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we need to think less about completed products and more about text in process; less about individual authorship and more about collaboration; less about originality and more about remix; less about ownership and more about sharing.

The digital humanities

can help

Professors are also being left out of marketing decisions, personal branding campaigns, and how the intellectual capital of their life’s work get’s disseminated.

In addition to academic prowess, future SuperProfessors will be ranked according to attributes like influence, fame, clout, and name recognition. Future criteria for winning the FacultyRow SuperProfessor designation will likely include benchmarks for the size of social networks, industry influencer rankings, and gauges for measuring effectiveness of personal branding campaigns.

Currently we are seeing a tremendous duplication of effort. Entry-level courses such as psychology 101, economics 101, and accounting 101 are being taught simultaneously by thousands of professors around the globe. Once a high profile SuperProfessor and brand name University produces one of these courses, what’s the value of a mid-tier school and little-known teacher also creating the same course? As Ball Corporation executive, Drew Crouch puts it, “Education is definitely moving from a history of scarcity to a future of abundance. Just like Gutenberg freed the written word, the Internet has freed information.”

All these new tools are incredible for making rapid-fire discoveries and associations, but you need a broad background of knowledge to prime you for those discoveries

It's the social life of information, in John Seely Brown and Paul Duguid's wonderful phrase -- we just have so many more ways of being social now

people who think the Web is killing off serendipity are not using it correctly

The ethos of THATCamp fits this need in some way. Put together a bunch of like-minded people who meet up at a low-stakes (and low-cost) situation and ask them to come up with their best ideas. Crowdsource those ideas and let the group weigh in on where, when, and how to discuss them. It’s chaotic, but it can work wonders.

How do I start to build a body of information, practical tips, how to’s, etc.,  that can be passed on from a student that is with me now to the one that will work with me next summer? How do we, at our very small school, start to be good stewards of an upcoming big equipment install, when at larger ones the associated maintenance tasks would be taken on by full-time staff? 

Who else out there feels a bit isolated and would like to cultivate a community of like-minded physicists at small schools, so that we can work together on potential grant proposals? How do we actually collaborate on these proposals?

Digital humanists eschew the label "computational" because it draws an uneasy connection to computer science, whereas scientists embrace it because, hey, who doesn't use computation?

the digital humanities more frequently adopt rather than invent their tools

Let's imagine the best scenario. If the humanities are an agency of espionage, then the digital humanities would be its Q Division, the R&D arm that invents and deploys new methods in support of its mission. But we're not there. We're not close. How come?