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.
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:
November 12, 2013 § Leave a comment
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 »
November 12, 2013 § 2 Comments
In Spring 2013, I taught LAT312K: Intermediate Latin at the University of Texas-Austin. This was the fourth and last required course in the Latin sequence at UT and focused on Vergil’s Aeneid. The course functioned both as a cap to a student’s Latin experience (several of my students were graduating seniors finishing off their required courses) and a gateway into advanced study of Latin literature and culture for Classics majors. One of my goals in the course was introducing students to a variety of approaches scholars take to the study of Latin literature in general and Vergil’s Aeneid in particular. This goal allowed me to include a digital humanities element in the course by having my students experiment with digital methodologies. One such assignment focused on text analysis. I include the assignment below, as well as my reflections on how this pedagogical experiment went. « Read the rest of this entry »