February 6, 2014 § 1 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:
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:
May 28, 2013 § 5 Comments
Since I posted about the challenges of finding good materials to blended learning in Introductory Ancient Greek, last Friday, I’ve found a few more resources and information to share. I’d also like to suggest some partnerships to advance this work. « Read the rest of this entry »
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 »
December 17, 2012 § 1 Comment
I want to highlight a recent journal issue and a seminar from 2011 because each documents ways to engage student in applied digital work through the archives. I’m addressing them together because I believe that combined, they suggest a model for a sequential undergraduate curriculum for digital archives. « Read the rest of this entry »
September 26, 2012 § 2 Comments
In the spirit of my post about undergraduates and crowdsourcing, here is another opportunity to get undergraduates involved in a large digital project, this time with an explicitly pedagogical focus. The innovative FemTechNet project seeks to use technology to enable a networked conversation among, students, faculty, scholars, artists and others about the intersections of feminism and technology. By developing a distributed online collaborative course–Feminist Dialogues on Technology–which will be offered in Fall 2013, project leaders will cross global and disciplinary boundaries to create this dialogue. Please share this opportunity with any on your campus or beyond who might be interested.
This academic year (2012-2013), an international network of scholars and artists activated by Alexandra Juhasz (Professor Media Studies, Pitzer College) and Anne Balsamo (Dean of the School of Media Studies, at the New School for Public Engagement in New York) are working together to design and develop the course. I believe that this project presents an important opportunity to connect students at liberal arts colleges into a larger learning network, as we prepare them to be citizens in a globally networked world.
Campuses may join the course in a variety of ways:
- faculty may offer an associated course on their home campus;
- students can take the course as an independent study with local faculty members mentoring them; or
- anyone who is interested may join as informal learners.
Currently, network members are building the course by submitting and evaluating “Boundary Objects that Learn”—the course’s basic pedagogic instruments.
To help members of the NITLE network learn more about this project, and the alternative model it presents for how liberal arts colleges might effectively counter the current drive to massive online courses (like MOOCs), NITLE will be offering a free online seminar for NITLE network members on Thursday, October 4, 4-5 pm EDT. Seminar participants will join project leaders, Alexandra Juhasz and Anne Balsamo to learn about and discuss this project. Find out more about the seminar and register online: http://www.nitle.org/live/events/144-femtechnet-the-first-docc-a-feminist-mooc For those who are not NITLE network members, please contact Juhasz or Balsamo directly or go to the FemBot Collective to find out how to get involved.
I’ve got another post brewing on the implications of this project in terms of MOOCs, academic collaboration between campuses, etc., but wanted to get this opportunity out there now.
September 3, 2012 § 10 Comments
Crowdsourcing could be a silver bullet for integrating digital humanities methods into the undergraduate curriculum. Why?
Crowdsourcing means getting the general public to do tasks. Jeff Howe explains the phenomenon in “The Rise of Crowdsourcing” (Wired Magazine, June 2006) by analogy with outsourcing. This method of labor is growing for scholarly and cultural heritage projects, and that’s where it intersects with the undergraduate curriculum. Collaborative manuscript transcription projects, like Transcribe Bentham, have received quite a bit of the attention, but there are a variety of opportunities out there for motivated students to engage in the process of digitizing, preserving, and studying collective resources and data. For example, the Perseus Digital Library (whose flagship collections cover the history, literature and culture of the Greco-Roman world) has drafted a call to
Advance our understanding of the Greco-Roman World! Contribute to the Scaife Digital Library — improve existing materials and to create new ones! If you want to understand the present and invent the future then FREE THE PAST!
This call lays out a variety of ways to contribute, including translation, definition, citation, text correction, manuscript transcription, text markup, mapping, and clarifying ambiguous names, words or grammar. If your students answer this call or one like it, what will they gain? Is this just grunt labor or are their potential learning outcomes? Why is this a silver bullet for DH in the classroom? « Read the rest of this entry »
August 23, 2011 § Leave a comment
Originally posted on August 23, 2011 at NITLE’s Techne blog, http://blogs.nitle.org/2011/08/23/doing-it/
Lately I’ve been noticing an emphasis in higher education on doing and producing. You see it manifested at all academic levels—students learn through hands-on projects, faculty get evaluated based on productivity, universities boast of patents generated and parents want colleges to prepare their children to do something with their life (read “get a job”). « Read the rest of this entry »