- [toread] Moments in man-made ‘music’ and the machines behind it – – (dh )
- Why I Just Asked My Students To Put Their Laptops Away… — Medium – It's interesting that we're *still* debating this one. Shirky emphasizes that it's not so much the machine as the content that lures – content that is *designed* to distract. – (distraction attention_economy attention )
- BEST PRACTICES IN CURATED PUBLICATION: A GUIDE – Joan Fragaszy Troyano, Ph.D Stephanie Westcott, Ph.D. White paper on establishing a scholarly filter blog. Consider it a syllabus for a collaborative grad project. Or a project for Weblogs and Wikis. Thank you to Troyano and Westcott, DHNow, and the Sloan Foundation. – (dh blogging curating filter socialmedia weblogs )
- Fedwiki Happening: I Don’t Know How to Start, So Let’s Just Type | Hapgood – Hard? Since when does hard put us off? I read lit theory for breakfast, overthrow six well-won assumptions by lunch, have preconceptions for dinner. Bring it on! "Federated wiki is not hard like setting up a Jekyll instance hard, or the ten steps to embed a YouTube video hard. It’s not hard like “I have to learn to edit video” hard.
- Reading list for graduate seminar in digital humanities (Fall 2014) | William G. Thomas III – It’s time to work on syllabi for Fall courses, order books, and prepare readings. With the DH2014 Conference in full swing I am thinking about assignments for my graduate seminar:… – (course DH syllabus )
- Home · Introduction to Digital Humanities – January 23, 2014 Thanks for making our first day of class so productive and engaging. Just from listening to our initial discussion, I can tell that we’re going to have a lot of fun this… – (course syllabi DH )
- Odyssey.js · Documentation – Odyssey.js is an open-source tool that allows you to combine maps, narratives, and other multimedia into a beautiful story. Creating new stories is simple, requiring nothing more than a modern web-browser and an idea. You enhance the narrative and multimedia of your stories using Actions (e.g. map movements, video and sound control, or the display or new content) that will let you tell your story in an exciting new way. Use our Templates to control the overall look and feel of your story in beautifully designed layouts. – (curating DH maps curation )
Time to get back to the classroom, and that means breaking in some new software, including an updated blogging app, Blogo. It was out orignally in 2009, if my old license key is accurate, but went dark for a while. It’s been released as v 2. It seems roughly the same as I recall it back in 2009: single window, with what seems to be a better image editor. It’s far more pleasent to work in than, say MarsEdit. I was going to say it’s more limited than MarsEdit in handling images, but it’s not: It just handles them differently. Embedding images from Flickr, for instance, is done by clicking on the image and selecting Send to Blogo from the service menu. The embedded image can be tweaked in Blogo, and it’s done.
Reduced face time in three courses
I’m trying out reduced face time in three courses: Tech Writing. A&E, and E-Rhetoric. The last also has an online-only grad section – a design I’m also trying out. All the content I typically generate – aka lectures and my notes – will be online. Activities will be similar to what I’ve used in the past: no tests but lots of notes and making. Deadlines for work are firm to promote timeliness. The idea is to reduce face to face classtime to one session per week and to focus that session tightly on a seminar discussion, or class tutorial, or individual tutorial, depending on what we need that week. Sort of what I remember from attending UCL, crossed with activity and sharing techniques from cMOOCs. As at UCL, face sessions are voluntary: Attendance isn’t required. Rather than a final exam, however, weekly work will verify whether the student might be better off attending the weekly session. Students can use the other class session time to meet and work together.
This design might not sound novel, but it is to me, and I have some apprehensions about it that I hope to work out this semester.
What else? No discussion board. Instead, discussions or exchanges will be attached to wiki pages: Keep the exchanges close to the content. Some collaborative work probably in Google Docs. No video lectures from me: I find them too slow and dispersed for the purpose. Lectures are what students are not coming to hear, right? All reading, for the most part. Some step by step tutorials using Clarify 2. Perhaps some screencasts if absolutely necessary.
All of this places a lot of responsibility on the student for technical skills, so I expect to use a bootcamp approach in the first set of requred meetings (bootcamp borrowed from ds106). Those online only will have to google their way into the technology. Eg “Go to Google and use its tutorials to set up a Google Docs account. Whe you have a Google Document created, email me the link .…” And “Google the term rss. Find out what it is and how it’s useful to you. Sign up for an RSS account online or using an RSS reader on your own computer. From there on, add the RSS feeds to wiki pages for this course that you want to monitor or are working on.” And “Register with Twitter. Use #ENGL2152 to request help or feedback from others ….” I probably need a checklist.
It all adds up to dynamic syndicated learning:
[PDF] Discussion board: A learning objectK Harman, A Koohang – … Journal of E-Learning and Learning Objects, 2005 – editlib.org… The discussion board thus may be used as a “context board.” For example, the concept of usingthe discussion board as a “context board” fits well within Downes’ (2003b) recommendation forusing syndicated learning content: … Using syndicated learning content. …
Or will it be federated?
Existing online learning experiences lack the social dimension that characterizes learning in the real world. This social dimension extends beyond the traditional classroom into the university’s common areas where learners build knowledge and understanding through serendipitous and collaborative exchanges both within and across traditional subject area boundaries. A next generation virtual learning environment (VLE) can address the limitations of current online systems by providing a richer social context for online learning. We describe the end-user properties of … VLE that fosters dynamic group learning experiences and the development of communities of practice. This proposed VLE provides the capacity to merge the institutional infrastructure for academic computing, enterprise-level networks, Squeak/Croquet-based content authoring, and the educational principles of constructivist pedagogy.
Or another model?And I will need a statement of openness, revised from this, which I’ve use regularly.
Most of the writing we all do for this course will end up on the wiki. Notes, notes on notes, my comments, more notes, group notes and projects. As the course progresses, you’ll find that we can begin to link up these nodes, developing them into topics, and further developing topics over the semester and across semesters. The wiki becomes more valuable (to us, to the next group, and to whomever looks in) the more we develop topics over time.Writing the wiki is an integral part of this course and your learning for this course. As your notes progress, you will begin, I hope, to cross link to the notes and observations of others. University students and professors are now in the business of making their course work in progress available to those interested; it’s another new rhetorical practice of digital space.
I would rather have students work in their own spaces, to set up and use their own PLEs, and then aggrgate their work by linking materials they are submitting for evaluation to a wikiname page. But that’s for later.
And, one final device for this design: A weekly update, in the form of a blog post or wiki page, as appropriate. Downes et al used these in a couple of cMOOCs I participted in, and they worked to highlight substantive work and directions for students. Much as a face to face lecture signals what the instructor sees as important, so the weekly highlights helps students define a focus.
because I’ve used this post to evaluate it. It has a few idiosyncrasies – and so it should! – in how it imports from the web to the draft, but those became useful quickly. It may be my machine, but Blogo doesn’t seem to be spell-checking. Minor, really. I’m looking forward to using it this semester.
- The Phenomenology of Participation: Derrida and the Future of Pedagogy – example of how interfaces shape learning. " Google docs, for example, can be thought of as merely a technological innovation that enables collaborative notetaking. But the programming structure of Google docs closely resembles Clay Shirky’s articulation in Here Comes Everybody of how collective action invokes subjectivity by tying one person’s identity to the identity of the group and making a decision of a group binding on all individual members (51). A collaboratively constructed Google document creates a site of authoring — and self-authoring — that materially represents the multiplicity of subjectivity. Unlike “group work” (where students simply divide the workload of a project into discrete, individual tasks), the collaborative production of participatory pedagogy derives from a shared responsibility, vision, decision-making, and creation that cannot be divided." – (pedagogy interface DH networkTheory )
- Digital Lesson – Twitter and Storify – – (twitter curating curation dh )
Curating is making a list, but lists are significant.
The list is the origin of culture. It’s part of the history of art and literature. What does culture want? To make infinity comprehensible. It also wants to create order – not always, but often. And how, as a human being, does one face infinity? How does one attempt to grasp the incomprehensible? Through lists, through catalogs, through collections in museums and through encyclopedias and dictionaries. Eco on lists
I’m not talking about The Ten Best kind of lists, or their detractors. Or maybe I am, but I’m not emphasizing those occasional-lists here. Those lists that are aimed at narrowing, at reducing what is complex to a commodity chunk. I’m talking about the curated list, the list we make not to reduce to a finite and clever number but the list that we make to articulate the complexity. The list, the categorized list, organizes complexity without reducing it. Eco again:
Lovers are in the same position. They experience a deficiency of language, a lack of words to express their feelings. But do lovers ever stop trying to do so? They create lists: Your eyes are so beautiful, and so is your mouth, and your collarbone … One could go into great detail.
But listing is not just infinite expression and love. The culture part is indexing: how the list can be an index to the location of a tiny element of the thing.
Culture isn’t knowing when Napoleon died. Culture means knowing how I can find out in two minutes. Of course, nowadays I can find this kind of information on the Internet in no time. But, as I said, you never know with the Internet.
And while Google is The Master at aggregating the elements, it’s we Turks who gather and arrange and name the items to be indexed. That’s what makes even Google (even Google?) problematic. That’s where curation comes in. To feed Google so others can find out in two minutes.
Think of the list as a method of content curation, and as an index, or fetish.
Character and lists
Practice. Draw up a list of 40 items that characterize a friend or place.
- The Teacher’s Guide To Pinterest – Edudemic – Edudemic – Hmmm… curated, or simply dumped in a heap? – (curating DH )
- Death to the dropbox: Rethinking Student Privacy and Public Performance – – (DH openaccess )
- » Zen Scavenger Essay Writing SAMPLE REALITY – In a related exercise, students get a wordle of a scholarly essay and are to reconstruct the original. – (DH fyc recomposing )
- » What’s Wrong With Writing Essays SAMPLE REALITY – "The student essay is a twitch in a void. A compressed outpouring of energy (if we’re lucky) that means nothing to no one. … This is the primary reason I’ve integrated more and more public writing into my classes. I strive to instill in my students the sense that what they think and what they say and what they write matters — to me, to them, to their classmates, and through open access blogs and wikis, to the world." And he means, also, writing on objects in the world. – (DH fyc )
- Digital Storytelling » A Tale of Two Goldfish Bowls . . . Or What’s Right with Digital Storytelling – – (DH )
- 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 )
- Digital Scholarship | Open Educational Resources (OERs) for digital scholars – sister site to readytoresearch.co.uk. – (dh de oer iet )
- Ready to Research | Open Educational Resources (OERs) for research students – IET produced study guide/ clearing house of OERs. Curatorial practices to envy and emulate. Robin Goodfellow, Martin Weller at al. Crap site name. Doesn't reflect the quality of the work. – (de dh ier curating oer )
- Multitasking May Hurt Your Performance, But It Makes You Feel Better – it makes class time bearable. "The findings showed that multitasking often gave the students an emotional boost, even when it hurt their cognitive functions, such as studying." – (fyc multitasking )
- Garfield – How Students Learn Statistics – – (statistics a&e fyc )
- Open and shut cases. Bracewell’s ‘The Space Between’: the essence of a book as artwork – – (digitalhumanities book )
- Getting the News — danah boyd | News.me – how danah gathers her news – (danahboyd media newjournalism socialpractices curating reading DigitalHumanities )