did IU move around its sports complexes to accommodate the number of students and the size of the campus over time. Okay, so by using this interactive tool, students were sort of able to see how locations changed over time in relation to the IU baseball history. So in order to complete this project, students had to do extensive research on IU baseball using the IU Library's archives. And they had to go in and perform hands-on research, looking through the archives to see what information they could find. Especially because we're focusing on IU baseball, this information isn't readily available on the web.  So even though we're incorporating these digital tools, there is still a large emphasis on the research project. So how can students use the archives and then also, how can students begin to communicate effectively  the information that they find. So even though we are using this tool or this software, there's a big emphasis on the research aspects of a project. The only difference is that instead of students turning in, for example, an essay to the professor, they compile all of that information into a web page that is then, that is public. So individuals outside of the community who are maybe interested in coming to see Bloomington, or they're big baseball fanatics, can sort of see oh look, IU baseball has a big history in Bloomington and even outside of Bloomington. So how can we sort of start to connect this? So it helps students engage with a wider audience. And that is one of the things that we want to emphasize within using digital methods in the classroom, is that there's still a major emphasis on the research process. The only difference is how we present that information. And usually within this area, with digital humanities, we want the students to engage with a wider audience that isn't just their classroom. So this information is available to the general public to consume. So this also allows students to be able to synthesize their information for non-academics. And then also take pride in knowing that what they write is available to a bigger audience. And that also helps them sort of build their digital portfolio so that they can then go off into their career goals or into their careers and say, 5 hey, I have project, it is available for everyone to consume. I'm able to effectively communicate with a wider audience, and this is what I can do. So it really helps students not only understand the material with which they're working in the classroom, but also helps them in their career goals and building these skills, like communicating effectively using technology, which is a major skill that students need once they leave our classroom and once they leave IU. Like we talked about in the text analysis portion of this workshop, we also have a teaching template for incorporating the Clio into your classroom. The link below will take you to that PowerPoint. If you're still unsure, or have questions about how to use this template or how to use Clio, or maybe you want to use a different software or tool to incorporate spatial analysis into your classroom, please schedule a consult with us and we can certainly help you with that. So now for the interactive activity - the link is below. It will take you to a Google map where we want you to pinpoint where you're from What is your city, state, country of origin? Then we can sort of start to see how the IDAH network is connected, how expansive we are, or what cultures or what countries are sort of involved. So Google My Maps is pretty straightforward to use - we just want you to drop a pin to your hometown or home country. And then we sort of start to see where all these bubbles are popping up worldwide. If you have any questions, please let us know, and please continue on to the next portion of the workshop once you complete the interactive activity. Thank you!