July 24, 2015 § Leave a comment
Digital Pedagogy in the Humanities: Concepts, Models, and Experiments, edited by Rebecca Frost Davis, Matthew K. Gold, Katherine D. Harris, and Jentery Sayers, is a dynamic open-access collection currently in development on MLA Commons. The editors invite your participation in the open peer review of this collection.
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December 17, 2014 § 1 Comment
I’m elated today to announce, along with my fellow editors, Matt Gold, Katherine D. Harris, and Jentery Sayers, and in conjunction with the Modern Language Association Digital Pedagogy in the Humanities: Concepts, Models, and Experiments, an open-access, curated collection of downloadable, reusable, and remixable pedagogical resources for humanities scholars interested in the intersections of digital technologies with teaching and learning. This is a book in a new form. Taken as a whole, this collection will document the richly-textured culture of teaching and learning that responds to new digital learning environments, research tools, and socio-cultural contexts, ultimately defining the heterogeneous nature of digital pedagogy. You can see the full announcement here: https://github.com/curateteaching/digitalpedagogy/blob/master/announcement.md
Many of you may have heard of this born-digital project under some other names (Digital Pedagogy Keywords) and hashtags (#digipedkit). Since it was born at the MLA convention in 2012 it has been continually evolving. You can trace that evolution, in part, through my earlier presentations: https://rebeccafrostdavis.wordpress.com/tag/curateteaching/
For the future, please follow Digital Pedagogy in the Humanities on Twitter through the hashtag #curateteaching and visit our news page for updates. And if you know of a great pedagogical artifact to share, please help us curate teaching by tweeting it to the hashtag #curateteaching. We’ll be building an archive of those tweets, as well.
June 12, 2013 § 4 Comments
I’m delighted to announce that on July 1 I’ll be joining St. Edward’s University as Director for Instructional and Emerging Technology. Part of my responsibility will be helping implement the university’s 2015 Strategic Plan which calls for the creation of a “21st century learning environment . . . in which faculty and students access, assess and create knowledge in a world-wide exchange of ideas.” I will work with faculty and staff to create a vision for that learning environment and put it into practice across the campus. This work is a natural extension of the work I’ve done at NITLE to help faculty transform and adapt new digital methods in teaching and research to advance the essential learning outcomes of liberal education. « Read the rest of this entry »
May 24, 2013 § 1 Comment
One of the key themes that emerged from last month’s NITLE Summit and Symposium was the need to take control of the conversation about higher education and specifically about liberal education. In part this is a reaction, I think, to the way MOOCs have dominated the conversation about higher education over the last year. This morning, an article by Kevin Kiley in Inside Higher Ed, “Education in the Liberal Arts,” caught my eye because it pointed to the changing definition of liberal education, in particular a move towards a definition that will accomodate vocation while maintaining the values of liberal education. I’m happy to see this movement because liberal arts colleges risk being left out of the higher ed conversation if they don’t acknowledge and engage with the demand that higher education should prepare students for post-college employment. « 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 »
September 17, 2012 § 1 Comment
Undergraduates at Hamilton College are participating in an archaeological dig led by Prof. Nathan Goodale. This project illustrates the variety of learning experiences and high impact practices that can come from engaging undergraduates in collaborative research with faculty using digital methodologies. Not only do students engage in collaborative, student-faculty research, they also see the public impact of that research as it is being used by Sinxit activists to support claims to their ancestral land. The project is part of Hamilton College’s Digital Humanities Initiative, and uses digital techniques such as a digital database of cultural and linguistic information, iPads for data collection in the field, 3-D Modeling of Sinxit buildings, and a film about the Sinxit, past and present. When I interviewed Prof. Goodale in 2010 during a visit to Hamilton College to learn about DHi, it became clear to me that he wasn’t striving to be at the cutting edge of digital humanities research and teaching. Rather, his project uses the best tools available and those tools happen to be digital. That lesson is far more important to undergrads, whether they identify themselves as digital humanists or not.
Read more about it in this story from the Chronicle of Higher Education: Archae0logists Uncover Markers of an ‘Extinct’ Ancient Tribe on Contested Land. (Note that this is a premium article, so, unfortunately the link above expires in 5 days).
June 12, 2012 § Leave a comment
The Council on Library and Information Resources released a new report, “One Culture. Computationally Intensive Research in the Humanities and Social Sciences, A Report on the Experiences of First Respondents to the Digging Into Data Challenge“. This report documents the first eight projects and participants of the Digging into Data Challenge, which was co-sponsored by the National Endowment for the Humanities in partnership with JISC in the UK, SSHRC in Canada and the NSF.
The report makes several recommendations to promote and support computationally intensive research in the humanities that are important for small liberal arts colleges, including:
- Take a more inclusive approach to collaboration, including library, information technology and other academic staff, undergraduates, and citizen scholars
- Adopt models for sharing credit among collaborators: This recommendation has implications for tenure and promotion for those who participate in collaborative projects at small colleges.
- Make greater, sustained institutional investments in human infrastructure and cyberinfrastructure and Adopt models for sharing resources among institutions: Scholars at small liberal arts colleges may be effectively prevented from participating in computationally intensive projects if they must rely solely on the resources of their own institution.
- Researchers should create opportunities for students to develop these kinds of expertise: Such opportunities would enable undergraduates to engage in humanities research and develop important technology expertise.
April 1, 2012 § Leave a comment
The Wheaton College Digital History Project has received a Level I Digital Humanities Start-Up grant from the Office of Digital Humanities of the National Endowment of the Humanities. The grant is entitled, “Encoding Financial Records for Historical Research,” and funded
A meeting of historians of eighteenth- and nineteenth-century America, archivists, and technical experts to discuss the development of a module for financial records for the Text Encoding Initiative to allow for additional mark-up and analysis of those records found in manuscript collections.
Many of the records being encoded by the Wheaton College Digital History Project consist of financial records.
March 22, 2012 § Leave a comment
The library at Wheaton College partners in the TAPAS Project or TEI Archival Publishing and Access Service, which will help faculty and staff at small liberal arts colleges publish and store materials marked up according to the standards of the Text Encoding Initiative (TEI). Recently, this project received two digital humanities grants:
The Brown and Wheaton libraries received a $250,000National Leadership Grant from the Institute for Museum and Library Services (IMLS), which began in December 2011 and will run for two years. And the Wheaton library and SHANTI received a $50,000 Start-up Grant from the Office of Digital Humanities at the National Endowment for the Humanities (NEH), which began in January and will run one year.
Find out more about the TAPAS Project from their NITLE Symposium Poster Video: [vimeo http://vimeo.com/38858974]