My Latest at AAC&U’s Liberal.education Nation: HEDs Up Sessions—Why We Fight

January 30, 2013 § Leave a comment

Originally posted January 29, 2013 at AAC&U’s Liberal.education Nation, http://blog.aacu.org/index.php/2013/01/29/heds-up-sessions-why-we-fight/

Friday morning at the 2013 AAC&U Annual Meeting, I attended a series of HEDs Up presentations, a format inspired by TED talks. I’ve found these to be a refreshing break from most conference papers—even those at AAC&U, which are often more interactive than other conferences—because they are designed to be engaging and entertaining.  The brief time limit—just ten minutes—means that speakers must focus on one core message. This format offers the chance to communicate your beliefs about issues that really matter to you, your core ideas, your big questions. « Read the rest of this entry »

My latest at NITLE’s Techne blog: Undergraduates as Public Digital Scholars

January 24, 2013 § Leave a comment

Originally posted on January 24, 2013 at 01:26PM at Techne, http://blogs.nitle.org/2013/01/24/undergraduates-as-public-digital-scholars/

On Thursday, January 24 at 4:15 pm, NITLE presents this session at the 2013 Annual Meeting of the Association of American Colleges and Universities:
Undergraduates as Public Digital Scholars
How do we prepare students to be lifelong learners who are adaptive, networked and engaged citizens? By becoming public digital scholars, undergraduates learn digital methods of analysis, […]

from Techne http://blogs.nitle.org/2013/01/24/undergraduates-as-public-digital-scholars/

Crowdsourcing, Collaboration, Feedback, and Grading

January 10, 2013 § Leave a comment

One of the challenges of crowdsourcing identified by the Transcribe Bentham project was a disconnect between a vision for crowdsourcing as driven by collaborative effort and community feeling and the reality that individual contributors seemed to be more driven by receiving feedback from editorial staff and not from fellow contributors.  In “Building A Volunteer Community: Results and Findings from Transcribe Bentham” after reporting the relatively low amount of collaborative work on manuscripts, Tim Causer and Valerie Wallace conclude,

This all suggests that volunteers appeared to prefer starting transcripts from scratch, and to work alone (Table 6), with communication and acknowledgement from staff being of much greater importance than collaboration with other users. (Digital Humanities Quarterly. 2012. 6.2, paragraph 72)

This situation reminds me of the challenge of promoting collaborative work in the classroom, a challenge I often experienced when managing peer review of student writing.  I found that I had to “sell” peer review to my students because they didn’t value the feedback of fellow students but rather wanted feedback from the instructor–essentially the authority figure in the classroom.  I think we see the same thing with the Transcribe Bentham project. Like students, contributors want validation from the experts, i.e., those running the project. « Read the rest of this entry »

My latest at NITLE’s Techne blog: Building Capacity through Professional Development

January 7, 2013 § Leave a comment

Originally posted on January 07, 2013 at 10:59AM at Techne, http://blogs.nitle.org/2013/01/07/building-capacity-through-professional-development/

If you are looking to build your capacity in digital humanities, consider one of the NEH-funded Institutes for Advanced Topics in Digital Humanities.  The calendar of current opportunities is here: http://www.neh.gov/divisions/odh/institutes

Topics for this year’s institutes include digital research in modern studies, 3D visualization for cultural heritage sites, linked open data for Ancient Mediterranean and Near East Studies, data curation, high performance sound technologies, text-encoding (TEI), and tool building.

New and Newly Accessible Publications in Digital Humanities

January 4, 2013 § Leave a comment

It’s a great day for digital humanities publications.  The long awaited (at least by me), Digital Humanities Pedagogy: Practices, Principles and Politics (formerly known as Teaching Digital Humanities), edited by Brett Hirsch has now been published.  You can read it free online here: http://www.openbookpublishers.com/reader/161, download an electronic version for a price, or buy it in paperback or hardback.  I’ve been fortunate to see drafts of articles by Matt Gold on “Looking for Whitman”, Lisa Spiro on Opening up Digital Humanities Education, and Tanya Clement on Multiliteracies. I look forward now to reading the final versions, as well as all the other pieces.

If that wasn’t enough to keep me busy, the open access version of Debates in the Digital Humanities edited by Matt Gold is also now available here http://dhdebates.gc.cuny.edu/. One feature made possible by the digital edition is sharing of highlights and feedback by readers.  You can see what the hottest spots are in the text.  Two new clusters of essays will also be published in 2013.  The first cluster in March will include:

  • Jentery Sayers on “Dropping the Digital”
  • Ethan Wattrall on “Archaeology and the ‘Big Tent’ of Digital Humanities”
  • A new piece by the #transformdh collective
  • Michael Hancher on “Re: Search and Close Reading”
  • Dennis Tenen on “Blunt Instrumentalism”
  • Steven E. Jones on “The Emergence of the Digital Humanities”
  • Ryan Cordell on “DH, Interdisciplinarity, and Curricular Incursion”
  • Katherine D. Harris on “Digital Pedagogy: License to Screw Around”
  • Mark Marino on “Why We Must Read the Code”
  • A cluster of essays on DH in a global context
  • Claire Warwick on “Twitter and Digital Identity”
  • Jeff Rice on “Searching the Story of Billy the Kid”

Looks like plenty of reading for January!

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