DHQ: Digital Humanities Quarterly: A Genealogy of Distant Reading - 0 views
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Because Radway’s voice is candid and engaging, the book may not always sound like social science.
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In calling this approach minimally "scientific," I don’t mean to imply that we must suddenly adopt all the mores of chemists, or even psychologists
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social science
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A Liberal Arts Foundation for Any Career - Room for Debate - NYTimes.com - 0 views
Stanford Lit Lab Trains Neural Network To Identify Suspense in Stories -- Campus Techno... - 0 views
Digital Map of the Roman Empire - 0 views
DH Infrastructure Symposium - HumTech - UCLA - 0 views
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"We enthusiastically invite you to join us at UCLA on November 15, 2018 for the third annual Digital Humanities Infrastructure Symposium. Our focus this year is on some real-world built and building platforms and methods to support DH researchers. We welcome anyone interested in learning from what has been done in practical, infrastructure-building terms - especially technologists, library staff, and those involved or getting started in building DH capacity."
A Guide for Resisting Edtech: the Case against Turnitin - Hybrid Pedagogy - 0 views
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At the Digital Pedagogy Lab Institutes where we’ve taught, there’s one exercise in particular we return to again and again. In our “crap detection” exercise (named for Rheingold’s use of the term), participants use a rubric to assess one of a number of digital tools. The tools are pitted, head to head, in a sort of edtech celebrity deathmatch. Participants compare Blackboard and Canvas, for instance, or WordPress and Medium, Twitter and Facebook, Genius and Hypothes.is. We start by seeing what the tools say they do and comparing that to what they actually do. But the work asks educators to do more than simply look at the platform’s own web site, which more often than not says only the very best things (and sometimes directly misleading things) about the company and its tool. We encourage participants to do research — to find forums, articles, and blog posts written about the platform, to read the tool’s terms of service, and even to tweet questions directly to the company’s CEO.
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Here’s the rubric for the exercise: Who owns the tool? What is the name of the company, the CEO? What are their politics? What does the tool say it does? What does it actually do? What data are we required to provide in order to use the tool (login, e-mail, birthdate, etc.)? What flexibility do we have to be anonymous, or to protect our data? Where is data housed; who owns the data? What are the implications for in-class use? Will others be able to use/copy/own our work there? How does this tool act or not act as a mediator for our pedagogies? Does the tool attempt to dictate our pedagogies? How is its design pedagogical? Or exactly not pedagogical? Does the tool offer a way that “learning can most deeply and intimately begin”? Over time, the exercise has evolved as the educators we’ve worked with have developed further questions through their research. Accessibility, for example, has always been an implicit component of the activity, which we’ve now brought more distinctly to the fore, adding these questions: How accessible is the tool? For a blind student? For a hearing-impaired student? For a student with a learning disability? For introverts? For extroverts? Etc. What statements does the company make about accessibility? Ultimately, this is a critical thinking exercise aimed at asking critical questions, empowering critical relationships, encouraging new digital literacies.
The Digital in the Humanities: An Interview with Marisa Parham - Los Angeles Review of ... - 0 views
Parsimony and Elegance as Objectives for Digital Curation Processes - Trevor Owens - 0 views
Reproducing the Academy: Librarians and the Question of Service in the Digital Humaniti... - 0 views
Evaluating Digital Humanities Beyond the Tenure Track Part 2: For Employers | Notes fro... - 0 views
Evaluating Digital Humanities Beyond the Tenure Track Part 1: For Employees | Notes fro... - 0 views
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