Group items tagged

Key Takeaways For the actor, today's digital technology provides career and business support while - thanks to the increasing use of digital acting counterparts such as linear animation films, games, and virtual simulated performances - threatening the actor's livelihood. An intermediate acting class added digital technology to investigate how it might enhance character interpretation and explore whether it could play an integral part in the performance without becoming the performance. The acting instructor fostered creativity with traditional acting skills, while the technology expert provided tools and instruction in their use for students, with mixed success apparent in the final performances.

We've looked at several ways to repurpose old technology, but one gadget that doesn't get much of a second life is the digital camera. What are some ways you'd repurpose an old digital camera to keep it out of the garbage?

Illustrations to Dickens http://digital.libraries.ou.edu/cdm4/browse.php?CISOROOT=%2Fdickens2 During his life, Joseph Clayton Clarke was known for illustrating the novels of Charles Dickens. Born in 1856, Clarke also designed postcards and cigarette cards. His first illustrations of Dickens' work appeared in 1887 in Fleet Street magazine, and he continued by publishing complete illustration collections in books like "The Characters of Charles Dickens". This digital collection from the University of Oklahoma Libraries brings together 185 of his illustrations from this fine tome. Visitors can read the description of each illustration on the site, and view each item listed by character name. Here visitors will find such Dickens favorites as Clarence Barnacle from Little Dorrit and Martin Chuzzlewit from the novel of the same name

The following study, "Using Digital Images in Teaching and Learning," was commissioned by Wesleyan University in collaboration with the National Institute for Technology and Liberal Education (NITLE). The study focuses on the pedagogical implications of the widespread use of the digital format. 

"Retrieving legacy files As the old dropbox knew no separation of files by assignment (one of its major limitations), it was not possible to move these files into assignments during the upgrade, and there is no storage area facility available into which they could have been moved, so they are not directly accessible within the application after an upgrade or in courses restored from earlier versions. The old dropbox code used Perl, which has been completely removed from the web application in release 9, so the dropbox cannot be accessed anymore to retrieve the legacy files. A rudimentary Java-based interface is being provided to enable each user individually to download any legacy files they may wish to retrieve. These files can then be submitted in newly created assignments as desired or stored in one's Virtual Hard Drive inside the Blackboard Content System, if that is licensed by the institution and enabled by the system administrator. Unfortunately this interface is not exposed via any link in the application. System administrators or helpdesk staff can however make available such a link to their users, either assisting them with file retrieval on an individual basis or by publishing the download link to their users, e.g. in a system announcement. Community Engagement license holders may also wish to add an HTML portal module with this link, thus simplifying the download process, or add it as external link to the tool panel (in the portal menu column). The location of this interface (relative to your server root) is: /webapps/blackboard/execute/ddb It is important to note that this is not a file system location. You actually have to access the URL via a web browser! Sample HTML for a portal module named something like "Digital Dropbox Download": Download your digital dropbox files here When a user accesses this link, he will either see a message that no files were found for him, or a list of courses in w

The Social Web is transforming the way students interact with others, and is challenging traditional pedagogies, values and practices. An analysis of students' uses of social networking tools (e.g. Facebook, Myspace) and video/photo sharing sites (e.g. YouTube, Flickr) reveals the emergence of collective digital literacies. These include filtering content, new textual and visual literacies, managing multiple digital identities, representing self in cyberspace and engaging in new modes of interaction.

Nature Publishing will announce a new biology textbook on Tuesday, and the textbook will have a digital only edition. The $49 digital textbook will include lifetime access to regularly update content that can be access online, from a tablet, and it can even be printed. 

Made possible by the Ford Scholars Program, a summer research opportunity funded by Vassar, Professor of Earth Science Jeff Walker and Ford Scholar Maura Toomey '15 worked this past summer to make the original journals of John Burrough, a Hudson Valley based naturalist and writer more accessible by digitizing and placing them online in a searchable format. journal here http://www.hrvh.org/cdm/ref/collection/vassar/id/1008 

Finding the Digital Way - POD12W11

": combines the strands of critical and digital pedagogy to arrive at the best social and civil uses for technology and digital media in on-ground and online classrooms. : avoids valorizing educational technology, but seeks to interrogate and investigate technological tools to determine their most progressive applications. : invites you to an ongoing discussion that is networked and participant-driven, to an open peer reviewed journal that is both academic and collective."

Where Levine gets it wrong is to assume that this shift is being driven by the demand of digital natives for new methods of teaching and learning. Levine writes that, "Today's traditional undergraduates, aged 18 to 25, are digital natives. They grew up in a world of computers, Internet, cell phones, MP3 players, and social networking." I recommend that Arthur Levine, and all of you, download (buy, whatever) a copy of Clay Shirky's new book Cognitive Surplus: Creativity and Generosity in a Connected Age. Shirky talks about the fundamental_attribution_error, the tendency to explain behaviors as the result of character as opposed to the opportunity structure.

take2_Creating a Digital assignment-notes for ATI workshop

Bill of Rights & Principles 4 Learning in the Digital Age

The Century America compilation of websites are a part of the COPLAC digital history project, a collaboration of several colleges in which student researchers have explored their local community's experiences during the Great War. Spearheaded by Dr. Bill Spellman, and under the direct leadership of Dr. Ellen Holmes Pearson from the University of North Carolina Asheville and Dr. Jeffrey McClurken from the University of Mary Washington, the project combines digital technologies, distance mentoring, and undergraduate research. The UNC Asheville website explores parts of Western North Carolina, with particular emphasis on the college's home city of Asheville, during the Great War.

Have you ever wanted to look into the shape and structure of a suckermouth armored catfish? Well, the Digital Morphology website makes that possible. Created as part of the National Science Foundation Digital Library at The University of Texas at Austin, this library includes hundreds of 2D and 3D visualizations of the internal and external structure of living and extinct vertebrates, and a number of invertebrates as well. These images are generated by a X-ray CT scanner, which has greater resolution and penetrating power than a conventional medical diagnostic CAT scanner. Visitors can browse the library by scientific name, common name, or the popular What's New? area. The homepage includes eight different overview pages, which provide narrative essays and images of dinosaurs, tapirs, bats, and primates. The site also has a Learn More section which provides additional material on X-ray CT's and the science behind 3D printing

Viewshare.org is a free web application for generating and customizing unique, dynamic views through which users can experience cultural heritage digital collections. The intended users of Viewshare are individuals managing and creating access to digital collections of cultural heritage materials.

There is something in the air, and it is nothing less than the digital artifacts of over one billion people and computers networked together collectively producing over 2,000 gigabytes of new information per second. While most of our classrooms were built under the assumption that information is scarce and hard to find, nearly the entire body of human knowledge now flows through and around these rooms in one form or another, ready to be accessed by laptops, cellphones, and iPods. Classrooms built to re-enforce the top-down authoritative knowledge of the teacher are now enveloped by a cloud of ubiquitous digital information where knowledge is made, not found, and authority is continuously negotiated through discussion and participation.

The Visual Understanding Environment (VUE) is an Open Source project based at Tufts University. The VUE project is focused on creating flexible tools for managing and integrating digital resources in support of teaching, learning and research. VUE provides a flexible visual environment for structuring, presenting, and sharing digital information.

The Visual Understanding Environment (VUE) is an Open Source project based at Tufts University. The VUE project is focused on creating flexible tools for managing and integrating digital resources in support of teaching, learning and research. VUE provides a flexible visual environment for structuring, presenting, and sharing digital information.

A new research project by the Open University explores the much-debated concept of "the digital native". The university does this by making full use of the rich resource which is its own highly diverse student body. It concludes that while there are clear differences between older people and younger in their use of technology, there's no evidence of a clear break between two separate populations.