The paper describes a framework for digital pedagogy and evaluation that combines different approaches – theoretical, application-oriented and project-based –, underpinned by a view of the digital humanities classroom metaphorically defined as a “node”. The metaphor encompasses the hybrid character of digital humanities teaching, as a crossing or convergence of paths, which involves the use of various categories of study materials, themes, examples, methodologies and skills, as well as exchange, circulation of ideas and connection with other disciplines. It is assumed that the application of this type of hybrid approach in the course design, together with the coverage of a variety of tools to be studied in class, might foster a reflective mindset, enabling the students to contextualise the digital technologies within different humanities areas, beyond the acquisition of technical skills and knowledge of computational methods and tools usually referred to as the toolbox-based education paradigm.
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