Digital Pedagogy in the Liberal Arts

February 6, 2014 § Leave a comment

Today, I am delivering a talk at Whittier College called, “Digital Pedagogy in the Liberal Arts: Models, Keywords, and Prototypes”.

Slides are here:

Scroll down for references and links to models:

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Slides for Using Disruption to Stay on Course (for Liberal Education)

January 22, 2014 § Leave a comment

Using Disruption to Stay on Course (for Liberal Education)

January 22, 2014 § Leave a comment

AACU-logo_largeThis afternoon I’m teaching a workshop called “Using Disruption to Stay on Course (for Liberal Education)” at the annual meeting of the Association of American Colleges and Universities (AAC&U). I’ve posted materials for this workshop to my blog, linked from the page called Using Disruption.  My basic premise for the workshop is that, although technological changes are disrupting higher education, colleges and universities can find ways to adapt these disruptions to the service of liberal education.  In the workshop I’ll share some models of colleges who have done just that, ask the participants to reflect on disruption at their own campus, set up breakout discussions of individual disruptions in the context of liberal education, and then we’ll work as a group to develop some recommendations.  « Read the rest of this entry »

Apps for the Commuter

January 14, 2014 § Leave a comment

Last week, Profhacker’s Open Thread Wednesday asked about our favorite mobile apps.  The text of my response is below, with the addition of links:

I have to give a shout out not to an app but to some built in functionality in iPads and iPhones. My commute can be up to an hour, and since public transportation is not an option that means all driving and no reading.

I find VoiceOver–one of the accessibility features on the iPad and iPhone–to be invaluable. Here’s how I include it in my workflow. During breakfast, I read RSS feeds using Mr. Reader on my iPad. (I love this app because I can send articles to Instapaper, Diigo, twitter, etc.). I send the articles I want to read later to Instapaper and make sure they download before I leave the house. (I only have wireless on my iPad, so no downloads on the road.) In the garage, I open Instapaper and ask Siri to turn on VoiceOver. Then I start my iPad reading and listen to the morning’s news while I drive. When I arrive on campus, Siri is once again working on the campus wireless network, so I have her turn off VoiceOver.

Turning on VoiceOver

Turning on VoiceOver

You can also turn VoiceOver on and off using the menu, but when it is on it takes more clicks. You can find the feature under Settings > Accessibility > VoiceOver. You can also set the speed of the voice here.  I find I have to keep mine closer to the tortoise and the hare so I can follow the text while I am driving.  Be aware that touch gestures may be different in this mode.  For example, you must click to select, then double click to open items.  Scrolling is also different.

Alternatively, I have used Voiceover to read books in the kindle app. I found that I could do one chapter of Hirsch’s Digital Humanities Pedagogy per drive, and I could almost hear Lisa Spiro or Tanya Clement talking as their works were read to me. I also used VoiceOver when riding in an airport shuttle when reading made me queasy.

Using my iPad for this reading means that my iPhone is still free for other uses, like checking traffic on the maps app during traffic jams.  I find this type of reading useful for texts I want to familiarize myself with but which I don’t need to go in depth. Since I’ve also saved them to diigo, I can always go back to them when I need to read deeper.  VoiceOver works better on connected prose because if you miss a word, you can usually get the meaning by context.  Finally, I had to slow the pace of the voice down to make sure I caught everything.

MOOCs, Boutique Subjects, and Marginal Approaches

January 10, 2014 § Leave a comment

Today I’m part of panel #s399 at #mla14 on MOOCs, Boutique Subjects, and Marginal Approaches.  This roundtable addresses what happens to marginal approaches (e.g., feminist, queer, disability, racial) and boutique subjects (e.g., medieval studies) in the MOOC paradigm.

My slides are below with references further down:

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Digital Humanities and Undergraduate Education

January 9, 2014 § 2 Comments

Today, I’m leading a breakout session at the workshop, Get Started in the Digital Humanities with Help from DHCommons, Thursday, 9 January, 8:30–11:30 a.m., Chicago A-B, Chicago Marriott. The session hashtag is #s3 and the conference hashtag is #mla14.

Digital Humanities and Undergraduate Education

How does digital humanities fit into the undergraduate curriculum?  This workshop will look at digital humanities from an institutional perspective, considering how it advances the learning outcomes of undergraduate education and sharing models of high impact practices from the digital humanities classroom.

Slides and References are below:

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Digital Pedagogy in the Humanities

December 11, 2013 § Leave a comment

Today, I gave a presentation at Washington and Lee University called, “Digital Pedagogy in the Humanities: Models, Keywords, Prototypes”.  The presentation kicked off the digital humanities day of the Winter Faculty Academy at Washington and Lee.  I was striving to give my vision of digital pedagogy based on a set of models from liberal arts colleges.  Slides are on Slideshare:  http://www.slideshare.net/rebeccadavis/digital-pedagogy-in-the-humanities-models-keywords-prototypes

Scroll down for references to works and models I touched on in my presentation:

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Disruptive Innovations in Learning Technologies

November 13, 2013 § Leave a comment

I’m speaking tomorrow at the Brazos Valley Chapter of ASTD.

Below are a description of the talk and my slides:

A variety of technology-enabled learning modes are changing the landscape of higher education.  How might these changes impact the training and development profession? Rebecca Frost Davis, Director of Instructional and Emerging Technology at St. Edward’s University will review developments in technology-enabled learning that are disrupting the traditional model of higher education, including the massive open online course or MOOC, blended learning, big data, and open educational resources. Participants will then explore how these disruptions might affect their approach to workforce training and development.

Doing Digital Humanities at Community Colleges

November 13, 2013 § Leave a comment

Last month, I had the privilege of being part of an excellent conversation about doing digital humanities at community colleges. A group of DH-experts joined community college faculty for an NEH-Office of Digital Humanities Start-Up Grant-funded workshop, “Bringing Digital Humanities to the Community College–and Vice Versa.” Anne McGrail, who organized the event, has now posted the storify:

Digital Reading Practices for the Liberal Arts Classroom

November 12, 2013 § Leave a comment

Reading and Annotating on My iPad with iAnnotate PDF

Reading and Annotating on My iPad with iAnnotate PDF

Today I’m leading a Tech Snack at. St. Edward’s University on “Digital Reading Practices for the Liberal Arts Classroom.”  Tech Snacks bring together faculty members, instructional technology staff, and others at St. Edward’s University to discuss the pedagogical uses of various technologies.  This tech snack will look at ways that reading has changed in the digital age.  My title is borrowed from a NITLE Seminar I organized last year in which  Stéfan Sinclair and Geoffrey Rockwell introduced the NITLE community to computer-assisted text analysis via Voyant Tools.  When I first proposed this topic, I imagined that I would discuss how I had tried an assignment built around this methodology for the intermediate Latin class on Vergil’s Aeneid that I taught last Spring.  I still plan on sharing this example as a way of exploring how computers can offer a different way into the close reading that we typically teach in the literature classroom. That is, computer-assisted text analysis is one of the new methodologies championed by the digital humanities community.  But, I also want to spend some time discussing how we might continue traditional reading practices in a digital environment.  How do we translate our analog, print reading practices into a digital world and what other affordances might that environment offer? « Read the rest of this entry »

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