"When I first taught Introduction to the Digital Liberal Arts, I named it so in order to include projects going on in biochemistry and the performing arts as well as those that fit the more traditional profile of DH, such as thematic research collections of writers and historical periods. All of these fields are experiencing changes due to the innovative use of technology in both teaching and research, and all of them are participating in a common movement that cannot be described as DH, even though the latter is intimately connected with much of it."
This tutorial from Indiana University on recognizing (and avoiding) plagiarism is wordy, but the "Examples" and "Practice" sections in particular would be useful to students.
A catalog of resources for the Digital Humanities (um, sorry, Digital Liberal Arts). Use the Search feature to find entries for tools you might want to consider for your project. (Note: we cannot vouch for all of these tools, and some of them are defunct. However, this is a great starting point.)
"MOOCs will get better quickly. There are important reasons for some universities to do this. Soon there may routinely be as much or more learning in MOOCs. The response, however, should not be for everyone to start offering MOOCs." Enter the MBC - the Massively Better Classroom. A terrific analysis and collection of links by Jose Bowen.
"based on the collective experience, over many years, of CUR members who have engaged undergraduate students in research, .... Roger Rowlett, Linda Blockus, and Susan Larson have drawn on this extensive knowledge base to design an instrument to assist institutions to self- assess the maturity of their undergraduate research programs. The instrument aspires to present the best practices in undergraduate research."
Slides from a NITLE webinar presented by Kelly McBride on encouraging a culture of originality and intellectual honesty in student writing. Recording of the event also available.
This study examines the Internet sources higher education students use in their written work and the implications of their choices. It is based on an analysis of over 112 million content matches from more than 28 million student papers submitted to Turnitin between July 2011 and June 2012. Included are recommendations for educators on how to improve student research and citation skills.
MOOCs are in the news -- not surprising. I decided to pass along two articles from yesterday's Chronicle of Higher Education; this is the first. The title basically tells the story, but underlying the main point are two sub-points.
First, the ho-hum nature of the GSU attitude: "the Georgia State University Senate had little difficulty in finding a way to provide credit for MOOCs." I wonder about that.
Second, the offhand announcement of what could significantly ratchet up departmental work loads: "academic departments (will) determine if (students completing MOOCs) have the required understanding of the material."
This is the second of two MOOC-related stories in the Chronicle yesterday.
I am "taking" a MOOC at the moment, which is taught by a professor at Duke University. I do get the feeling that he is treating me (and all the students in the MOOC) with respect, but I can imagine a situation in which this may not be the case. The conveners of the meeting that drafted this "Bill of Rights" clearly want to send the message that online educators should have the best interests of their students FIRST and foremost in their minds. I stress FIRST here because the drafters of the document want to avoid having MOOC students become a commodity that can be sold such as with social media participants (e.g., Facebook).
This is Paul Andersen, a high school teacher in Bozeman, MT. He was 2011 Montana Teacher of the Year, and he has delivered Ted talks and is a prolific web video producer. In this video he describes some of the trends in the evolution of educational text books, but, moreover, he touches upon some recurring deep problems in teaching modern students. These are problems for teachers, especially us at the higher end of education as the students coming our way will be more demanding of our product. I think this is a large driving force for pedagogical change.
I thought this was a tough one as far as tags are concerned; if you have better ideas for a tag, please send it my way.
A good discussion of how on professor uses multiple choice quizzing to measure comprehension of the major concepts in the course, instead of just testing for the ability to recall facts.