Digital Scholarship Considered: How New Technologies Could Transform Academic Work | Pe... - 1 views
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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.
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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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Data Analysis Examples - IDRE Stats - 0 views
Rescuing Student Participation Through Digital Platforms - DML Central - 0 views
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One problem is that participation is largely taken for granted and under theorized in many classrooms. The way we make use of a term like participation is in need of rescuing: moving away from a limited view of participation as it is often linked to motivation, engagement, or hand-raising and toward the view that participation as a concept is more generative when connected to the idea of membership in communities of practice (Wenger, 1998). Our limited view of participation is evident by simply turning to the language included in most syllabi: often, syllabi list “participation points” as part of the grade of the course. I find this to be an odd way to think about participation. What we often mean is that we will give students some points for “talking in class” and “raising their hands.” But demonstrating engagement by hand-raising and talk are fairly limited views of participation, and in fact, these ways of being are more connected to performance — acting like a student — than participation. We certainly want students to participate more than 10 percent, or even half, of the time. Are they participating when they are listening and pondering the ideas of their peers? Of course they are, but how do they demonstrate that? In thinking about course design, we should consider how students become members of our classroom community and our disciplines. Social media sites can open up other avenues for participation, and further, connect students to communities of practice outside our classrooms that they hope to enter.
Does Digital Scholarship Have a Future? | EDUCAUSE - 1 views
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Although the phrase sometimes refers to issues surrounding copyright and open access and sometimes to scholarship analyzing the online world, digital scholarship—emanating, perhaps, from digital humanities—most frequently describes discipline-based scholarship produced with digital tools and presented in digital form.
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A couple of points. First, there's no reason to assume that DS comes from DH. "Digital" was a term and concept before DH claimed it. Second, I would suggest that DS can be produced with digital tools OR presented digitally OR both. It isn't necessarily always both. I did digital scholarship that was both printed in a conventional journal and published online. Semantic difference, but still important.
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Though the recent popularity of the phrase digital scholarship reflects impressive interdisciplinary ambition and coherence, two crucial elements remain in short supply in the emerging field. First, the number of scholars willing to commit themselves and their careers to digital scholarship has not kept pace with institutional opportunities. Second, today few scholars are trying, as they did earlier in the web's history, to reimagine the form as well as the substance of scholarship. In some ways, scholarly innovation has been domesticated, with the very ubiquity of the web bringing a lowered sense of excitement, possibility, and urgency. These two deficiencies form a reinforcing cycle: the diminished sense of possibility weakens the incentive for scholars to take risks, and the unwillingness to take risks limits the impact and excitement generated by boldly innovative projects.
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Digital scholarship, reimagined in bolder ways, is cost-effective, a smart return on investment. By radically extending the audience for a work of scholarship, by reaching students of many ages and backgrounds, by building the identity of the host institution, by attracting and keeping excellent faculty and students, by creating bonds between faculty and the library, and by advancing knowledge across many otherwise disparate disciplines, innovative digital scholarship makes sense.
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Stuck in the Assessment Swamp? | Vitae - 0 views
Blog: Video Games and Ancient War-Gaming as Pedagogy | Society for Classical Studies - 0 views
Author Carpentry - 0 views
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"Welcome to the master repository for Author Carpentry , a researcher-to-researcher training and outreach program in open authoring and publishing. AuthorCarpentry was initiated at the Caltech Library to enhance scientific authorship and publishing in the digital age. Its aim is to promote and support best practices in open science and research communication. AuthorCarpentry lessons cover tools, workflows, practices, and skills that help researchers prepare, submit, and publish contributions that add value to an open scholarly record and invite others to adapt and build upon their work."
The Challenges of Digital Scholarship - ProfHacker - Blogs - The Chronicle of Higher Ed... - 0 views
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Scholars with digital projects often need to explain both their work and to justify the field of the digital humanities itself.
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Traditional humanities scholarship rewards the solitary endeavor (such as the single-authored monograph) and looks askance at collaboration (e.g. edited volumes), but many digital humanities projects are often collaborative in nature.
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In short: we are on the brink of a tipping point in history, where blogging is going to become the norm for the initial exchange of ideas.
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Trends in Digital Scholarship Centers | EDUCAUSE - 2 views
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Although sometimes confused with digital scholarship centers, digital humanities centers are often specialized research centers led by a group of faculty and serving only select disciplines rather than a broad campus community. Also, libraries often play only a peripheral role in digital humanities centers.1 In contrast, libraries or IT organizations have a key role in digital scholarship centers.
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Digital scholarship centers can build institutional capacity to address emerging and future scholarship needs.
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Considering options for presenting or publishing completed projects
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Should We Stop with the Commenting Already? - The Scholarly Kitchen - 0 views
the social-rhetorical challenges of information technology - digital digs - 0 views
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This is why a survey coming from IT asking me about the usefulness of the technology in the classroom seems tone deaf to me. The problem isn’t the technology or if there are problems with the technology then they are obscured by the limits of the physical space. I would like for students to have enough space to bring their laptops, move around, work in groups, share their screens (even if only by all moving around in front of a laptop), and have conversations without getting in each others way. I’d also like to be able to move among those groups without worrying about pulling a muscle.
DSHR's Blog: The Orphans of Scholarship - 0 views
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