April 10, 2013 § Leave a Comment
April 10, 2013 § Leave a Comment
April 6, 2013 § Leave a Comment
Earlier this afternoon I gave a presentation called “Mapping Technology Use for Teaching and Learning at Liberal Arts Colleges” at a faculty workshop of the Great Lakes Colleges Association, “Hybrid Thinking About The Role of Technology For Liberal Education.” The slides are available online:
I include references and links below. « Read the rest of this entry »
April 3, 2013 § 1 Comment
When I first started researching digital humanities at liberal arts colleges I was dismayed to hear a comment made at the 2010 Digital Humanities Conference in London: “There is no place for undergrads in Digital Humanities.” That is manifestly untrue. Here’s some of the proof that’s come through my inbox this week of undegraduates doing digital humanities and other forms of digital scholarship.
Bridget Draxler of Monmouth College shared this HASTAC series by students at Union and Monmouth Colleges learning about digital curation by creating videos about digital exhibits in liberal arts colleges. Each video covers a digital curating project on their home campus.
- Digital Curating in Community: Interview with Jeff Rankin
- Digital Curating in the Community Series: Oral History Project
- Digital Curating in the Community: The Blake Browser
Digital Field Scholarship
Students at Davidson, Lewis and Clark, Muhlenberg, and Reed Colleges are practicing various forms of digital field scholarship:
- Davidson College, Math Maps: Students create geotagged math maps as a service-learning project in a course on Finite Math.
- Lewis and Clark College, Digital Field Scholarship Seminar: Students are participating in an upper-division seminar, cultivating skills in geospatial fieldwork, analysis, and communication, and completing a variety of semester-long digital field scholarship projects.
- Muhlenberg College, Documentary Research Storymapping: Students in a Documentary Research Course create a collaborative storymap that aims to capture the human particularity of places in Allentown, Pennsylvania.
- Reed College, Carbon Field Studies: Students use smart device geolocation and collaboration to place issues of carbon sources and sinks in a spatial context via the Digital Field Scholarship WordPress site.
Digital Museum Exhibits
At Austin College, Ivette Vargas-O’Bryan has been teaching an interdisciplinary and inquiry-based learning course, REL 250/350: Mapping Cultures with a focus on Tibetan and other Asian cultural interactions and cultural preservation. April 12, 7-9 pm, her students will showcase their digital humanities projects at the Crow Collection of Asian Art in Dallas. As Dr. Vargas-O’Bryan explains,
Throughout the semester, in collaboration with staff at the Crow Collection of Asian Art in Dallas and international art and cultural preservation organizations abroad, students have been developing projects that utilize digital tools and media technology in order to understand Tibetan cultural traditions from diverse perspective. Last year, I approached the Crow Collection of Asian Art director, Amy Hofland, to collaborate on the use of technology for learning about Tibetan culture and now we have created a co-curated exhibit of bronzes juxtaposing digital displays developed by students on the web publishing site Omeka and using ipads and QR codes. Taking Shape: Perspectives on Asian Bronzes at the CCAA is an evolving exhibit utilizing art objects, film, and research.
Find out more via Mapping_Cultures, and if you’re close to Dallas I encourage you to check out the exhibit.
Finally, the Re:Humanities ’13 conference kicks of tomorrow and runs April 4-5, 2013 at Bryn Mawr College, as described on their website:
This year’s Re:Humanities symposium will showcase the work of undergraduate scholars from the Tri-Colleges and overall 11 colleges and universities nationwide. The work presented will address a wide range of topics that reimagine ‘narrative’ across multiple new platforms: interdisciplinary approaches to gaming, transmedia storytelling, infographics and informatics, cultural criticism through the lens of new media, digital forms of argumentation, visual modes of record and witness, and oral and auditory experimentation.
All of these projects demonstrate the vibrancy and variety of digital scholarship at liberal arts colleges. They exhibit some of the best pedagogy and innovative learning models to be found at these institutions, including project-based learning, community-based learning, applied or experiential learning, service-learning, multiliteracies, public humanities, and interdisciplinary work. They also illustrate why we need to capture and document such pedagogical artifacts with projects like the Digital Pedagogy Reader and Toolkit.
My latest at NITLE’s Techne blog: Projects Selected & Participate in 2012-13 Digital Field Scholarship Sandbox
April 1, 2013 § Leave a Comment
Originally posted on April 01, 2013 at 02:47PM at Techne, http://blogs.nitle.org/2013/04/01/projects-selected-participate-in-2012-13-digital-field-scholarship-sandbox/
In August 2012 Lewis and Clark College invited members of the NITLE network to experiment with digital field scholarship by playing in a digital field scholarship sandbox. These projects were selected and have been contributing to a collaborative website for digital field scholarship, https://sge.lclark.edu/dfs/. View each project’s individual page to find out more.
Davidson College, Math [...]
February 25, 2013 § 2 Comments
Originally posted February 25, 2013 at AAC&U’s Liberal.education Nation, http://blog.aacu.org/index.php/2013/02/25/technology-and-liberal-education-yes-and
The theme of this year’s [AAC&U] annual meeting, “Innovations, Efficiencies, and Disruptions—To What Ends?,” includes rapid technological advancement in the list of challenges facing higher education today. This advancement offers alternative delivery methods that promise to lower costs but also require substantial investment in infrastructure. It promises to enhance learning both in and out of the classroom. At the same time, new digital methodologies are changing the face of the disciplines and reshaping academic practice. Our students face a world in which knowledge is created and shared by both amateurs and professionals, in multiple media, across digital networks, spanning domains and communities. Living, working, and civically engaging in this context is materially different than it was fifty years ago. In particular, the change in agency in this participatory culturechallenges existing professional expertise by democratizing the creation of knowledge. At the same time, the openness and dissemination enabled by digital networks threatens the traditional model of higher education—content experts passing knowledge in a controlled setting down to their students—by having one expert sharing expertise with everyone’s students. Combined with alternative methods of credentialing, such as badges, competencies, or prior learning assessments, these developments put pressure on one of the core elements of the higher education business model. « Read the rest of this entry »
February 22, 2013 § 3 Comments
Yesterday Coursera announced that it would have courses available in four languages; in addition to English, it now has courses in French, Spanish, Chinese and Italian. Does this mean Massive Open Online Courses (MOOCs) could provide a global learning opportunity for students in the United States, and if so, how might that work? « Read the rest of this entry »
February 20, 2013 § 1 Comment
This morning at the Austin College Digital Humanities Colloquium I’ll be doing a talk entitled, “Digital Pedagogy Keywords.” This talk both thinks about how we define digital pedagogy through essential terms and unveils a new collaborative project, the “Digital Pedagogy Reader and Toolkit” that Matt Gold, Kathy Harris, and Jentery Sayers are proposing. My slides are here:
If you are interested in contributing to this project or have an idea for a keyword, let us know.
February 7, 2013 § Leave a Comment
Today, I am leading a session at Trinity University’s Collaborative for Learning and teaching on learning outcomes for a globally networked world. Here is the description:
Digital technologies and the Internet have changed the context for civic, work, and personal life, forcing the production and exchange of knowledge into an increasingly public, global, collaborative, and networked space, and increasing capacity to tackle complex questions across disciplines. How do we prepare students to be lifelong learners who are adaptive, networked and engaged citizens in this context? While the essential learning outcomes of liberal education promise to prepare students for ever-changing contexts, should we consider additional learning outcomes for the liberally educated student? In this workshop, we will debate literacies and skills required for today’s knowledge ecosystem, critique proposals for learning outcomes that reflect these new abilities, and formulate essential learning outcomes for liberal education in a globally networked world.
Finally, here is some relevant bibliography:
Clement, Tanya E. “Multiliteracies in the Undergraduate Digital Humanities Curriculum: Skills, Principles, and Habits of Mind.” In Digital Humanities Pedagogy: Principles, Practices, and Politics, edited by Brett Hirsch. Cambridge, UK: Open Book Publishers, 2013. http://www.openbookpublishers.com/reader/161
Davidson, Cathy. “21st Century Literacies: Syllabus, Assignments, Calendar.” HASTAC, December 31, 2010. http://www.hastac.org/blogs/cathy-davidson/21st-century-literacies-syllabus-assignments-calendar.
Gee, James Paul. What Video Games Have to Teach Us About Learning and Literacy. New York: Palgrave, 2003.
Jenkins, Henry. Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning. Cambridge, MA: MIT Press, 2009. http://digitallearning.macfound.org/atf/cf/%7B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%7D/JENKINS_WHITE_PAPER.PDF
Costa, Arthur L., and Bena Kallick. “Describing 16 Habits of Mind.” The Institute for Habits of Mind, n.d. http://www.instituteforhabitsofmind.com/resources/pdf/16HOM.pdf.
Further Reading on Multiliteracies, Participatory Culture, and Globally Networked World
Baker, Elizabeth, ed. New Literacies: Multiple Perspectives on Research and Practice. New York: Guilford Press, 2010.
- Ch. 4: Mary Kalantzis, Bill Cope, and Anne Cloonan. “A Multiliteracies Perspective on the New Literacies,” pp. 61-87.
- Ch. 8: James Paul Gee. “A Situated-Sociocultural Approach to Literacy and Technology,” 165-193.
Cathy Davidson. “What Are Digital Literacies? Let’s Ask the Students.” DMLcentral: Digital Media and Learning, The Power of Participation, April 21, 2011. http://dmlcentral.net/blog/cathy-davidson/what-are-digital-literacies-let%E2%80%99s-ask-students.
Davidson, Cathy, and David Theo Goldberg. The Future of Learning Institutions in a Digital Age. John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning. MIT Press, 2009. http://mitpress.mit.edu/books/chapters/Future_of_Learning.pdf.
New London Group. “A Pedagogy of Multiliteracies: Designing Social Futures.” Harvard Educational Review 66, no. 1 (1996): 60–92.
Shirky, Clay. Cognitive Surplus: Creativity and Generosity in a Connected Age. Penguin, 2010.
Shirky, Clay. “Does the Internet Make You Smarter?” Wall Street Journal, June 4, 2010, sec. The Saturday Essay. http://online.wsj.com/article/SB10001424052748704025304575284973472694334.html.
February 1, 2013 § Leave a Comment
In my experience one of the key appeals of digital humanities at small liberal arts colleges is the opportunity for undergraduates to do applied, authentic research in the humanities. Last week at the annual meeting of the Association of American Colleges and Universities (AAC&U), I had the pleasure of being part of a panel (with Daniel Chamberlain, Jeff McClurken, and Jim Proctor) showcasing undergraduate research using digital tools and methodologies both in the digital humanities and beyond. I had actually titled the panel, “Undergraduates as Public Digital Scholars” in hopes of attracting the attention of those interested in undergraduate research, one of the high impact practices for liberal education advocated by AAC&U. « Read the rest of this entry »