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Todd Suomela

Who Framed Augmented Reality? | Johannah King-Slutzky - 0 views

  • The human/drawing interaction trope that Zuckerberg is rebranding as Facebook’s own innovation even predates animated cartoons. One type of scrapbook, the paper dollhouse, played with the appeal of mixing real-life and an invented world. It was most popular from 1875-1920, and over forty years its form remained consistent: A dollhouse unfolded theatrically to create illusions of progress and depth.
  • Winsor McCay’s Gertie the Dinosaur is generally considered the first animated cartoon ever, and it made use of the same trope of mixing reality and man-made art when it premiered all the way back in 1914. McCay was a cartoonist famous for the Freudian, surrealist comic Little Nemo in Slumberland, which was published in weekly instalments in the New York Herald and New York American—though its material is more frequently compared to Bosch than to Garfield. McCay, already two hits deep into his career in the first decade of the twentieth century, purportedly decided to animate a comic strip in 1909 on a dare from friends griping about his daunting productivity. Following a brief stint with an animated Nemo, McCay developed Gertie the Dinosaur, an amiable brontosaurus with a stoner grin, and took her on a vaudeville roadshow across America.

  • LAST MONTH Facebook premiered its vision for the future at its development conference, F8. The camera-app technology Mark Zuckerberg calls augmented reality (or AR) borrows heavily from the social network Snapchat, which enables users to layer animated digital content onto photos on the fly. On stage, Zuckerberg promoted this collaging as social media’s first steps toward modish virtual screen manipulations. “This will allow us to create all kinds of things that were only available in the digital world,” Zuckerberg bubbled effusively. “We’re going to interact with them and explore them together.” Taken in, USA Today repeated this claim to innovation, elaborating on the digital mogul’s Jules Verne-like promise: “We will wander not one, but two worlds—the physical and the digital,” For my part, I was particularly delighted by Facebook’s proposal to animate bowls of cereal with marauding cartoon sharks, savoring, perhaps, the insouciant violence I associate with childhood adventure.

The one word that doubles liberal arts grads' chances of getting hired | EAB Daily Brie... - 0 views

  • Burning Glass reports that when liberal arts job seekers add the word "digital" to their resumes—or otherwise demonstrate digital competencies—they double the number of job openings they qualify for.

Trends in Digital Scholarship Centers | EDUCAUSE - 2 views

  • 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.
    • jatolbert
      This is important.
  • Digital scholarship centers can build institutional capacity to address emerging and future scholarship needs.
  • Considering options for presenting or publishing completed projects
  • ...11 more annotations...
  • A key attribute that distinguishes digital scholarship centers from more traditional research institutes (such as digital humanities centers) is that they are service organizations, staffed by individuals with specialized skills, who support work in the digital environment.
  • Whether a digital scholarship center needs a dedicated facility or can be a distributed set of physical spaces and services — or even a virtual service — are open questions. A physical center that brings together specialized equipment and services in one convenient place has the advantage of visibility and provides a venue for an array of programming, including workshops, guest lectures, and displays of completed projects. In other cases, an office or set of offices might serve as the hub for center staff, while equipment and services are dispersed in physically separate media production areas, GIS facilities, data visualization labs, and makerspaces.
  • The case studies also illustrate the importance of tailoring a digital scholarship program to the needs of the institution; there is no "one size fits all."
  • The Sherman Centre has taken a "design-build" approach: Spaces were rendered with maximum flexibility in mind — with minimal enclosed spaces and with a strong focus on moveable furniture and adaptable technology. Design work has continued long after the center was officially opened: Key service and space components have been added as the needs of the campus community have become more clear.
  • Thus, the Sherman Centre was not serving an established collection of self-identified digital scholars — it was growing its own.
  • First, we have learned the critical importance of clearly defining the Sherman Centre's scope and purpose for the campus community.
  • We often find ourselves having to turn people away when their work is not advancing the digital scholarship agenda. Saying no is not easy, but it must be done to protect the center's integrity.
  • Digital scholarship centers represent a model of engagement for libraries and information technology units. They both support and encourage new directions in research, teaching, and learning and provide the infrastructure (technical and human) to encourage experimentation in new areas of scholarship.
  • Experiences gained from existing digital scholarship centers can help uninitiated institutions better launch their own efforts and thereby increase support for the research, teaching, and learning needs of their campus communities.
  • Digital scholarship centers focus on relationships, extending the ways in which librarians and academic computing professionals relate to and work with faculty (and often students) and their scholarly practices.
  • Here, we examine centers that go by a variety of names — including digital scholarship center, digital scholarship lab, and scholars' lab — but that nonetheless share common features. These centers are generally administered by a central unit, such as the library or IT organization; serve the entire campus community (including undergraduates, graduate students, and faculty); and address the needs of a range of academic departments and programs.

The Challenges of Digital Scholarship - ProfHacker - Blogs - The Chronicle of Higher Ed... - 0 views

  • Scholars with digital projects often need to explain both their work and to justify the field of the digital humanities itself.
    • jatolbert
      Conflates digital scholarship with digital humanities. Also suggests (wrongly, I think) that DH is a singular, unitary field.
  • 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.
    • jatolbert
      Again conflates DH with all of digital scholarship
  • 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.
    • jatolbert
      Overstating the point
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  • These challenges are both important and productive. They encourage new, heated and serious debate as to what constitutes standards of excellence in the humanities.
    • jatolbert
      Again, constant waffling between DH and digital scholarship more generally. They simply are not coterminous.
Todd Suomela

Author Carpentry - 0 views

    "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."
Todd Suomela

Data, a first-class research output - 0 views


    The Make Data Count (MDC) project is funded by the Alfred P. Sloan Foundation to develop and deploy the social and technical infrastructure necessary to elevate data to a first-class research output alongside more traditional products, such as publications. It will run between May 2017 and April 2019.

    The project will address the significant social as well as technical barriers to widespread incorporation of data-level metrics in the research data management ecosystem through consultation, recommendation, new technical capability, and community outreach. Project work will build upon long-standing partner initiatives supporting research data management and DLM, leverage prior Sloan investments in key technologies such as Lagotto, and enlist the cooperation of the research, library, funder, and publishing stakeholder communities."
Todd Suomela

Young Men Are Playing Video Games Instead of Getting Jobs. That's OK. (For Now.) - Reas... - 0 views

  • Video games, like work, are basically a series of quests comprised of mundane and repetitive tasks: Receive an assignment, travel to a location, overcome some obstacles, perform some sort of search, pick up an item, and then deliver it in exchange for a reward—and, usually, another quest, which starts the cycle all over again. You are not playing the game so much as following its orders. The game is your boss; to succeed, you have to do what it says.
  • Instead of working, they are playing video games. About three quarters of the increase in leisure time among men since 2000 has gone to gaming. Total time spent on computers, including game consoles, has nearly doubled.

    You might think that this would be demoralizing. A life spent unemployed, living at home, without romantic prospects, playing digital time wasters does not sound particularly appealing on its face.

    Yet this group reports far higher levels of overall happiness than low-skilled young men from the turn of the 21st century. In contrast, self-reported happiness for older workers without college degrees fell during the same period. For low-skilled young women and men with college degrees, it stayed basically the same. A significant part of the difference comes down to what Hurst has called "innovations in leisure computer activities for young men."

    The problems come later.

    A young life spent playing video games can lead to a middle age without marketable skills or connections. "There is some evidence," Hurst pointed out, "that these young, lower-skilled men who are happy in their 20s become much less happy in their 30s or 40s." So are these guys just wasting their lives, frittering away their time on anti-social activities?

    Hurst describes his figures as "staggering" and "shocking"—a seismic shift in the relationship of young men to work. "Men in their 20s historically are a group with a strong attachment to the labor force," he writes. "The decline in employment rates for low-skilled men in their 20s was larger than it was for all other sex, age, and skill groups during this same time period."

    But there's another way to think about the change: as a shift in their relationship to unemployment. Research has consistently found that long-term unemployment is one of the most dispiriting things that can happen to a person. Happiness levels tank and never recover. One 2010 study by a group of German r

  • A military shooter might offer a simulation of being a crack special forces soldier. A racing game might simulate learning to handle a performance sports car. A sci-fi role-playing game might simulate becoming an effective leader of a massive space colonization effort. But what you're really doing is training yourself to effectively identify on-screen visual cues and twitch your thumb at the right moment. You're learning to handle a controller, not a gun or a race car. You're learning to manage a game's hidden stats system, not a space station. A game provides the sensation of mastery without the actual ability.

    "It's a simulation of being an expert," Wolpaw says. "It's a way to fulfill a fantasy." That fantasy, ultimately, is one of work, purpose, and social and professional success.

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