No. I need more advanced options.

, what it would be like to create that form as a way of creating a database of how often the elevator's been broken and who it's affecting and stuff, and then presenting the information also

The different pieces of feedback that I got was a lot of them saying that they felt like this maintenance request form didn't really allow them to express how much of a pain in the ass it was when they weren't able to get where they needed to go,

maintenance came from the mapping access project. In a lot of the focus groups, students would talk a lot about this. They would say a lot of their biggest frustrations came from breakdowns and the repairs not happening fast enough. I think that's where my interest in maintenance came from. Yeah.

Maintenance, theories around maintenance and this pushback on the field of history of technology and science and technology studies more broadly, that they pay to much attention to innovation, that they pay too much attention to the new, toward the exciting, toward the heroes, etc. And not enough attention to the ongoing banal practices that keep our world running. 

engaging with the facilities management folks at Vanderbilt, they are always collecting tons and tons of data about the [crosstalk 00:10:18] environment. It's really for maintenance purposes. They have to do the report, the status of the door or the bathroom or whatever, for all these federal funding things. That information is not meant to be usable by people on campus, or visitors or whomever. But it could be really useful. The reason they don't share it is that it is a snapshot. 

So it sort of raised, for me, how do we collect data and share information about access as something that is dynamic and ever-changing? I mean, it makes me even think of - this is probably off topic - but the bird scooter situation in Nashville, so we could map these different [points] of access, but then those spaces of access get interrupted or new barriers arise. 

As well, I think we were able to, again, complicate what a lot of the students thought of as accessible spaces, because we were also mapping lactation rooms, different gender bathrooms, etc. So I think that was cool too. 

Our methods were, in part, determined by the funding that we had. So we had this funding that was like, "We're going to do a GIS project."

replicable

longues durées

we must better understand the machines and networks that continue to powerfully shape our lives in ways that we are often ill equipped to deal with as media and humanities scholars

we might see contemporary turns in computing—neural nets, clouds, semantics, and so on—as parallel to recent turns in humanities scholarship to privilege networks over nodes

Is the modularity of the 1920s really the same as the modularity modeled in UNIX?

It is interesting to note that much of the early work performed in UNIX environments was focused on document processing and communication tools and that UNIX is a computational system that very much privileges text (it centers on the text-based command line instead of on the graphical user interface

intrinsically motivated students

Record numbers of students today are reporting feelings of depression, which some researchers link to the increase in student screen time.

Develop personal web site

Model

advancements in labs for our online students in biology and physics.

that user behavior is essentially a black box.

. Yet, stories are almost always assigned more than one keyword, and keyword selection can vary tremendously in quality across sites. Now, I see duplicate stories and still manage to miss other stories I wanted to see.

try subscribing to the published headlines RSS feed of a major newspaper like the Washington Post, which publishes roughly 1,200 stories a day. Seriously, try it. It’s an exhausting experience wading through articles from the style and food sections just to run into the latest update on troop movements in the Middle East.

. Instead, users want personalization and prioritization — they want a feed or stream that shows them the most important content first, since they are busy and lack the time to digest enormous sums of content.

“Where is the first word?” “There it is.” “Give me your book. Tell me the fourth word. Write it. What you have written doesn’t look like the fourth word in the book. Neighbor, the child doesn’t know what he says he knows

something about which he can question him and thus ver­ify the work of his intelligence

ntelligence by the will for discovering and combining new re­lations; but there is no hierarchy of intellectual capacity

Everything is in everything.”6

We know too that the master won’t have the right to stand anywhere else— only at the door. The student must see everything for himself, compare and compare, and always re­spond to a three-part question: what do you see? what do you think about it? what do you make of it?

This is the first principle of universal teaching: one must learn something and relate everything else to it.

Thus, what was sought was the economic means of diffusing the minimum of instruction judged necessary for the individual and sufficient for the amelioration of the laboring population as a whple.

age quod agis

And whether one learns French more quickly or less quickly is in itself a matter of little consequence

they had used to learn their mother tongue

He hadn’t even proceeded in the fashion of those reformer pedagogues who, like the preceptor in Rous­seau’s Emile, mislead their students the better to guide them, and who cunningly erect an obstacle course for the students to learn to negotiate themselves.

Not to mention the strange circumstance that since the era of progress began, these explications have not ceased being perfected in order better to explicate, to make more com­prehensible, the better to learn to learn— without any discern­ible corresponding perfection of the said comprehension. In­stead, a growing complaint begins to be heard: the explicative system is losing effectiveness. This, of course, necessitates re­working the explications yet again to make them easier to un­derstand by those who are failing to take them in.

Post hoc, ergo propter ho

a bilingual edition of Télémaque was being published in Brussels

what are the writing practices, that allow an episode from the past to become an episode in the present?

today’s much-heralded “democratization” of the globe— our own contemporary institutionalization and representation of progress— is just the new name for inequality.

It does this in part by establishing the temporal structure of delay (“a little further along,” “a little later,” “a few more explanations and you’ll see the light”) that, writ large, would become the whole nineteenth-century myth of Progress:

xpérience in the French Enlightenment sense of both “experiment” and “experience”—

It’s an entire multiverse of unexplored possibility.

One day, a single super-star professor from a top college may teach the same introductory lecture all over the country.

“If you look at the trajectory of online learning, some of the courses that were the first go online, it was math, computer science, physics.

A cheaper, streamlined subscription model of learning.

Infinitely easier is the task of preparing digital materials compared to print ones

test different pedagogical models

digital classes equal instant, overwhelmingly detailed feedback, the way online retailers like Amazon amass critical information on their customers.

recent improvements in technology

being at home where I tend to relax.”

Do you have the ability to interact with people and have a good conversation? Having online classes will hurt that. You could take the class online in your pajamas and never interact with students or the professor.”

Though it hasn’t all been plain sailing; sources at A&M say that parents have already pushed back on paying tuition, only to have their kids sit in their dorm rooms (also paid for by them) on campus to watch the class online.

lessons

there was also no guarantee they’d absorb the tricky material.

Imagine this as the parental controls of a premier television package, only overwhelmingly more customized, advanced, intelligent.

they lag behind until finals week without the system flashing warnings at them

they can’t skip too far ahead and “binge-learn” the entire semester at once

attendance dwindles

They start sending texts and browsing dessert recipes on Pinterest.

it’s still vastly superior to delivering a lecture to 300 students at 8 a.m. on a Friday morning.

Dead Poets Society

engrossing themselves in thoughtful debate.

students congregating in the same room, bandying ideas about—and socialization

I missed talking to smart kids,”

Inspire them

he can refocus on individual students who’re genuinely interested in a deeper pursuit of economics.

tay engaged and face-to-face with students

painstakingly mapping every last moment of the semester out before it actually starts.

lover of teaching, who started this project out of frustration about lecture courses’ sheer inefficiency

begins droning away to a PowerPoint presentation that only a third of the kids will remember in a week’s time.

utilizes different tools, differently

historians – as for all authors — writing is an individual and highly personal process

to access it in nonlinear form

interrupt this norm of silence

data tables or abstract jargon

open peer review, and open access — into one volume makes a unique contribution to the field that illustrates our rethinking of the meaning of “publishing,” how we do it, and why. In

940 online comments

What better way for historians to reflect on digital tools than to use them to write a book?

Bound together as a book in paper and electronic forms

Trip hammers

ur vision is of a world of fusions and frictions, in which the development and deployment of technologies, and the sorts of research questions, demands, and imaginative work that characterize the arts and Humanities merge.

It values the COPY more highly than the ORIGINAL.

There is no such thing as “just a tool.” McLuhan wisely notes that tools are not inert things to be used by human beings, but extensions of human capabilities that redefine both the tool and the user. A “tooler” results, or perhaps a “tuser” (pronounced “TOO-zer”). I believe those two words are neologisms but I’ll leave the googling as an exercise for the tuser. The way I used to explain this is my new media classes was to ask students to imagine a hammer lying on the ground and a person standing above the hammer. The person picks up the hammer. What results? The usual answers are something like “a person with a hammer in his or her hand.” I don’t hold much with the elicit-a-wrong-answer-then-spring-the-right-one-on-them school of “Socratic” instruction, but in this case it was irresistible and I tried to make a game of it so folks would feel excited, not tricked. “No!” I would cry. “The result is a HammerHand!” This answer was particularly easy to imagine inside Second Life, where metaphors become real within the irreality of a virtual landscape. In fact, I first came up with the game while leading a class in Second Life–but that’s for another time. So no “just a tool,” since a HammerHand is something quite different from a hammer or a hand, or a hammer in a hand. It’s one of those small but powerful points that can make one see the designed built world, a world full of builders and designers (i.e., human beings), as something much less inert and “external” than it might otherwise appear. It can also make one feel slightly deranged, perhaps usefully so, when one proceeds through the quotidian details (so-called) of a life full of tasks and taskings.

not only does digitization mean a loss (albeit in some cases a very modest one), it also incurs a cost

medieval manuscripts present much thornier difficulties, including different forms of the same letters and a plethora of superscripting, subscripting, and other hard-to-reproduce written formats

“Taking an analog recording of a live concert,” writes one analogista, “and reducing it to 0s and 1s is not unlike a root canal: by extracting the nerves, the tooth is killed in order to save it.”

But with 24 bits , you would have millions of colors at your disposal and could thus better approximate, though never fully match, the rich rainbow hues of Monet’s Water Lilies.

The History Web has become so sprawling that some history websites concentrate solely on steering perplexed ramblers through the thicket.

confusing hodgepodge of sites. Now Google’s rapid search of the raw mass of disorganized, heterogeneous web pages

At the same time, some wonder whether we really want to foster “interactivity” at all, arguing that it fails to provide the critical experience of understanding, of getting inside the thoughts and experiences of others.

History Channel’s website Modern Marvel’s Boys’ Toys, which is a combination of watching the cable channel and playing a video game

But digital technology could, in fact, foster a new couch potatoÐlike passivity

. Such strategies are worthless in confronting hypertext essays.

Himmelfarb implies a related problem in her horror that a comic strip could have the same authority as the Bible

“In-A-Gadda-Da-Oswald

revolutions

“Hypertext,” writes literary critic George Landow, “emphasizes that the marginal has as much to offer as the central by refusing to grant centrality to anything É for more than the time a gaze rests upon it. In hypertext, centrality, like beauty and relevance, resides in the eye of the beholder.”

“modular structure of a data object” means “a new media object is not something fixed once and for all, but something that can exist in different, potentially infinite versions.” Thus Manovich sees the database—with its infinitely rearrangable data—as one of the fundamental forms found in new media.

d entered an inner sanctum where they did not fully belong

accessibility

arganee

This interactivity enables multiple forms of historical dialogue—among professionals, between professionals and nonprofessionals, between teachers and students, among students, among people reminiscing about the past—that were possible before but which are not only simpler but potentially richer and more intensive in the digital medium.

She makes the useful analogy to early films, which were initially called “photoplays,” and thus thought of as “a merely additive art form (photography plus theatre).” Only when filmmakers learned to use montage, close-ups, zooms, and the like as part of storytelling did photoplays give way to the new expressive form of movies.13

Roger Norton was a more influential Lincoln historian than the Pulitzer-Prize winning Harvard professor David Donald.

How might our history writing be different if all historical evidence were available?

120-gigabyte hard drive that sells for $95

quality, durability, readability, passivity, and inaccessibility.

tens of thousands of online syllabi for history courses.

“the Internet does not distinguish between the true and the false, the important and the trivial, the enduring and the ephemeral. . . . Every source appearing on the screen has the same weight and credibility as every other; no authority is ‘privileged’ over any other.”

When I was required to write something in JavaScript for the first time, I quickly came to despise it.