ABSTRACT
Pedagogy is recursive. It ends (literally or figuratively) with a question and waits (sometimes impossibly, breathlessly long) for an answer. Pedagogy makes manifest our values. With widespread interest across the academy in openness of various kinds—open source code, open educational resources, and open access journals as the most prominent examples—we examine how openness applies to the practice of our teaching and how it reflects both our disciplines and our priorities. Because academic endeavours are often expressed through the courses used to introduce students to the ways of thinking in a particular discipline, we believe thoughtful, critical course design must be a primary concern for the digital humanities—indeed, that the identity of the digital humanities is defined by its course design.
