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Catherine Ross

Course Planning & Syllabus Design | Teaching and Learning Center - 0 views

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    how to create a syllabus
Barbara Lindsey

Introduction to Emerging Media Syllabus - 0 views

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    fall 2011 syllabus
Barbara Lindsey

Censorship is Not a Solution: Know Your Digital Rights | Think Tank | Big Think - 0 views

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    Fall 2012 syllabus discussion starter, communal reading
Barbara Lindsey

Marco Tempest: A magical tale (with augmented reality) | Video on TED.com - 0 views

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    fall 2012 syllabus
Barbara Lindsey

Stanford's open courses raise questions about true value of elite education | Inside Hi... - 0 views

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    fall 2012 syllabus
Barbara Lindsey

Here's what Facebook sends the cops in response to a subpoena | ZDNet - 0 views

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    Fall 2012 syllabus At stake is not only your privacy but those of your FB 'friends'
Barbara Lindsey

Austin_MP4.mp4 - YouTube - 0 views

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    fall 2012 syllabus
Barbara Lindsey

Course Signals Explanation - YouTube - 0 views

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    fall 2012 syllabus
Barbara Lindsey

Open Yale Courses | Terms of Use - 0 views

  • Open Yale Courses does not grant degrees or certificates. Nor does it offer direct access to Yale faculty. Open Yale Courses aims to expand access to educational materials of a selection of Yale courses for those who wish to learn. Its purpose is not to duplicate a Yale education.
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    Syllabus fall 2012
Barbara Lindsey

The Anatomy of Digital Humanities (#dighum) and Digital Pedagogy (#digped) · ... - 0 views

  • @anneperez hmm, since you're creating something/building it with students & u have an infrastructure already, it seems DH.
  • @triproftri Thanks for the feedback. :) It's been an interesting way to look at the history of print cultures / textual communities.
  • Sifting through and storifying this conversation on Twitter quickly became an exercise in dissecting the many layers of Digital Humanities and Digital Pedagogy.
  • ...2 more annotations...
  • MT @anneperez: Someone asked me a qn-- does having students creating content for a course website count as dh? Cc @triproftri @briancroxall
  • @anneperez it's a good question. I think most dh-ers would say it would be dh if students were asked to reflect on the dig form+
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    fall 2012 syllabus
Barbara Lindsey

Your Future Employer Is Watching You Online. You Should Be, Too. - Michael Fertik - Har... - 0 views

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    Fall 2012 syllabus
Barbara Lindsey

Innovations in Higher Education? Hah! - The Chronicle Review - The Chronicle of Higher ... - 0 views

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    fall 2012 syllabus
Barbara Lindsey

What we learned from 5 million books | Video on TED.com - 0 views

    • Barbara Lindsey
       
      From YouTube version of this talk: "[Google's digtized books] are very practical and extremely awesome." Erez Lieberman Aiden and Jean-Baptiste Michel from Harvard University use the 15 million books scanned and digitized by Google to show how a visual and quantitative analysis of text can provide insights about fields as diverse as lexicography, the evolution of grammar, collective memory, the adoption of technology, the pursuit of fame, censorship, and historical epidemiology.
  • ELA: There are more sobering notes among the n-grams. For instance, here's the trajectory of Marc Chagall, an artist born in 1887. And this looks like the normal trajectory of a famous person. He gets more and more and more famous, except if you look in German. If you look in German, you see something completely bizarre, something you pretty much never see, which is he becomes extremely famous and then all of a sudden plummets, going through a nadir between 1933 and 1945, before rebounding afterward. And of course, what we're seeing is the fact Marc Chagall was a Jewish artist in Nazi Germany. Now these signals are actually so strong that we don't need to know that someone was censored. We can actually figure it out using really basic signal processing. Here's a simple way to do it. Well, a reasonable expectation is that somebody's fame in a given period of time should be roughly the average of their fame before and their fame after. So that's sort of what we expect. And we compare that to the fame that we observe. And we just divide one by the other to produce something we call a suppression index. If the suppression index is very, very, very small, then you very well might be being suppressed. If it's very large, maybe you're benefiting from propaganda.
  • Now when Google digitizes a book, they put it into a really nice format. Now we've got the data, plus we have metadata. We have information about things like where was it published, who was the author, when was it published. And what we do is go through all of those records and exclude everything that's not the highest quality data. What we're left with is a collection of five million books, 500 billion words, a string of characters a thousand times longer than the human genome -- a text which, when written out, would stretch from here to the Moon and back 10 times over -- a veritable shard of our cultural genome.
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  • we're going to release statistics about the books. So take for instance "A gleam of happiness." It's four words; we call that a four-gram. We're going to tell you how many times a particular four-gram appeared in books in 1801, 1802, 1803, all the way up to 2008. That gives us a time series of how frequently this particular sentence was used over time. We do that for all the words and phrases that appear in those books, and that gives us a big table of two billion lines that tell us about the way culture has been changing.
  • You might also want to have a look at this particular n-gram, and that's to tell Nietzsche that God is not dead, although you might agree that he might need a better publicist.
  • JM: Now you can actually look at the distribution of suppression indexes over whole populations. So for instance, here -- this suppression index is for 5,000 people picked in English books where there's no known suppression -- it would be like this, basically tightly centered on one. What you expect is basically what you observe. This is distribution as seen in Germany -- very different, it's shifted to the left. People talked about it twice less as it should have been. But much more importantly, the distribution is much wider. There are many people who end up on the far left on this distribution who are talked about 10 times fewer than they should have been. But then also many people on the far right who seem to benefit from propaganda. This picture is the hallmark of censorship in the book record.
  • ELA: So culturomics is what we call this method. It's kind of like genomics. Except genomics is a lens on biology through the window of the sequence of bases in the human genome. Culturomics is similar. It's the application of massive-scale data collection analysis to the study of human culture. Here, instead of through the lens of a genome, through the lens of digitized pieces of the historical record. The great thing about culturomics is that everyone can do it. Why can everyone do it? Everyone can do it because three guys, Jon Orwant, Matt Gray and Will Brockman over at Google, saw the prototype of the Ngram Viewer, and they said, "This is so fun. We have to make this available for people." So in two weeks flat -- the two weeks before our paper came out -- they coded up a version of the Ngram Viewer for the general public. And so you too can type in any word or phrase that you're interested in and see its n-gram immediately -- also browse examples of all the various books in which your n-gram appears.
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    fall 2012 syllabus
Barbara Lindsey

Methods for Shaping Society | DMLcentral - 0 views

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    fall 2012 syllabus
Barbara Lindsey

The Napsterfication of Learning - 0 views

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    fall 2012 syllabus
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