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Todd Suomela

Gazepoint - The first affordable eye-tracker! Professional performance at a consumer pr... - 0 views

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    "gazepoint is the most affordable, research-grade eye tracking system on the market."
Todd Suomela

vSTEM.org - 0 views

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    "The simulations on this site are meant to give students the ability to experiment on traditionally static textbook problems and examples. We believe experimenting with a flexible, dynamic system can give students deeper insights into core engineering concepts than that gained from solving for single snapshots of a system. Tweak variables; solve for unknowns; experiment; see what happens and figure out why. This site is also used to augment hands-on experiments, by tracking student training on lab equipment and comparing lab with simulated data. "
Todd Suomela

DSHR's Blog: Researcher Privacy - 0 views

  • There is a real lack of understanding, even among students and researchers, as to the extent to which their on-line activities are tracked. Libraries could do much more to educate the campus community as to the importance of ad-blockers, VPNs, and tools such as Tor and Tails.
jatolbert

The "Digital" Scholarship Disconnect | EDUCAUSE - 0 views

  • Digital scholarship is an incredibly awkward term that people have come up with to describe a complex group of developments. The phrase is really, at some basic level, nonsensical. After all, scholarship is scholarship. Doing science is doing science. We don't find the Department of Digital Physics arguing with the Department of Non–Digital Physics about who's doing "real" physics.
  • Soon, people wanted to start talking more broadly about newly technology-enabled scholarly work, not just in science; in part this was because of some very dramatic and high-visibility developments in using digital technology in various humanistic investigations. To do so, they came up with the neologisms we enjoy today—awful phrases like e-scholarship and digital scholarship.Having said that, I do view the term digital scholarship basically as shorthand for the entire body of changing scholarly practice, a reminder and recognition of the fact that most areas of scholarly work today have been transformed, to a lesser or greater extent, by a series of information technologies: High-performance computing, which allows us to build simulation models and to conduct very-large-scale data analysis Visualization technologies, including interactive visualizations Technologies for creating, curating, and sharing large databases and large collections of data High-performance networking, which allows us to share resources across the network and to gain access to experimental or observational equipment and which allows geographically dispersed individuals to communicate and collaborate; implicit here are ideas such as the rise of lightweight challenge-focused virtual organizations
  • We now have enormous curated databases serving various disciplines: GenBank for gene sequences; the Worldwide Protein Data Bank for protein structures; and the Sloan Digital Sky Survey and planned successors for (synoptic) astronomical observations. All of these are relied upon by large numbers of working scientists. Yet the people who compiled these databases are often not regarded by their colleagues as "real" scientists but, rather, as "once-scientists" who got off-track and started doing resource-building for the community. And it's true: many resource-builders don't have the time to be actively doing science (i.e., analysis and discovery); instead, they are building and enabling the tools that will advance the collective scientific enterprise in other, less traditional ways. The academic and research community faces a fundamental challenge in developing norms and practices that recognize and reward these essential contributions.This idea—of people not doing "real" research, even though they are building up resources that can enable others to do research—has played out as well in the humanities. The humanists have often tried to make a careful distinction between the work of building a base of evidence and the work of interpreting that evidence to support some particular analysis, thesis, and/or set of conclusions; this is a little easier in the humanities because the scale of collaboration surrounding emerging digital resources and their exploitation for scholarship is smaller (contrast this to the literal "cast of thousands" at CERN) and it's common here to see the leading participants play both roles: resource-builder and "working" scholar.
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  • Still, in all of these examples of digital scholarship, a key challenge remains: How can we curate and manage data now that so much of it is being produced and collected in digital form? How can we ensure that it will be discovered, shared, and reused to advance scholarship?
  • On a final note, I have talked above mostly about changes in the practice of scholarship. But changes in the practice of scholarship need to go hand-in-hand with changes in the communication and documentation of scholarship.
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    Interesting short piece on challenges of digital scholarship
Todd Suomela

Fanning the Flames While the Humanities Burn - The Chronicle of Higher Education - 0 views

  • Yet before we have even had time to digest this criticism, the authors change their mind: Perhaps diversification is responsible for shrinkage, and it is for the best! "Some of what Kay figures as disciplinary attrition," they write, "looks from our vantage point like the very necessary unsettling of white male dominance." It is not entirely clear whether they mean that the tremendous drop in enrollment and jobs can be accounted for by the attrition of white males (it cannot), or rather, more likely, that the shrinkage of the profession is a necessary and therefore justified consequence of the moral housecleaning it was forced to endure. On the latter reading, the problem with Kay’s essay is not one of diagnosis. It is rather that he fails to appreciate the extent to which both he and the discipline he eulogizes deserve whatever misfortune happens to befall them. (Indeed, these four horsewomen of the apocalypse promise that "a cleansing flame will allow us to build a better structure.")
  • Their lengthy description, displaying most fully the confusions of snark for wit and of hyperbole for exactitude that pervade the piece, is not, strictly speaking, false. Choosing what to wear for conferences and interviews is not always easy. And the attempt to meet contradictory standards (formal but not too formal, etc.) leads both men and women to come to resemble one another, as they all jointly reach toward an elusive ideal of professional suitability. But this awkward process of convergence is surely just what Kay means to convey with his description of the participants as sharing a "self-conscious aesthetic." As for misogyny, it is not obvious to me who comes off worse, the men with their "mummified" hair and pairs of identical try-hard-casual sneakers, or those women in their suits. But then again, who cares? The structuring idea of the essay, remember, is that English professors are dithering while their profession dies. It is hard to imagine a better illustration of this point than four tenure-track professors spending five paragraphs of their response criticizing a line about Ann Taylor dresses.
  • Kay says very clearly what he misses about his life at the university: talking to and reading poetry with an adviser he admires, doing work he cares about, and being part of a community that could provide him with the opportunity to talk about literature with those who share his love for it. This fantasy is the fantasy of those who wish to dedicate themselves to a life of the mind. It is mine. Here, apparently, lies Kay’s real sin. It is not his unwitting bigotry. Ultimately, the scandal of his piece has little to do with his adoring descriptions of his academic adviser or his sartorial observational satire. His sin is that he fails to embrace his own sacrifice as well justified, fails to see his own loss as the "very necessary unsettling of white male dominance," fails to welcome the "cleansing flame." The problem is not what Kay says but that he dares to speak of his own predicament — that he dares to want publicly anything at all. After all, according to the authors, Kay, despite having had to abandon his vocation, possesses a power and freedom that they can only dream of. "Our point is this: It’s not that no woman would have written an essay like Kay’s. It’s that no woman could have done so, because no woman is permitted to navigate the MLA — let alone the world — in this fashion." Kay, that is, betrays women not only by failing to portray them as sufficiently capable and accomplished but also, and without contradiction, by failing to portray the degree to which they are, compared to him, utterly powerless. What woman could go in and out of conference rooms? What woman could sidle up to a couple of octogenarians in a conference-hotel lobby?
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