Contribution: A technical course in a multidisciplinary university program has to provide high-level skills, with limited lecturing hours and student background. This article investigates the principles for its design and reports about a study case. Background: The overall course organization needs to address specific learning targets and teaching techniques, different from those used in traditional courses on the topic. Research Question: A stepwise strategy assists a principled design that allows dynamic, long-term improvements. Methodology: The evaluation of its applicability requires a years-long record of historical data. The article studies the evolution of a course over six years using simple monitoring techniques: surveys and rubric-based examinations. Findings: Monitoring emerges as an essential feature for course evolution: a focused examination provides the best results, while institutional, wide-spectrum surveys appear to be of little help.

中文翻译：

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向数字人文主义者教授网络

贡献：多学科大学课程中的技术课程必须提供高水平的技能，讲授时间和学生背景有限。本文研究了其设计原则并报告了一个研究案例。背景：整个课程组织需要针对特定​​的学习目标和教学技巧，不同于传统课程中使用的主题。 研究问题：逐步策略有助于实现动态、长期改进的原则性设计。 方法论：对其适用性的评估需要长达数年的历史数据记录。这篇文章使用简单的监控技术：调查和基于评分的考试，研究了六年来课程的演变。调查结果：监测成为课程发展的一个基本特征：重点检查提供了最好的结果，而制度性的、广泛的调查似乎没什么帮助。