Call for Responses: Teaching with Technology

http://mediacommons.futureofthebook.org/content/cfr-teaching-technology

The MediaCommons Front Page Collective is looking for responses to the
survey question: What does the use of digital teaching tools look like
in the classroom?

Several educational institutions
(NCTE<http://www.ncte.org/cee/positions/beliefsontechnology> for
example) have addressed teaching with technology, including both the
necessity for it and the need for using technology within sound pedagogy.
Teaching with digital tools is growing and offering online sections is
becoming the norm. With this survey, we hope to bring together teachers and
scholars who utilize technology in their own classrooms to talk about not
only tools that scholars can apply, but also some of their findings in
their own classrooms. This project will run from May 20 to June 21.

Responses may include but are not limited to:

  • Digital tools used in the classroom
  • Digital tools for grading/class organization
  • How digital tools shape the classroom
  • Creating multimodal assignments
  • Using digital tools from a student’s perspective
  • Unexpected/unforeseen outcomes of using digital tools

Responses are 400-600 words and typically focus on introducing an idea for
conversation.  Proposals may be brief (a few sentences) and should state
your topic and approach. Groups may also submit a cluster of responses.
Submit proposals to mediacommons.odu@gmail.com by *May 10* to be considered
for inclusion into this project.

In case you are unfamiliar with *MediaCommons*, we are an experimental
project created in 2006 by Drs. Kathleen Fitzpatrick and Avi Santo, seeking
to envision how a born-digital scholarly press might re-conceptualize both
the processes and end-products of scholarship. MediaCommons was initially
developed in collaboration with the Institute for the Future of the Book
through a grant from the MacArthur Foundation and is currently supported by
New York University’s Digital Library Technology Services through funding
from the Andrew W. Mellon Foundation and the National Endowment
for the Humanities.

Followup on Meeting 7

Thanks for a wonderful discussion today. More “back channel” comments are available at the Twitter #nudhl hashtag.

A few followup links.

After I inquired, Kate Bagnell tweeted a blog post she wrote about the lack of women in Invisible Australians, the White Australia archive project we examined today: http://chineseaustralia.org/archives/1757.

Tim Sherratt’s presentation on building Invisible Australians here: http://invisibleaustralians.org/blog/2011/12/it%E2%80%99s-all-about-the-stuff-collections-interfaces-power-and-people/.

Sean Takats’s now infamous posts about his tenure case: http://quintessenceofham.org/2013/01/17/dh-tenure-1-the-talk/ and http://quintessenceofham.org/2013/02/07/a-digital-humanities-tenure-case-part-2-letters-and-committees/.

Scalar: http://scalar.usc.edu/scalar/

Please add additional links, followup, questions, comments as you see fit.

Best,

Michael

NUDHL 4: Critiquing the Digital Humanities, Fri, 1/25/13, 12-2pm, AKiH

Please join us for the fourth NUDHL research seminar of the year on Friday, 1/25/13, 12-2pm in the seminar room of the Alice Kaplan Institute for the Humanities.

Here are the details on readings and location.

Hope to see you there!

Discovery vs. Justification

The always-sharp Trevor Owens:

Discovery and Justification are Different: Notes on Science-ing the Humanities

which builds upon one of the suggested NUDHL readings from our last gathering:

Frederick W. Gibbs and Trevor J. Owens, “The Hermeneutics of Data and Historical Writing (Spring 2012 version),” in Writing History in the Digital Age: A Born-Digital, Open-Review Volume, ed. Jack Dougherty and Kristen Nawrotzki, http://writinghistory.trincoll.edu/data/gibbs-owens-2012-spring/.

 

Kramer’s Capsule Reading Reviews

Ch. 5, Ramsay and Rockwell, “Developing Things”

“building as a distinct form of scholarly endeavor” (77)…”a prototype is a theory.” – Manovich (77)…”theories thus become instruments” – William James (79)…”The question, rather, is whether the manipulation of features, objects, and states of interest using the language of coding or programming (however abstracted by graphical systems) constitutes theorizing” (83)…”so we may substitute ‘What happens when building takes the place of writing?’ as a replacement for ‘Is building scholarship?'” (82-83)

Ch. 6, Drucker, “Humanistic Theory and Digital Scholarship”

“Have the humanities had any impact on the digital environment? Can we create graphical interfaces and digital platforms from humanistic methods?” (85)…”we have rarely imagined creating computational protocols grounded in humanistic theory and methods” (86)…spatial and temporal modeling (90-94)…replacing “what is?” with “what if?” (92)…”flexible metrics, variable, discontinuous, and multi-dimensional” (94)

Ch. 7, Bianco, “This Digital Humanities Which is Not One”

“Does the digital humanities need an ethology or an ethical turn? Simply put, yes.” (97)…”This is a rant against the wielding of computation and code as instrumental, socially neutral or benevolent, and theoretically and politically transparent…” (100)…”composing creative critical media” (102)…”rather than aesthetics rationally locating the innate beauty of a thing, aesthetics works procedurally in the organization of perception as an affective and embodied process. It designs and executes that which can be experienced as synaesthetically (aurally, visibly, and tacitly) legible. To intervene or critique social or political relations means to create work that offers a critical redistribution of the senses. Representational criticism, such as interpretive analysis, does not address work at the level of ontology, the body, the affective, and the sensible. In order to get to sensation and perception, a more materially robust mode of critique is necessary” (105)…”assemblage theory” (106)…”compositionism” not as a “critique of critique” but “a reuse of critique” – Latour (107)…”Critique’s primary action is that of exposure, and if informatic technologies have altered one aspect of politics and culture it would be a reconfiguration of what is exposed and exposable and what remains illegibly layered–not veiled. The Internet and digital technologies provide a set of platforms and affordances for exposing human actions and older, analog, informative archives (alphabetic documentation, legal records, etc.) superbly.” (108)…”We live exposed. Might we begin to experiment with ways to shift or move out of the utopian ideal of unveiling the already unveiled, executed through acts of destructive creation, to take up the troubling disjuncture between what is felt and what is real and to move from interrogative readings to interactive, critical ‘reuse’ compositions through what Latour terms a ‘progressivism’ that is predicated on immanence and upon what I would argue are nontrivially changed material conditions?” (108)….”Digital and computational modes are embedded, object oriented, networked, enacted, and relational. The digital humanities is one subset of computational and digitally mediated practices, though its current discursive regime articulates itself as an iteration of the one world, a world both felt and real.” (109)…”work in computation and digital media is, in fact, a radically heterogeneous and a multimodally layered—read, not visible—set of practices, constraints, and codifications that operate below the level of user interaction. In this layered invisibility lies our critical work” (109).

Ch. 8, McCarty, “A Telescope for the Mind?”

what is computing in and of the humanities for? Are we for drudgery? If not, with regards to the humanities, what are we for? (120)

Blog posts, Scheinfeldt, “Sunset for Ideology, Sunrise for Methodology?”; Hall, “Has Critical Theory Run Out of Time for Data-Driven Scholarship?”; Hall, “There Are No Digital Humanities”

method vs. theory

Ch. 24, Parry, “The Digital Humanities or a Digital Humanism”

My hope is that DH can be something more than text analysis done more quickly (434)…use of Benjamin’s method, rather than ask is photography art? ask what does having the photograph do to our conception of art? (435)…”ontology” (436)…”The digital changes what it means to be human and by extension what it means to study the humanities” (436)…”digital humanities is an understanding of new modes of scholarship, as a change not only in tools and objects but in scholarship itself” (436)

Ch. 29, Liu, “Where Is Cultural Criticism in the Digital Humanities?”

“How the digital humanities advances, channels, or resists today’s great postindustrial, neoliberal, corporate, and global flows of information-cum-capital is thus a question rarely heard in the digital humanities…” (491)…from one poem to “the archive, corpus, or network” (494)…from block quotations to graphs and charts (494)…”the insecurity of the digital humanities about instrumentalism” (499)…”rethink the idea of instrumentality” (501)

Meeting #1 Reflections

A few themes I discerned from our first meeting. This is quickly written and meant to inspire corrections, negations, queries, wonderments, questions. Please add your own perspective, perceptions, affirmations, theories, frustrations, curiosities, concerns:

DH, D vs. H, D & H, DH as R&D

The question is not only what does the digital offer the humanities, but also what can the humanities offer the digital? Both questions are important, and the dialectic between them might be especially productive.

DH and Research

How does DH help us to frame old questions in new ways? How might it help to develop new questions? Can definitions of DH constrain? Can more constrained definitions of the emerging field be helpful at times? How might each of us in our work (as scholars, teachers, technology folk, librarians) dive into the the “transductive plasma of interpretation” that Rafael Alvarado describes in his essay on Debates in the Digital Humanities?

DH and Scale

DH seems to increase awareness of scale—of the oscillation, often rapid, between difference amounts of evidence or information. Does it have something to offer humanities scholars in this movement between the small (zooming in on the hi-res detail of a famous painting) and the large (a huge text corpus or dataset)?

DH and Speed

DH similarly seems to pose the possibility of both speeding up humanities research/teaching and also, more surprisingly, slowing it down. You can search across vast pools of data or text or information quickly. You can also use the digital to slow down concentration on particular evidence, arguments, phenomena, methodologies, practices. Once again the key modality to explore may well be the oscillation between different speeds of research/teaching.

DH as Episteme

How does DH relate to the current historical moment? Is it a weird instantiation in the academic world of new managerial practices and structural phenomena? Are we experiencing the transformation of knowledge into “information” so that the urge is not to understand so much as to “do something” with what we are studying? Is modularity replacing the specificity, friction, resistance of humanities theory and critique? Is there a rapprochement between poststructural critique and larger systems of which we are part (Lane Relyea’s fascinating observation)? Is there a growing emphasis on large-scale and small-scale levels of knowledge and interaction but a loss of the middle-ground between the macro and the micro? Is DH a kind of shadow world of larger structural and cultural systems? Does this mean that it is an ominous development or something that takes or even subverts the dominant ideas and practices of our era in potentially new directions?

DH and Democracy

Two very different (or perhaps not?) questions of inclusivity and exclusivity arose. First, in what ways do the digital humanities pose new linkages between specialized scholarly work and broader public outreach? Second, are the digital humanities an intervention, either explicitly or implicitly, in the existing hierarchies of the academy itself? The first question is about the kind of work going on with a group such as Imagining America or the Public Humanities in a Digital World initiative at University of Iowa (two of many examples in the US context alone). The second is far more fraught, particularly for graduate students and junior scholars, in that the modes of exploring scholarly questions through the digital humanities (cooperative rather than solo, through new modes of communication and publication, in new forms and formats) potentially reshape the ways in which individual distinction leads to prominence or even just a foothold or halfway decent position in a humanities discipline. How many risks does a young, aspiring scholar in the humanities want to take? What kinds of structural changes in the academy (tenure and promotion questions being the most fraught and pressing) would preserve the best aspects of vetting while allowing scholars to take more of these kinds of risks? Is it possible to picture a humanities landscape in which the current superstar system is replaced by something more democratic and egalitarian? Could the digital help in this project?

DH and Print Culture/Embodied Culture

We tend to start out by thinking of the digital as opposed to the book and print culture, as well as to face-to-face culture of the traditional classroom, but might we actually be able to find ways that the digital weaves through (streams through?) the material in transformative and productive ways? The digital not as a rupture from prior technologies, practices, and modes of scholarship/teaching/life but rather as a continuation? If so, how? In what ways? To what ends?

DH and Pedagogy

What should DH in the classroom look like? Coursera? New kinds of interactions between face-to-face and online teaching? Should it be more efficient and cheaper or more complex and expensive?

What else? What did I miss?