I really like the questions posted so far; I am pretty sure that mine are not going to add much new. I also freely admit that current institutional concerns are driving some the questions I am offering.
1) Since digital humanities projects involve collaborative work that is NOT the usual mode of humanities research, how do we best build strong collaborations and reflect/explain the power of those collaborations when humanities research traditionally takes a different model? (This question is really a combination of Christie’s concern about moving the humanities into social and natural science models for developing knowledges and Peter’s question about the productivity of collaborative digital humanities projects)
2) In what ways can collaborative digital humanities projects give us the same kinds of opportunities for involving students in our research projects that researchers in social and natural sciences increasingly adopt to engage students more directly in their disciplines? What effects, both positive and not-so-positive, accrue from such collaborations in the humanities? In the non-humanities disciplines, research with professors often gives students a boost in applying to graduate schools and in pursuing research positions, would our potential collaborations with students reap similar benefits?
3) When/if we incorporate student-generated performances into our work and teaching — with all the ethical issues that Valerie raises — how do we potentially change writing itself (as well as the production of editions) for both students and teachers?