19 Matching Annotations
  1. Jun 2017
    1. our ability to discover the multilayered history of a single word or phrase, literary anal-ysis has reached a new sphere.

      We've had this ability since the OED (late 19th century) at least. Is there something newer that I missed?

    1. A series of thoughtbursts on topics concerning (e)book history, (e)print culture, & digital humanities.
  2. May 2017
    1. . Since ePortfolio practice is inherently eclectic, it deserves an equally eclectic learning foundation. In the DLL program, we developed the COVA (choice, ownership, voice, and authenticity) learning approach to give our learners the freedom to choose (C) how they wish to organize, structure and present their experiences and evidences of learning. We give them ownership (O) over the selection of their authentic projects and the entire ePortfolio process—including selection of their portfolio tools. We use the ePortfolio experiences to give our learners the opportunity to use their own voice (V) to revise and restructure theirwork and ideas. Finally, we use authentic (A) or real world learning experiences that enable students to make a difference in their own learning environments (Harapnuik, 2016)

      Theory

    2. . 141 former graduate students completed

      Population size

    3. former educational technology students in a graduate program

      The population.

    4. digital collections of student-generated authentic content that include resources and multimedia elements contained in a person

      Definition

  3. Mar 2017
    1. could be considered media creators.

      The latest Pew focus seems to be on cybersecurity and social media use. I couldn't find any mention of 'creators', or critical thinking either. http://www.pewinternet.org/category/publications/

    2. Ashley Richardson

      Like much online, it's difficult and time consuming to separate fact from fiction. A year after this study was published The Sims Online ($9.99/mo) was rebranded and another year later shut down according to Wikipedia. https://en.wikipedia.org/wiki/The_Sims_Online

      Ashley Richardson is the avatar of Laura McKnight, a middle schooler from Palm Beach, FL. according to Jenkins' article in https://www.technologyreview.com/s/402737/playing-politics-in-alphaville/

      Heather Lawver still has a blog; http://www.heathershow.com

      Blake Ross found out he has no ability to visualize; http://www.independent.co.uk/news/science/aphantasia-software-engineer-blake-ross-writes-mind-blowing-post-about-being-unable-to-imagine-a7000216.html

      Josh Meeter makes animations for sporting events and short films: https://vimeo.com/99398204

    3. medi-ated experience may squeeze out time for other learning activities; that contemporary childrenoften lack access to real world play spaces, with adverse health consequences, that adults mayinadequately supervise and interact with children about the media they consume (and pro-duce); or concerns about the moral values and commercialization in much contemporaryentertainment.

      The students I meet lead completely mediated lives, are afraid of social spaces as potential places of conflict and uncritically consume vast amounts of commercial media.

    4. We are using participation as a term that cuts across educational practices, creative processes,community life, and democratic citizenship. Our goals should be to encourage youth to devel-op the skills, knowledge, ethical frameworks, and self-confidence needed to be full participantsin contemporary culture.

      As a retired worker, adult learner and student representative after returning to a community college, I've been encouraging Administrators and Faculty to model the "skills, knowledge, ethical frameworks, and self-confidence needed to be full participants in contemporary culture." I've had little success and will be leaving schools just as mired in the past as they were when I arrived six years ago. Despite spending nearly $200M a year, my CC District is on the lower end of recent CC statistics. http://www.npr.org/sections/ed/2017/03/15/520192774/national-survey-shows-high-rates-of-hungry-and-homeless-community-college-studen

  4. www.newmedialiteracies.org www.newmedialiteracies.org
    1. Weareusingparticipationasatermthatcutsacrosseducationalpractices,creativeprocesses,communitylife,anddemocraticcitizenship.Ourgoalsshouldbetoencourageyouthtodevel-optheskills,knowledge,ethicalframeworks,andself-confidenceneededtobefullparticipantsincontemporaryculture.

      As a retired worker, adult learner and student representative after returning to a community college, I've been encouraging Administrators and Faculty to model the "skills, knowledge, ethical frameworks, and self-confidence needed to be full participants in contemporary culture." I've had little success and will be leaving my schools just as mired in the past as they were when I arrived six years ago. Despite spending nearly $200M a year my CC District is on the lower end of recent CC statistics, yet they continue to create new administration positions while the four college libraries close during evening classes and are only open a few hours on Saturdays. http://www.npr.org/sections/ed/2017/03/15/520192774/national-survey-shows-high-rates-of-hungry-and-homeless-community-college-studen

    2. couldbeconsideredmediacreators

      The focus of the latest Pew reports seem to be on cybersecurity and social media use. I couldn't find any mention of 'creators', or critical thinking either. http://www.pewinternet.org/category/publications/

    3. medi-atedexperiencemaysqueezeouttimeforotherlearningactivities;thatcontemporarychildrenoftenlackaccesstorealworldplayspaces,withadversehealthconsequences,thatadultsmayinadequatelysuperviseandinteractwithchildrenaboutthemediatheyconsume(andpro-duce);orconcernsaboutthemoralvaluesandcommercializationinmuchcontemporaryentertainment.

      Most of the students I meet lead completely mediated lives, are afraid of social spaces as potential places of conflict and uncritically consume vast amounts of commercial media.

  5. Jul 2016
  6. current.ischool.utoronto.ca current.ischool.utoronto.ca
    1. A gentle introduction to studying digital humanities, and into the digital humanities community in general, was the beginner workshop group entitled “Digitization Fundamentals and Their Application.” The focus of this workshop was to develop a functional knowledge of different methods of acquiring, refining, processing, and utilizing information pertaining to artefacts, aural or visual, static or animated. The course outlined how to plan successful digitization projects, develop an organizational structure to manage large caches of data, select appropriate devices and formats for input, and create platforms for display and dissemination of output. Each day was dedicated to a specific element of digitization - usually a medium, such as audio or video, but occasionally on a form of output, such as how to host digitization projects on the web. The mornings were generally spent acquiring the foundational knowledge needed to plan and implement a digitization project in that day’s medium, and in the afternoons participants were given free access to a wide range of equipment to help put the morning’s fundamentals into practice. This workshop allowed participants to practice digitization both in the lab and in the wild, as they were able to choose to work within one of the University of Victoria’s well-appointed computer labs or take equipment to a nearby site of their choice, such as the University of Victoria’s McPherson Library and its rare book room.

      Structure of the fundamentals class

    2. ese courses are the core of the DHSI curriculum, offering students the opportunity to learn in small, collegial groups at the beginner, intermediate, and advanced levels - and indeed offering faculty the opportunity to be students again for a week. That levelling spirit is reinforced by other aspects of the Institute which bring the various courses together. At the beginning and end of each day, all DHSI participants attend plenary lectures by leading practitioners in the field, which brings all participants together in the same room to consider questions that all digital humanists face (such as the nature of the academic job market, or lessons to be learned from particular projects). In recent years the morning lectures have showcased short presentations by graduate students in the field, a symptom of how student-driven the field has become even during the seven years since the DHSI began.

      The structure of the camp

    3. eek-long event that has run every spring since 2004, the DHSI combines the best aspects of a skills workshop, international conference, and summer camp. Participants spend five days attending plenary lectures and pursuing their own projects in courses on topics such

      description of DHSI

    4. The Digital Humanities Summer Institute and Extra- Institutional Modes of Engagement

      Bialkowski, Voytek, Rebecca Niles, and Alan Galey. 2011. “The Digital Humanities Summer Institute and Extra-Institutional Modes of Engagement.” Faculty of Information Quarterly 3 (3): 19–29. http://current.ischool.utoronto.ca/system/files/pages/publications/fiq_3-3.pdf#page=19.

  7. May 2015
    1. Fabulous tool and practice. Good for discussion in the DHSI Digital Indigeneity course in June. Reminds me of early work First Nations groups did with Google Maps in support of Treaty Land Entitlement claims.