Categories
Projects and Courses

Dutch Caribbean Digital Platform

Dr. Margo Groenewoud (University of Curaçao)

Margo Groenewoud presenting at the institute.

This digital repository includes unrestricted and restricted materials from special collections such as the Dutch Heritage Collection, as well as collections from the University of Curaçao and partner institutions.

Project Goals

  • Develop a research program based on the playlist pedagogy concept that uses Zikinzá collection materials available in the Dutch Caribbean Digital Platform
  • Improve Zikinzá collection metadata to increase accessibility and use
  • Encourage more use of the Zikinzá collection in educational settings

Outcomes & Deliverables

The research program will bring local sources into the classroom to increase historical awareness and decolonize education. Students will learn to contextualize and build critical thinking skills through discussions about engaging with playlist recordings.

Resources

Dutch Caribbean Digital Platform

Access the DCDP to search and view collections.

Playlist Pedagogy

Margo’s presentation about incorporating auditory playlists into educational settings with an example from the DCDP collections.

The Cult of Pedagogy Podcast

Read the transcript from the podcast’s 50th episode: Using Playlists to Differentiate Instruction.

Zikinzá Collection

Search this collection in the DCDP for songs, music, and stories about life on Bonaire and Curaçao.

Example Recording

Listen to this MP3 song recording from the Zikinzá Collection.

Categories
Projects and Courses

Introducing Digital Humanities in Creole Language Teacher Education on Curaçao

Dr. Margo Groenewoud (University of Curaçao)

Margo Groenewoud presenting at institute

Project Goals

  • Catalyze innovation in the language education of a small and in many ways vulnerable Creole language, Papiamentu
  • Introduce a basic set of DH teaching tools to new Papiamentu teachers, such as TimelineJS and StoryMapsJS
  • Observe and analyze readiness of the students to innovate their education by offering a semi-guided approach, leaving choices for selection of tools with students.

Outcomes & Deliverables

  • Student presentations were planned in March 2020. Given the partial lockdown because of the COVID pandemic, only a few students could finalize and present their work in a physical setting with full interaction and reflection. Nevertheless, rich material has been collected by the teacher that can be used for further analysis and planning of follow-up.
  • A general observation is that most students were able to complete the assignment with some help. They generally enjoyed working on the assignment. They seemed to embrace using digital material, though primarily as something of added value for them in the role of teachers. Though this is a valid starting point, follow-up needs to be given to building awareness of added value for our language students’ pupils.

Categories
Blog Posts Reflection

Reflection: Margo Groenewoud

Dr. Margo Groenewoud (University of Curaçao) shares how her experience helped increase her impact as an educator and develop a collaborative oral history project.


At the start of my involvement with the NEH Institute, I observed that the project could not have come at a better moment for my island and my institute, the University of Curaçao. I wrote:

“As one of the leading institutes for higher education in the Dutch Caribbean, it has been a key challenge to balance our target to educate global citizens with specific local and regional educational needs and ambitions. Small scale, limited resources and historical ties to the Netherlands make it hard to decolonize learning material and to optimize the impact of education and research for the future of our communities. With our digital library and our network, we are ready to achieve much more in this area than we had ever envisioned, but we need collaborative action and support in capacity building.”

By participating in the NEH Institute my ambition was to boost my impact as an agent, collaborator and teacher. In particular I expected to further the use of oral history and Caribbean tales, songs and rhythms in education, and to collaborate on innovative ways to involve students in the validation, enrichment and valorization of local data in open spaces.

Three experiences in particular have had a major positive impact on my development in these areas. First and foremost, the in-person session had great added value as a pressure cooker, where tools and insights were not just presented, but practiced and shared in teams of colleagues with similar backgrounds. Second, because the NEH institute made an exceptionally successful effort in bringing together this group of teachers and scholars, every second was worthwhile, and I am still in contact with many of them. Thirdly, being introduced to the Samuel Proctor Oral History Program has been, and will be, of great value to my work as scholar. I have introduced the work of the institute in my research for Traveling Caribbean Heritage, a Dutch NWO-funded  research program, and hope to work together with the institute on capacity building and history projects in the future.

In 2019-2020, as part of my learning and teaching agenda for the Institute, I have developed the “Introducing Digital Humanities in creole language teacher education on Curaçao” project in our university. This project is based on an assessment of staff of the Faculty of Humanities, in which we discussed various opportunities and challenges relative to the introduction of Digital Humanities tools in our specific setting. One of the major observations was a ‘fear of the unknown’ in the current generation of Papiamentu teachers & researchers. This challenge could be met by introducing the use of an important Oral History collection, Zikinza, and the user-friendly tools learned at the Institute, to the youngest generation of Papiamentu teachers.

Together with a young Papiamentu language teacher, Rendel Rosalia, I have set up an assignment within the ‘Listening and Speaking’ course for first year Bachelor students training to become Papiamentu teachers. We introduced various DH tools and sources that teachers can work with in the classroom, leaving choices open for them to apply and adjust to their needs. Also, we gave the students a responsibility to share project outcome, such as transcriptions of oral history data, to the university repository. Our overall project goal was to observe and analyse readiness of the students to innovate their education by offering a semi-guided approach leaving choices for selection of tools with students. Unfortunately, given the partial lockdown because of the Covid-pandemic, only a few students could finalize and present their work in a physical setting with full interaction and reflection. Nevertheless, rich material has been collected by the teacher that can be used for further analysis and planning of follow-up.  A general observation is that using the digital material seemed to be embraced primarily as something of added value for our students in the role of (future) teachers. Though this is a valid starting point, follow-up needs to be given to building awareness of added value for our language student’s pupils.

css.php