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The Man Who Lied to His Laptop condenses for a popular audience an argument that Nass has been making for at least 15 years: humans do not differentiate between computers and people in their social interactions.

At first blush, this sounds absurd. Everyone knows that it's "just a computer," and of course computers don't have feelings. And yet. Nass has a slew of amusing stories—and, crucially, studies based on those stories—indicating that, no matter what "everyone knows," people act as if the computer secretly cares. For example: In one study, users reviewed a software package, either on the same computer they'd used it on, or on a different computer. Consistently, participants gave the software better ratings when they reviewed in on the same computer—as if they didn't want the computer to feel bad. What's more, Nass notes, "every one of the participants insisted that she or he would never bother being polite to a computer" (7).

Nass found that users given completely random praise by a computer program liked it more than the same program without praise, even though they knew in advance the praise was meaningless. In fact, they liked it as much as the same program, if they were told the praise was accurate. (In other words, flattery was as well received as praise, and both were preferred to no positive comments.) Again, when questioned about the results, users angrily denied any difference at all in their reactions.

No longer an inno­cent place for the play­ful encounter between tech­nol­ogy and inter­pre­ta­tion, DH is now being inter­ro­gated for evi­dence of par­tic­i­pa­tion in an exclu­sivist techno­sci­en­tific imag­i­nary, and there are many will­ing to save the field by the­o­riz­ing what has remained for too long under­the­o­rized

This is in con­trast to the dig­i­tal human­i­ties, and indeed dig­i­tal schol­ar­ship as a whole, which has its heart in the edi­tion and the archive

DLA is inclu­sive of the entire arts and sci­ences spec­trum

Motion pictures on DVDs that are lawfully made and acquired and that are protected by the Content Scrambling System [CSS] when circumvention is accomplished solely in order to accomplish the incorporation of short portions of motion pictures into new works for the purpose of criticism or comment, and where the person engaging in circumvention believes and has reasonable grounds for believing that circumvention is necessary to fulfill the purpose of the use in the following instances: (i) Educational uses by college and university professors and by college and university film and media studies students; (ii) Documentary filmmaking; (iii) Noncommercial videos. [Note: the term "motion picture" does not solely mean feature films—for the Library of Congress, it refers to "audiovisual works consisting of a series of related images which, when shown in succession, impart an impression of motion, together with accompanying sounds, if any." Hence, the term includes television, animation, and pretty much any moving image to be found on DVD.]

the longer explanation from the Library of Congress specifies that circumventing CSS on a DVD is only justified when non-circumventing methods, such as videotaping the screen while playing the DVD or using screen-capture tools through a computer, are unacceptable due to inadequate audio or visual quality. But nevertheless, this ruling greatly expands who can use ripping software to clip DVDs for academic and transformative use, including a range of derivative works like remix videos and documentaries.

Now, no matter your discipline, you (or your technological partners) can do what I've been doing for the past three years: assemble a personal (or departmental) library of clips to access for class lectures. Now we can expand the use of those clips to embed in conference presentations, public lectures, digital publications, companion websites or DVDs to include with print publications, or other innovative uses that had otherwise been stifled by legal restrictions. For me, having a hard drive full of video clips on hand enables a mode of improvisation not available with DVDs—if discussion shifts to talking about an example of a film or television show that I've ripped a clip for another course, I can instantly play it in class even without planning in advance by bringing the DVD. Think of the conference presentations you've seen where a presenter fumbles over cuing and swapping DVDs—with a little bit of planning, clips can be directly embedded into a slideshow to avoid awkwardly wasting time.

Though the software will sync information between two computers, highlights and notes created in NOOKStudy won't sync to the Nook, nor will highlights and notes created on the Nook sync to NOOKStudy. In fact, NOOKStudy couldn't even bring me to the correct page in the book I'm currently reading. At least the pages in NOOKStudy seem to correspond with the pagination you'd see on the Nook, so finding one's place isn't horrendously difficult, but still. Amazon had this sort of thing figured out with Whispersync some time ago.

"I call it 'technological detachment phenomenon,'" he told me recently. "As long as there's some technology between me and the action, then I'm not culpable for the action." By that logic, if someone else posted homework solutions online, what's wrong with downloading them?

"The feeling about homework is that it's really just busywork,"

professors didn't put much effort into teaching, so students don't put real effort into learning

The Google Wave chatting tool is too complicated for its own good.

Chatting on Wave is like talking to an overcurious mind reader.

This behavior is so corrosive to normal conversation that you'd think it was some kind of bug. In fact, it's a feature—indeed, it's one of the Wave team's proudest accomplishments.

I grab feeds from external blogs all the time that are related to UMW an pull them into our sitewide “tags” blog (the name tags here is confusing, it is simply a republishing of everything in the entire WPMu install) with FeedWordPress. For example, I stumbled across this post in the tags blog on UMW Blogs tonight, which was actually being pulled in from a WordPress.com blog of a student who graduated years ago, but regularly blogs about her work in historic preservation.  This particular post was all about a book she read as an undergraduate in Historic Preservation, and how great a resource it is.  A valuable post, especially since the professor who recommended that book, W. Brown Morton, retired last year. There is a kind of eternal echo in a system like this that students, faculty, and staff can continue to feed into a community of teaching and learning well beyond their matriculation period, or even their career.

what we are doing as instructional technologists, scholars and students in higher ed right now is much bigger than a particular blogging system or software, I see my job as working with people to imagine the implications and possibilities of managing and maintaining their digital identity in a moment when we are truly in a deep transformation of information, identity, and scholarship.

we’ll host domains that professors purchase and, ideally, map all their domains onto one WP install that can manage many multi-blogging solutions from one install.  The whole Russian Doll thing that WPMu can do with the Multi-Site Manager plugin. So you offer a Bluehost like setup for faculty, and if that is too much, allow them to map a domain, take control of their own course work, and encourage an aggregated course management model that pushes students to take control of their digital identity and spaces by extension.  Giving students a space and voice on your domain or application is not the same as asking them to create, manage and maintain their own space.  Moreover, it doesn’t feed into the idea of a digital trajectory that starts well before they come to college and will end well after they leave.  This model extends the community, and brings in key resources like a recent graduate discussing an out-of-print historic preservation text book a retired professor assigned to be one of the best resources for an aspiring Preservation graduate student. This is what it is all about, right there, and it’s not gonna happen in silos and on someone else’s space, we need to provision, empower, and imagine the merge as a full powered move to many. many domains of one’s own.

a site that wants to look at the intersection of productivity, technology, and pedagogy in higher education

showing that the barrier of entry to this new stuff is lower than it seems

One hundred percent of this stuff we bring into our own classroom. If the slogan for software development is to eat your own dog food, we are always eating our own dog food. These are our assignments, our best practices.