- Queequeg’s Coffin: a Sermon for the Digital Human | Literacies | HYBRID PEDAGOGY – Reflections on digital writing in 2013. – (dh erhetoric )
- Digital Writing Uprising: Third-order Thinking in the Digital Humanities | Literacies | HYBRID PEDAGOGY – Oh boy. Right on time for WCW – to find a new name as Digital Writing for Professionals – and considering rhetorical velocity. – (wcw erhetoric digital_literacy scholarship2.0 )
- Augmenting Human Intellect: A Conceptual Framework – 1962 (AUGMENT,3906,) – Doug Engelbart Institute – part III walks thorough process of structuration and associative links. – (inspiration notebook notetaking DH )
- howard rheingold’s | tools for thought chap 9: bush and englebart – – (dh )
- debate: a connected world is a better world – – (dh twitter socialmedia )
- Critical Article—How Do You Solve a Problem Like Twitterature? Reading and Theorizing “Print” Technologies in the Age of Social Media | Technoculture – On the difficulty of framing our discourse about online discourse in frames other than print. A ramble. – (dh twitter semiotics socialmedia )
- h2g2 – The Guide to Life, The Universe and Everything – – (wiki )
- The Fickle Fame of Twitter – Boing Boing – One for the #en3177 crowd on getting a handle on Twitter. "I’ve since used my twitter – which was changed to @inthefade last year – for self-serving good by promoting my freelance writing, but I’ve also realized twitter’s potential for worldly good by utilizing it to launch to a toy drive for children affected by Sandy. That – five years after I joined twitter – was probably the moment in which I realized what a vast social media reach can be used for." – (twitter socialmedia socialnetworking #en3177 )
- Calling open access academic book publishers: How authors and publishers could make a modest profit | Impact of Social Sciences – – (oer )
- David Crystal – Texts and Tweets: myths and realities – YouTube – Tweeting means culture goes to hell in a hand basket? Yeah, ok. You might want to consider the evidence. – (twitter languagechange en3177 linguistics )
- Online photo sharing as harbinger of irrelevance | Abject – Argument for findability and the movement towards walled gardens. Or something like that. – (findability flickr oer openaccess opencontent )
- Klout in the Classroom: A Valuable Grading Tool? – WTF! Can you be less professional? "Like Klout, marketing simulation software provides a grade based on an unknown algorithm. Bacile explained that the software uses hundreds of differently weighed factors that are not revealed to its users. “The algorithm isn’t transparent and is subject to change,” he said. “But it’s a useful service that demonstrates that the world is full of uncertainty.” " – (social_media )
- Encouraging a Conference Backchannel on Twitter – ProfHacker – The Chronicle of Higher Education – Tips – (backchannel twitter DH )
- Presenting for Twitter at Conferences – ProfHacker – The Chronicle of Higher Education – Taking (an unacknolwedged? unknowingly?) leaf from 140 Characters, ProfHacker proposes tips passed off as BPs. Meh. – (14Ocharacters twitter backchannel BPs )
- Open-Thread Wednesday: Best Practices for Live-Tweeting at Conferences? – ProfHacker – The Chronicle of Higher Education – The Chronicle initiates a crowdsourcing project on, basically, etiquette. Best practices are "what we do locally." – (crowdsourcing twitter DH backchannel )
Week 1 of DH went well, but we had to cut it short because of events forÂ BSU Community Appreciation Day. It’s hard to pay attention to The Cure in class when the local radio station is blasting pop music the quad.
As a way of getting started in DH practices, I assigned this activity for week two
– Sign up with twitter.
– Follow @mcmcorgan.
– Locate and follow others in this course.
– Compose a Twitter essay of exactly 140 characters using #en4709 enacting what a student of digital humanities does. Don’t waste a character. (Borrowed nearly verbatim from Jesse Stommel at Hybrid Pedagogy).
But, in my haste, I forgot to include a strategy for finding each other on Twitter. Here it is:
How? Send a tweet including #en4709. Any tweet at all – but include #en4709. That will make us all findable. Search for #en4709. When you locate someone, follow them. Also, view who they follow and who is following them. Others in this class may be on their list.
What’s the rationale here?
The idea is to bootstrap us, as a class, into DH practices. Locating each other and forming a network makes a sensible starting point, as working in and as a network is one of the central practices (and values) of DH. Spiro mentions it, but it’s clear net-work is present from the beginnings with V Bush, Ted Nelson, Doug Englebart all working towards it. The first challenge is to find the network itself, then to find others of like mind. I specified the network – Twitter – but didn’t provide a way of finding each other by way of that network.
As students in humanities studies, we find other students and professors of like minds and interests. A physical campus with buildings housing departments gives us a physical space to find those people – as does the campus itself, and the local community. Coffee shops, restaurants, bars are all places to find others in our disciplines. Ditto disciplines and departments as organizational structures: They function as strong links. If students can locate the strong links, they can follow links from there, and create links between themselves, to extend the network, and providing new (weak) links to bring in new information. As students, we do this physically, by hanging around, asking around, looking lost and bored. New faculty do it by going to mixers that the university organizes. (And, yes, this is an argument for the persistence of physical campuses.)
Online, it’s still a matter of finding the strong links. Me, in this case. If every student in the class finds me on Twitter and follows me, then they can find and follow everyone else in the class by looking at who else is following me. That can be just as nerve-wracking – or exciting – as sitting around in the corner of the union, hoping someone will recognize you, or you someone else. The alternative way of finding each other – by way of weak links (send a tweet with a designated hash tag) – helps. That’s how participants at conferences find each other. It’s a practice the DH crowd has developed over the past six years of Twitter.
By my forgetting to include it, I brought the need for and practice of findability to the surface.
I’m not talking about ‘community’ in any “community appreciation” way here. I’m focusing on making connections between nodes that need to be connected somehow in order to get things done. To get the information to create a network, students have to locate professors that are on the fringe but have information they need, and they have to locate and test out connections with other students they have no interest in being friends with. This is why FB, with all its timelines and updating and stress on images, makes a poor platform for this kind of net-working. It’s not a matter of keeping friend and study networks separate – that can be done on any platform. Twitter works for creating non-committal pathways that can be followed or ignored, as the need arises.
Spiro, Lisa. â€œThis Is Why We Fightâ€: Defining the Values of the Digital Humanities. Debates in the Digital Humanities. University Press of Minnesota.
- How to Storify. Why to Storify. | Digital Pedagogy | HYBRID PEDAGOGY – – (dh curating howto )
- The Twitter Essay | Digital Pedagogy | HYBRID PEDAGOGY – Write an essay in exactly 140 characters that does real work in the world. – (DH twitter FYC )
- Learning as Performance: MOOC Pedagogy and On-ground Classes | Digital Pedagogy | HYBRID PEDAGOGY – "The open and massive nature of MOOCs demands that kind of flexibility. With hundreds of students, only four instructors, and no college credit on offer, there was no practical reason to attempt the impractical task of tracking and assessing performance. Because students dramatically outnumber instructors, the attention to minutiae that sometimes accompanies the assignment of out-of-class work becomes prohibitively tedious. In many of these large-scale classes, the only viable solution is to ignore the problem: why check homework if there is no way to do so effectively at this scale? – (cmooc mooc de Oer )