And this is where I think the real story in the Digital Humanities is, not the rise of the Digital Humanities, but rather the rise or non-rise of social media as a means of knowledge creation and distribution, and the fact that the rise has changed little.
Peace Corps | Coverdell World Wise Schools - 0 views
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World Language Resources!
One Hashtag Helps Educators Change Their Schools - 0 views
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Educators empower and inform their practice using Twitter
Implications of Radical Change to Cultural Access » Moving at the Speed of Cr... - 0 views
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Wes Fryer talks about Lessig's talk on culture.
From Toy to Tool: Cell Phones in Learning: SCVNGR: Cell Phone Scavenger Hunt Builder! - 0 views
academhack » Blog Archive » The MLA, @briancroxall, and the non-rise of th... - 0 views
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As Amanda French (@amandafrench) argues, what social media affords us is the opportunity to amplify scholarly communication (
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And so in the “I refute it thus” model of argumentation I offer up two observations: 1. The fact that Brian’s making public of his paper was an oddity worth noticing means that we are far away from the rise of the digital humanities. 2. The fact that a prominent digital scholar like Brian doesn’t even get one interview at the MLA means more than the economy is bad, that tenure track jobs are not being offered, but rather that Universities are still valuing the wrong stuff. They are looking for “real somebodies” instead of “virtual somebodies.” Something which the digital humanities has the potential of changing (although I remain skeptical).
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Dave Parry's take on Brian Croxall MLA non-paper
Explore the world with Google Earth - butterscotch - 0 views
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Multi-part series that gives a basic overview of Google Earth
THE WORLD QUESTION CENTER 2009- Page 1 - 0 views
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To the question "How is Internet is changing the way we think?", the right answer is "Too soon to tell." This isn't because we can't see some of the obvious effects already, but because the deep changes will be manifested only when new cultural norms shape what the technology makes possible.
Locus Online Perspectives: Cory Doctorow: Close Enough for Rock 'n' Roll - 0 views
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This is one of the great conundra of our era: the spectre that haunts every executive, every government, every powerful person who owes her stature to her command of an empire that enjoys its pride of place thanks to the prohibitive cost of replicating it.But lurking in those 80 percent replacements are an infinitude of ideas too weird and too funky and implausible to try at full price. Lurking there are ideas as weird and dumb as a company called (I kid you not) Google, an encyclopedia that everyone can write, a wireless network standard based on open spectrum that anyone is allowed to use, without central planning.
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This is one of the great conundra of our era: the spectre that haunts every executive, every government, every powerful person who owes her stature to her command of an empire that enjoys its pride of place thanks to the prohibitive cost of replicating it. But lurking in those 80 percent replacements are an infinitude of ideas too weird and too funky and implausible to try at full price. Lurking there are ideas as weird and dumb as a company called (I kid you not) Google, an encyclopedia that everyone can write, a wireless network standard based on open spectrum that anyone is allowed to use, without central planning.
The Innovative Educator: Don't be illTwitterate or aTextual - 0 views
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Ideas for using Twitter with students
http://www.commoncraft.com/protecting-reputations-video - 0 views
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Aimed at young or inexperienced web users, this video explains the long term risks of sharing inappropriate information online.
Global projects: The three-headed solution | Whip Blog - 0 views
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I still think it comes down to three critical questions when it comes to our children’s learning; what are we doing every day to a) create information artisans who are able to locate, harvest, assess, connect, create and communicate information in a digital, networked form, b) support them in developing and managing their own personal learning networks and c) help them understand and develop their own digital footprint, developing and managing their own personal brand.
Google Earth Preview - 0 views
Flickr: The Commons - 0 views
academhack » Blog Archive » Seriously Can We End This Debate Already - 0 views
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What you want from a secondary source is a good introduction to a concept, that is mostly reliable, up-to-date, entries for as many topics as possible, connections to where to go to learn more, and easy and ubiquitous (as possible) access. A secondary source is not an in depth analysis which upon reading one is suddenly an expert on said entry or topic, it’s not designed to be. It is just a good overview. No secondary source is going to be completely accurate, or engage in the level of detail and nuance which we want from students, or that is required to fully “know” about a subject.
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The issue is not that Wikipedia is or is not reliable and thus should be banned in academic environments, rather the issue is that Wikipedia is a secondary source and thus should not be treated as a primary one.
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Wikipedia has substantial advantages over any prior encyclopedia model.
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The 21st Century Learning Initiative : The History of Education 2000 and the Explanatio... - 0 views
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The application of "market principles" quickly destroyed the concept of a community of learners that extended beyond the school and effectively turned each school against its "rival"; a preoccupation with the assessment of pupils as a way of monitoring teachers led to even more "teaching for the test," and the relegation of information technology to that of a vocational skill.
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Are there similarities with the US system? Is this change of perspective necessarily bad?
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"By 1988, with increasing pressure with every subsequent year, Education 2000 became evermore isolated by a whole series of legislative proposals made by a Government whose educational policy was increasingly to become prescriptive, centralized, and based on assumptions that originated in the 1950s. Teacher education courses were reorganized to focus far more heavily on subject content and classroom practice, at the cost of a hefty reduction in all aspects of the course dealing with educational theory, purpose and philosophy. Her Majesty's Inspectorate was abolished as being too much on "the side of the teachers," and replaced by a more rigorous assessment and evaluation system. "There is no such subject as education," said Margaret Thatcher, "only subjects to be taught.""
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