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Related: Digital Humanities
The Future of Museums -- New Forum is Live!
HASTAC featured content - May 16, 2012 - 3:51pm
Our latest HASTAC Scholars forum is now live.
Everyone is welcome to register on HASTAC and jump into the conversation.
We have an amazing group of hosts and guests, but we need to hear YOUR thoughts, questions & projects!
Categories: Related: Digital Humanities
What Remains: Collaboration and Knowledge at a Non-Digital Unconference
HASTAC featured content - May 14, 2012 - 5:42pm
This past weekend, I had the pleasure of attending the showcase for "::Bodies in Space: Flow/s:: Second Annual Guerrilla-Style Performance and Theory Bake-Off/Graduate Conference" here at UCSB put on by the Hemispheric South/s Research Initiative, the Center for Literature and the Environment, the American Cultures and Global Contexts Center (all coming out of the English Department) with support from the campus-wide Interdisciplinary Humanities Center and others (full list at the end of this post).
Categories: Related: Digital Humanities
Where's the Courseware Revolution? What If STUDENTS Created Public, Online Courses For Others?
HASTAC featured content - May 10, 2012 - 8:24am
Is anyone else out there feeling as frustrated as I am by all the "revolutionary" new open courseware and online digital courses being announced that do very little to really tackle the basic assumptions of hierarchical, one-directional, silo'd learning--unconnected intellectually, unconnected to the world and problems around us, unconnected to other learners around the world? Can't we do better? I think we can! I know we can.
Categories: Related: Digital Humanities
Intersecting Technology and Art: Visual Artist Joyce Rudinsky
HASTAC featured content - May 3, 2012 - 9:37pm
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Erin Knight of Mozilla: Open Chat on Open Badges
HASTAC featured content - April 30, 2012 - 11:22am
Tuesday, May 1, 2012 from 9-10am PST, ConnectedLearning.tv will host an open chat with Mozilla's Erin Knight on the progress and application of Open Badges. Also joining the Google+ Hangout with Erin:
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Course Description: 21st C Literacies (Ph.D. Lab in Digital Knowledge)
HASTAC featured content - April 29, 2012 - 8:48am
This is a rough DRAFT of a doctoral course I will be offering in Spring 2013 in our new Ph.D. Lab in Digital Knowledge.
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New forms of scholarship conversation
HASTAC featured content - April 24, 2012 - 11:54am
Categories: Related: Digital Humanities
Engaging in Public Scholarship -- A Roundtable Discussion with Imagining America
HASTAC featured content - April 17, 2012 - 2:40pm
This past Friday, the Vanderbilt Robert Penn Warren Center for the Humanities hosted a roundtable discussion about Imagining America, an organization that promotes engaged, public scholarship. Imagining America provides resources for scholars around the country to gather and find others with a similar dedication for connecting the creation of knowledge inside a university with a larger, public community.
Categories: Related: Digital Humanities
Pedagogical Ethics For a Digital Age
HASTAC featured content - April 9, 2012 - 11:24pm
Our latest forum is now live! This is an informal forum to discuss YOUR OWN experiences, as teachers AND as students. Undergrads, grad students, professors, and others involved with the higher ed classroom in 2012.
Pedagogical Ethics For a Digital AgeWe are discussing questions such as:
Categories: Related: Digital Humanities
Duke Dean Laurie Patton's Invitation to Participate in "Pedagogical Ethics for a Digital Age"
HASTAC featured content - April 9, 2012 - 10:58pm
Dear HASTAC Network Members:
I am delighted to help inaugurate this e-forum on digital ethics at HASTAC: http://hastac.org/forums/pedagogical-ethics-digital-age.
Categories: Related: Digital Humanities
Thinking About Ethical Classrooms
HASTAC featured content - April 9, 2012 - 7:43pm
This week on HASTAC and on dmlcentral.com we're running simultaneous discussions of the various ethical issues that emerge when we are teaching not only using technology but in a world that connects our classrooms and our students, one to many, many to one. What sent this particular ethical conversation in motion was the committment by Duke's new Dean of Arts and Sciences, Laurie Patton who has spent her first year at Duke holdi
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Pedagogical Ethics in a Digital Age
HASTAC featured content - April 9, 2012 - 1:34pm
What are your ethics for teaching in a digital age?
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Single Best Way to Transform Classrooms of Any Size!
HASTAC featured content - April 8, 2012 - 10:15am
Single Best Free Way to Transform Classrooms (Primary-Lifelong) of Any Size--and Fast Too!
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April Fools! You're a HASTAC Scholar!
HASTAC featured content - April 1, 2012 - 11:40pm
Hello, HASTAC. My name is Adam Liszkiewicz, and I'm a HASTAC Scholar. And by "HASTAC Scholar," of course, I mean "Lurker."
It wasn't supposed to be this way.
Categories: Related: Digital Humanities
Catching the Good
Dan Cohen [Digital Humanities @ George Mason University] - March 30, 2012 - 11:27am
[Another post in my series on our need to focus more on the "demand side" of scholarly communication—how and why scholars engage with and contribute to publications—in addition to new models for the "supply side"—new production models for publications themselves. If you're new to this line of thought on my blog, you may wish to start here or here.]
As all parents discover when their children reach the “terrible twos” (a phase that evidently lasts until 18 years of age), it’s incredibly easy to catch your kids being bad, and to criticize them. Kids are constantly pushing boundaries and getting into trouble; it’s part of growing up, intellectually and emotionally. What’s harder for parents, but perhaps far more important, is “catching your child doing good,” to look over when your kid isn’t yelling or pulling the dog’s ear to say, “I like the way you’re doing that.”
Although I fear infantilizing scholars (wags would say that’s perfectly appropriate), whenever I talk about the publishing model at PressForward, I find myself referring back to this principle of “catching the good,” which of course goes by the fancier name of “positive reinforcement” in psychology. What appears in PressForward publications such as Digital Humanities Now isn’t submitted and threatened with criticism and rejection (negative reinforcement). Indeed, there is no submission process at all. Instead, we look to “catch the good” in whatever format, and wherever, it exists (positive reinforcement). Catching the good is not necessarily the final judgment upon a work, but an assessment that something is already quite worthy and might benefit from a wider audience.
It’s a useful exercise to consider the very different psychological modes of positive and negative reinforcement as they relate to scholarly (and non-scholarly) communication, and the kind of behavior these models encourage or suppress. Obviously PressForward has no monopoly on positive reinforcement; catching the good also happens when a sharp editor from a university press hears about a promising young scholar and cultivates her work for publication. And positive reinforcement is deeply imbedded in the open web, where a blog post can either be ignored or reach thousands as a link is propagated by impressed readers.
In modes where negative reinforcement predominates, such as at journals with high rejection rates, scholars are much more hesitant to distribute their work until it is perfect or near-perfect. An aversion to criticism spreads, with both constructive and destructive effects. Authors work harder on publications, but also spend significant energy to tailor their work to please the paren, er, editors and blind reviewers who wait in judgment. Authors internalize the preferences of the academic community they strive to join, and curb experimentation or the desire to reach interdisciplinary or general audiences.
Positive-reinforcement models, especially those that involve open access to content, allow for greater experimentation of form and content. Interdisciplinary and general audiences are more likely to be reached, since a work can be highlighted or linked to by multiple venues at the same time. Authors feel at greater liberty to disseminate more of their work, including material that is half-baked and work that is polished, but audiences may find even the half-baked to be helpful to their thought processes. In other publications that “partial” work might not ever see the light of day.
Finally, just as a kid who constantly strives to be a great baseball player might be unexpectedly told he has a great voice and should try out for the choir, positive reinforcement is more likely to push authors to contribute to fields in which they naturally excel. Positive reinforcement casts a wider net, doing a better job at catching scholars in all stations, or even outsiders, who might have ideas or approaches a discipline could use.
When mulling new outlets for their work, scholars implicitly model risk and reward, imagining the positive and negative reinforcement they will be subjected to. It would be worth talking about this psychology more explicitly. For instance, what if there were a low-risk, but potentially high-reward, outlet that focused more on positive reinforcement—published articles getting noticed and passed around based on merit after a relatively restricted phase of pre-publication criticism? If you want to know why PLoS ONE is the fastest-growing venue for scientific work, that’s the question they asked and successfully answered. And that’s what we’re trying to do with PressForward as well.
[My thanks to Joan Fragazsy Troyano and Mike O'Malley for reading an early version of this post.]
Categories: Related: Digital Humanities
Who Built America? Badges for Teaching Disciplinary Literacy in History
HASTAC featured content - March 23, 2012 - 7:42pm
Description: One of 30 projects funded by the HASTAC/MacArthur Foundation Badges for Lifelong Learning Competition
Developed by American Social History Project in partnership with Electric Funstuff and Education Development Center, the Who Built America? Badges for Teaching Disciplinary Literacy in History program takes proven professional development methods and leverages digital media to build professional learning communities and promote subject expertise. It will teach grade 5-12 U. S. history instructors how to design Common Core Standards-aligned instructional materials that give students the high level reading, writing, and thinking skills they need for college and career readiness.
Categories: Related: Digital Humanities
The Fine Art of Disagreeing in Public: Rsp to MLA and a Tribute to Great Listening
HASTAC featured content - March 22, 2012 - 9:55am
Last night, I had the marvelous opportunity to do a benefit for WUNC, our local public radio, with the incomparable Dick Gordon of "The Story." I'd never met Dick before but was bowled over, meeting him in person, by his kind attentiveness in every conversation. At least three times I heard someone make a comment, and then I heard him ask a follow-up question that turned cocktail party conversation into something deep and real.
Categories: Related: Digital Humanities
hastac.org has a sad
HASTAC featured content - March 20, 2012 - 9:44am
The server that hosts this web site has been having some issues for the last couple of days. Some people are finding that pages on the site time out (ie: churn forever and don't load) or give a "503" message (server error). Others are having no problems at all. We are working urgently with our web host and developers to resolve this.
Categories: Related: Digital Humanities
Some Things about Assessment that Badge Developers Might Find Helpful
HASTAC featured content - March 18, 2012 - 2:13pm
I recently met with Greg Wilson, the founder of Software Carpentry to discuss how to assess the impact of teaching basic computer skills to other scientists to help them manage their data. Greg is as passionate about education as he is about programming. We discussedAudrey Watters’recent tweet regarding “
Categories: Related: Digital Humanities
