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jatolbert

The Digital-Humanities Bust - The Chronicle of Higher Education - 0 views

  • To ask about the field is really to ask how or what DH knows, and what it allows us to know. The answer, it turns out, is not much. Let’s begin with the tension between promise and product. Any neophyte to digital-humanities literature notices its extravagant rhetoric of exuberance. The field may be "transforming long-established disciplines like history or literary criticism," according to a Stanford Literary Lab email likely unread or disregarded by a majority in those disciplines. Laura Mandell, director of the Initiative for Digital Humanities, Media, and Culture at Texas A&M University, promises to break "the book format" without explaining why one might want to — even as books, against all predictions, doggedly persist, filling the airplane-hanger-sized warehouses of Amazon.com.
  • A similar shortfall is evident when digital humanists turn to straight literary criticism. "Distant reading," a method of studying novels without reading them, uses computer scanning to search for "units that are much smaller or much larger than the text" (in Franco Moretti’s words) — tropes, at one end, genres or systems, at the other. One of the most intelligent examples of the technique is Richard Jean So and Andrew Piper’s 2016 Atlantic article, "How Has the MFA Changed the American Novel?" (based on their research for articles published in academic journals). The authors set out to quantify "how similar authors were across a range of literary aspects, including diction, style, theme, setting." But they never cite exactly what the computers were asked to quantify. In the real world of novels, after all, style, theme, and character are often achieved relationally — that is, without leaving a trace in words or phrases recognizable as patterns by a program.
  • Perhaps toward that end, So, an assistant professor of English at the University of Chicago, wrote an elaborate article in Critical Inquiry with Hoyt Long (also of Chicago) on the uses of machine learning and "literary pattern recognition" in the study of modernist haiku poetry. Here they actually do specify what they instructed programmers to look for, and what computers actually counted. But the explanation introduces new problems that somehow escape the authors. By their own admission, some of their interpretations derive from what they knew "in advance"; hence the findings do not need the data and, as a result, are somewhat pointless. After 30 pages of highly technical discussion, the payoff is to tell us that haikus have formal features different from other short poems. We already knew that.
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  • The outsized promises of big-data mining (which have been a fixture in big-figure grant proposals) seem curiously stuck at the level of confident assertion. In a 2011 New Left Review article, "Network Theory, Plot Analysis," Moretti gives us a promissory note that characterizes a lot of DH writing: "One day, after we add to these skeletons the layers of direction, weight and semantics, those richer images will perhaps make us see different genres — tragedies and comedies; picaresque, gothic, Bildungsroman … — as different shapes; ideally, they may even make visible the micro-patterns out of which these larger network shapes emerge." But what are the semantics of a shape when measured against the tragedy to which it corresponds? If "shape" is only a place-holder meant to allow for more-complex calculations of literary meaning (disburdened of their annoyingly human baggage), by what synesthetic principle do we reconvert it into its original, now reconfigured, genre-form? It is not simply that no answers are provided; it is that DH never asks the questions. And without them, how can Moretti’s "one day" ever arrive?
  • For all its resources, the digital humanities makes a rookie mistake: It confuses more information for more knowledge. DH doesn’t know why it thinks it knows what it does not know. And that is an odd place for a science to be.
Leslie Harris

55% More STEM Students Fail Lectures Than Active Learning Classes -- Campus Technology - 0 views

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    This article about an article didn't define active learning, but it points to a study that asserts that 55% more students in STEM courses fail the course when lecture is used, as compared to active learning.
Leslie Harris

When the Archive Won't Yield Its Secrets - Research - The Chronicle of Higher Education - 0 views

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    Interesting article about the difficulty of working with archives, especially when their contents or structures don't match research questions. This applies mostly to paper archives, although the issue of digital archives is discussed at the end as well. The article is primarily a summary of presentations at a conference.
Todd Suomela

Guest Post: Is the Research Article Immune to Innovation? - The Scholarly Kitchen - 0 views

  • The real argument, then, is not about when and how traditional formats like the PDF will be replaced; it’s about accepting that the familiar (and perhaps boring) research article still has its purpose, while at the same time thinking ambitiously and creatively about how the humble document can be supplemented with the modern features and functions that the digital environment offers.
Todd Suomela

Tools for Scaffolding Students in a Complex Learning Environment: What Have We Gained a... - 0 views

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    "This article discusses the change in the notion of scaffolding from a description of the interactions between a tutor and a student to the design of tools to support student learning in project-based and design-based classrooms. The notion of scaffolding is now increasingly being used to describe various forms of support provided by software tools, curricula, and other resources designed to help students learn successfully in a classroom. However, some of the critical elements of scaffolding are missing in the current use of the scaffolding construct. Although new curricula and software tools now described as scaffolds have provided us with novel techniques to support student learning, the important theoretical features of scaffolding such as ongoing diagnosis, calibrated support, and fading are being neglected. This article discusses how to implement these critical features of scaffolding in tools, resources, and curricula. It is suggested that if tools are designed based on the multiple levels of the student understanding found in a classroom, tools themselves might be removed to achieve fading."
jatolbert

Digital Scholarship Considered: How New Technologies Could Transform Academic Work | Pe... - 1 views

    • jatolbert
       
      The existence of an office like DP&S mitigates this.
  • The variable pace of technological adoption and change within higher education can be seen as the result of several factors: education has more components than a pure content industry, such as assessment and accreditation; that higher education qualifications such as the undergraduate degree have a social capital that is not easily changed; that there is a fundamental conservatism in and around higher education.
  • These studies demonstrate some evidence for the existence of disciplinary differences in technology adoption, which suggests that there is not a homogeneous form of “scholarship” within academia.
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    • jatolbert
       
      Digital tools facilitate collaboration
  • From the individual scholar’s point of view using open educational resources allows access to high quality materials although this might require a new skill set in re-appropriating these tools to meet local and course specific contexts. There is also the question of recognising and valuing the creation and recreation of these learning resources as academic outputs, in a way that is analogous to the value of producing physical textbooks previously.
  • These kinds of figures far exceed the sales of scholarly books and journal article access; so we can see that new technologies are facilitating access to a new audience that is disintermediating many of the conventional channels. Key to realizing a personal brand online is an attitude of openness. This involves sharing aspects of personal life on social network sites, blogging ideas rather than completed articles, and engaging in experiments with new media.
  • It is clear from the foregoing discussion that new technologies hold out very real possibilities for change across all facets of scholarship. In each case these afford the possibility for new more open ways of working. Academic work has always contained a significant element of collaboration within academia but now it is increasingly easy to collaborate with more colleagues within but also beyond the academy and for the varied products of these collaborations to be available to the widest possible audience.
  • These new web based technologies are then a necessary, but not sufficient, condition for a radical opening up of scholarly practice. In this sense digital scholarship is more than just using information and communication technologies to research, teach and collaborate, but it is embracing the open values, ideology and potential of technologies born of peer-to-peer networking and wiki ways of working in order to benefit both the academy and society. Digital scholarship can only have meaning if it marks a radical break in scholarship practices brought about through the possibilities enabled in new technologies. This break would encompass a more open form of scholarship.
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    Makes the important argument that "digital scholarship" as a term is only meaningful if it denotes something radically different from other types of scholarship. Their argument is that what should distinguish DS is its openness, as digital tools enable open processes, collaboration, etc.
Leslie Harris

Exploring New Frontiers with Google Glass -- Campus Technology - 0 views

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    Very short promotional article about a course in which students are developing apps for Google Glass
Leslie Harris

What Enhanced E-Books Can Do for Scholarly Authors - The Digital Campus 2014 - The Chro... - 1 views

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    Article by a faculty member who used Apple iBooks Author to produce an "enhanced" eBook version of a scholarly monograph
Leslie Harris

Stanford Lit Lab Trains Neural Network To Identify Suspense in Stories -- Campus Techno... - 0 views

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    Then I heard the thunder crash, and I saw a dark shadow on the wall. My heart began to pound, as . . . . This brief article describes "digital humanities" research that allows a computer to identify suspenseful moments in literary stories.
Todd Suomela

The State of Open Data Report 2017 - 0 views

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    "Figshare's annual report, The State of Open Data 2017, looks at global attitudes towards open data. It includes survey results of 2,300 respondents and a collection of articles from industry experts, as well as a foreword from Jean-Claude Burgelman, Head of Unit Open Data Policies and Science Cloud at the European Commission. Its key finding is that open data has become more embedded in the research community - 82% of survey respondents are aware of open data sets and more researchers are curating their data for sharing."
Jennifer Parrott

A Liberal Arts Foundation for Any Career - Room for Debate - NYTimes.com - 0 views

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    Short article on the value of a liberal arts education and the role of digital humanities in liberal arts. 
Jennifer Parrott

Coursera begins to make money | Inside Higher Ed - 0 views

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    MOOCs making moola: the article discusses new measures taken by Coursera to both increase potential for course credit and increase revenue
jatolbert

The Differences between Digital History and Digital Humanities | Dr Stephen Robertson - 0 views

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    A useful article that challenges the "big tent" model of digital humanities and has important implications for digital scholarship more generally.
Leslie Harris

Google To Launch Play Textbooks In August, Partners With 5 Major Publishing Houses | Te... - 0 views

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    Article announcing that Google will be bringing student textbooks to the Google Play store.
Leslie Harris

Computing Crime and Punishment - NYTimes.com - 0 views

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    The article discusses a computer-based analysis of word use in the court reports of trials at the Old Bailey from 1674 through 1913.
Leslie Harris

Flipped learning skepticism: Do students want to have lectures? - Casting Out Nines - T... - 0 views

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    An additional article about student skepticism of the flipped classroom model, exploring what students mean when they complain that they would prefer letures.
Leslie Harris

Are College Lectures Unfair? - The New York Times - 0 views

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    This article summarizes various studies that show that active learning if more effective than the traditional lecture, particularly for women and students of color.
Leslie Harris

How Nonemployed Americans Spend Their Weekdays: Men vs. Women - NYTimes.com - 1 views

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    This article discusses how unemployed men and women spend their time during a typical day. What's most interesting is how the data is represented visually.
Leslie Harris

For Big-Data Scientists, 'Janitor Work' Is Key Hurdle to Insights - NYTimes.com - 0 views

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    New York Times article about some of the challenges of "big data" analysis - particularly the data cleanup needed to make useful inferences.
Leslie Harris

Penn State One Button Studios Used 4,500 Times Annually - 2 views

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    This article describes the widespread use of the two "one-button" video recording studios at Penn State.
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