Archive for the ‘general shenanigans’ Category

  • Narrow topic for GL THAT Camp 2011

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    I’d really like to work with others in exploration of Recollection http://recollection.zepheira.com/ the “free platform for generating and customizing views, (interactive maps, timelines, facets, tag clouds) that allow users to experience your digital collections”

    Trevor Owens, Digital Archivist, NDIIPP, National Digital Information Infrastructure Preservation Program, Office of Strategic Initiatives, Library of Congress welcomes application for beta testers/users if anyone wants to join in.

  • Gamification in the classroom

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    I have a few ideas, and I may post them all, but I’ll start with this.

    I am currently reading Jane McGonigal’s Reality is Broken, which has got me thinking about making the classroom more game-like.  I would like to use this Prof Hacker post as a springboard for a discussion about gamification (a word I really don’t like, but it’s all I have right now).

    As always, as I design my classes for the summer and next fall, I find myself struggling to figure out how to get students interested and engaged in a more intrinsic way.  McGonigal argues that games give us intrinsic rewards rather than extrinsic, and that we should refashion reality to resemble games.  I want to put this to the test in the classroom.

  • Digital Archives: Researcher, Teacher, and Student Friendly!

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    I’ve seen a couple of posts so far relating to the creation and use of digital archives – a topic that I’m very much interested in myself.  I recently started working on a digital archive, “Sixteen Tons” using the Omeka web publishing system.  As both a graduate student and someone that enjoys teaching history, I was anxious to create a project that would both highlight my own dissertation research and also possibly be useful to others in some way.  I’m hoping a digital archive may be the answer to this dilemma.

    “Sixteen Tons” is a digital archive that will document the lives of mineworkers in two remote towns at the turn-of-the twentieth century.  Many of the issues I hope to discuss with people at THATCamp have already been addressed in several different posts – so sorry for the repeats here.  However, my biggest concerns are:

    *Can digital archives facilitate an environment in which researchers are willing to and able to access the research of others?

    *How can these digital archives be incorporated into my own lesson plans for teaching history courses to undergraduate students?  Can sharing these primary sources with students change the way we think about teaching the humanities?

    *Can these sources be useful to people outside of academia?  Again – I like to teach and am thinking of ways that researchers can share digital archives with teachers and students at the secondary education level.  I have thought about applying lesson plans/guides arranged thematically to my archive but am not sure of how to reach an audience outside of academia.

    *Finally, I’ve written about this in a blog post, but I think it’s worth discussing with as many people as I can – what can creators of these digital archives do to avoid copyright issues further down the road.

  • Facilitating a Rhetoric of Collaboration: A Resource for Learning/Teaching Research

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    I’ve been browsing through people’s posts so far and I’m particularly interested in those that deal with online archives for teaching and research (for example, this and this), as I think they relate closely to the project described below.

    I’m currently working on a web-based project of thematically-organized collections of link sources pertaining to contemporary cultural issues. The purpose of this site is to serve as a learning and teaching resource for college-level writing students and instructors. Moreover, it aims to facilitate a more collaborative understanding of how writing, research, and knowledge-making happens through an interface that enables user-contributed links as well as user participation across institutional and geographical boundaries; through this project, users will be encouraged to freely draw from others’ work, work together to build bodies of knowledge, and add to larger ongoing conversations pertinent to those bodies of knowledge.

    This project draws on the layout of Wikipedia in that its content will be driven primarily by user-contribution of links to news articles, scholarly articles, blogs, and other online media, which will be arranged by individual pages pertaining to specific topics, to which users can follow, or subscribe. Unlike Wikipedia, however, the site will not include a narrative accompanying the citations; the primary resource that this website will provide will be the links to sources aggregated around specific issues, encouraging students and other users to formulate their own narratives from the media sources provided. In this way, individual pages will put links to articles, blogs, and other kinds of pieces of a larger conversation into dialogue with one another. I’m currently thinking to begin with the content domain of intellectual property, which might include pages on: history of intellectual property, copyright/copyleft, remix, read-write culture, plagiarism, fair use, torrent communities, piracy, authorship/ownership, design imitation in fashion, and intellectual property across cultures. I’m interested in talking through the kinks of this project, especially with others who are working on structurally similar things.

    I’ve also been seeing a bunch of articles lately discussing the difficulties/ethical implications of user-generated content, which I think could be interesting to address.

  • Using Art to Teach Science

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    Hi All,

    I’m interested in discussing how digital arts and media can be used to improve science education.  I find the more I increase art and media in my classes, the more I see engagement from students and interest from faculty peers.  Currently I teach with items and activities like comics, paper animations, student generated paper models and most recently working on augmented reality.  I would love to brainstorm other options or discuss  general theory about the benefits or detriments of cross-communication between arts/digital media and the sciences.  Other topics might include overcoming subject anxiety, learning through a maker community, art and online pedagogy, etc…

    Really looking forward to meeting and chatting!

  • I see, you see, MOOC

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    What is a MOOC? (pronounced Moo-See) It’s a Massively Open Online Course.  We’re elbow deep into the process of creating our first open online course and we (not the royal we – we as in Leigh and Andrea) are looking to bounce ideas off of the THAT campers. (Andrea will be there in spirt as she’s presenting elsewhere that day!)  I’ll share other successful examples (and failures) and would like to open a dialogue to solicit feedback, advice, support from fellow participants on how to proceed with our ideas.

    Specifically, I would like to focus the discussion on feedback in MOOCs.  In our research so far, a lot of focus has been on the experience and content – but the feedback arena is fairly silent.

    Additionally, we’re using WordPress + Buddy Press, so anyone with experience in that area will be highly coveted 🙂

    Looking forward to talking!

  • Hacking Grad School

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    As technology becomes more integrated into academia and our scholarly identities are more dependent on our online presence, it is important for graduate students to be aware of these changes. As the future professors of the world, we need to find ways to educate graduate students on using technology so that they can become tech savvy and embrace the changes. Technology doesn’t need to be a gimmick or a fad, but rather we need to find ways of integrating it into everyday practice of graduate students.

    In order to work towards this goal, a program called GradHacker was started by a number of graduate students from MSU in order to open up discussions about integrating technology into graduate life. We ran a one day bootcamp that consisted of primarily roundtable discussion on a variety of digital social media that would benefit graduate students in taking control of their online identities. The bootcamp was a thrilling success, and now we are looking to continue the program and open it to other university graduate students.

    For this session, I propose a discussion on how we, graduate students, can help other graduate students ‘hack’ grad school. For example: what kinds of online social media are most important? How can we use digital learning management systems to innovate classes we teach? What new programs and platforms can help us with our dissertations, or comprehensive exams, or our stressful lives in general? This would be an open discussion about potential future bootcamps, as well as how to spread the GradHacker word.

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