These were my remarks as a guest speaker in Donna Murdoch’s class “Online Teaching and Learning – Applying Adult Learning Principles” this evening. I was asked to speak about learning analytics, but like I said in my keynote last week at NMC, ed-tech is boring. So this is a talk about pedometers.
“Know thyself” – this is an ancient maxim, of course. But it’s become not so much a philosophy of introspection or reflection but a compulsion for data collection and data analysis. We now live in a culture of quantification. (We have for a while now, no doubt.) All this is aided today, no doubt, by new computing technologies that create and collect massive amounts of personal data.
Learning analytics, in some ways, is a symptom of this data-driven culture – one that also is not new to education. Learning analytics are technologies that support and reflect the idea that we can collect and measure and analyze data about learners in order to know what they know, in order to optimize what and how they learn.
I want to invoke the guest speaker’s privilege and talk about something slightly different than what I was asked to speak about: that is, learning analytics. Now, I hope you’ll see that almost everything I say is very much related to learning analytics and to education technologies more broadly – to how we’re asked to hand over our personal data to various hardware and software companies, to our employers, to the government, to our schools under the guise of better “outcomes,” more productivity, and so on.
Read the full post here.
From the post:
How can we support scholars in creating complex digital products? What does library publishing bring to the table in this area? How does unique digital scholarship fit into our strategies for scalability and sustainability? What does it mean to ‘publish’ a digital scholarship project, anyway? Please join us for an exploratory conversation about the current digital scholarship landscape, the opportunities for library publishers, and the needs of scholars and librarians related to this emerging area of practice.
When: Thursday, July 20th, 3:00-4:00pm EDT Call-in Info: RSVP to receive call-in info
Read more here.
From the ad:
The National Archives has set itself the ambition of becoming a digital archive by instinct and design. The digital strategy takes this forward through the notion of a disruptive archive which positively reimagines established archival practice, and develops new ways of solving core digital challenges. You will develop a research programme to progress this vision, to answer key questions for TNA and the Archives Sector around digital archival practice and delivery. You will understand and navigate through the funding landscape, identifying key funders (RCUK and others) to build relations at a senior level to articulate priorities around digital archiving, whilst taking a key role in coordinating digitally focused research bids.
Read the full ad here.
From the post:
The first half of 2017 is already coming to an end, and we thought it would be a great time to highlight the new lessons that have been published in the past six months.
The big story has been the tremendous success of our Spanish Language Team, Maria José Afanador-Llach, Victor Gayol, and Antonio Rojas Castro, who have translated 25 tutorials into Spanish. This ongoing work has been a massive undertaking, and a tremendous coordinated effort by the Spanish Team and the growing network of reviewers who have contributed to the success of the translation.
Read more here.
This is the first in a series of posts which constitute a “lit review” of sorts to document the range of methods scholars are using to compute the distribution of topics over time.
Graphs of topic prevalence over time are some of the most ubiquitous in digital humanities discussions of topic modeling. They are used as a mechanism for identifying spikes in discourse and for depicting the relationship between the various discourses in a corpus.
Topic prevalence over time is not, however, a measure that is returned with the standard modeling tools such as MALLET or Gensim. Instead, it is computed after the fact by combining the model data with external metadata and aggregating the model results. And, as it turns out, there are a number of ways that the data can be aggregated and displayed.
In this series of notebooks, I am looking at 4 different strategies for computing topic significance over time.
Read the full post here.
A growing number of researchers in the humanities are using computational tools and methods that are more typically associated with social and scientific research. These tools and techniques enable researchers to pursue new forms of inquiry and new questions and bring more attention to—and cultivate broader interest in—traditional humanities and humanities data. This paper from ECAR and the Coalition for Networked Information (CNI) outlines a practical framework for capacity building to develop institutional digital humanities support for IT staff, librarians, administrators, and faculty with administrative responsibilities.
Read more here.
From the ad:
The Associate University Librarian (AUL) for Scholarly Resources is the leader most directly responsible for the complete spectrum of activities supporting provision of scholarly resources to researchers, faculty, and students. The incumbent is central to leadership of innovative programs in scholarly content development and management in support of the university’s mission, including through direct supervision of four department heads responsible for strategic, evidence-based scholarly resource development and evaluation, acquisition and management, delivery and access, and data and digital scholarship. In particular, the AUL advocates for and advances progressive and innovative conceptions of library scholarly resources, data (including linked data), and digital institutional assets, as well as reframing of library information management and infrastructure, including metadata creation and data management.
Read full ad here.
From the ad:
The University of Nevada, Reno is recruiting for a Digital Humanities Specialist, in conjunction with the Digital Initiatives Librarian. The incumbent will build and maintain the library digital collections and support faculty, staff, and students to find innovative ways to organize and creatively curate research online. This position will be responsible for the digitization and interactive curation of digital collections and/or exhibits by using a variety of technologies and experiential online formats. The position will also create, edit, or enhance metadata for primary resources added to library digital collections which will require the candidate to have excellent researching skills. In addition to updating UNR Library collections to become fully digitized and curated online, this position will support library efforts to support digital projects created by UNR faculty and students.
Read full ad here.
From the posting:
With the generous support of the Gerda Henkel Foundation, the German Historical Institute (GHI) and the Roy Rosenzweig Center for History and New Media at the George Mason University (RRCHNM) invite applications from postdoctoral scholars and advanced doctoral students for a 12-month fellowship in digital history.
Over the last few years there has been a stunning growth of new and exciting digital tools and methods that have the potential to augment and revolutionize traditional historical research. Historians have turned to data mining, GIS, and social network analysis—to name just a few new digital tools—to analyze source material in innovative ways and to provide unique insights for their research. Scholars increasingly need to develop their own familiarly and facility with these new digital tools and approaches in order to take advantage of their potential for their research. As a means to build out that capacity, this fellowship is intended scholars who are perhaps new to digital history but are interested in developing new skills and methods that could aid their research as well as to support junior scholars already working in the field of digital history. Additionally, the fellowship aims to connect scholars from Europe to the digital history landscape in the United States.
Read more here.
From “Latest Success Story! Medieval Handwriting and Handwritten Text Recognition”:
Two partners in the READ project network have now successfully trained a new model to recognise Gothic handwriting! The State Archives of Zurich (READ project partner) and the University of Zurich (READ project Memorandum of Understanding partner) have collaborated on the automatic recognition of a collection of medieval charters.
In 1336 a cartulary was written in Königsfelden, close to the city of Brugg (which is now part of Switzerland). Königsfelden abbey was a well-endowed institution with close ties to the dukes of Habsburg. In a neat and regular handwriting, the charters of the institution were copied on roughly 260 parchment pages. The cartulary is available online via e-codices.
At the University of Zurich, there is an ongoing project to create a digital scholarly edition of the charters of Königsfelden abbey. The cartulary is an important source for early writing practices and has already been partially transcribed. The project team have been using our Transkribus platform to produce their transcriptions and they used these transcripts to train and test a Handwritten Text Recognition (HTR) model.
Read the full post here.
A funny thing happened on the way to academic integrity. Plagiarism detection software (PDS), like Turnitin, has seized control of student intellectual property. While students who use Turnitin are discouraged from copying other work, the company itself can strip mine and sell student work for profit.
For this bait-and-switch to succeed, Turnitin relies upon the uncritical adoption of their platform by universities, colleges, community colleges, and K12 schools. All institutions that, in theory, have critical thinking as a core value in their educational missions. And yet they are complicit in the abuse of students by corporations like Turnitin.
The internet is increasingly a privately-owned public space. On April 3, 2017, Donald Trump signed into law a bill overturning Obama-era protections for internet users. The new law permits Internet Service Providers (ISPs) to access, without permission, data about our internet use patterns — from the sites we visit to the search terms we use. And this data isn’t restricted to the work we do on computers. Thanks to the “internet of things,” all our various connections can be monitored by our ISPs — from our physical location to the temperature we keep our homes to the music we ask Alexa to play for us. (In fact, Alexa processes all of our speech when it is on, even when we are not addressing it.)
Every day, we participate in a digital culture owned and operated by others — designers, engineers, technologists, CEOs — who have come to understand how easily they can harvest our intellectual property, data, and the minute details of our lives. To resist this (or even to more consciously participate in it), we need skills that allow us to “read” our world (in the Freirean sense) and to act with agency.
Read full post here.
The book is now whole! I’m going to be spending this weekend working through revisions to the last section based on all of the great comments I’ve been getting, but I’m also now excited to share both the introduction and the conclusion.
If you have any comments or suggestions on these please do go ahead and chime in on them in comments on the docs. In the intro I try to lay out a whole set of axioms for digital preservation, which I’ve gone ahead and reposted below.
Fifteen Guiding Digital Preservation Axioms
As a point of entry to the book I have distilled a set of fifteen guiding axioms. I realize that sounds a little pretentious, but it’s the right word for what these are. These axioms are points that I think should serve as the basis for digital preservation work. They are also a useful way to work out some initial points for defining what exactly digital preservation is and isn’t. Some of them are unstated assumptions that undergird orthodox digital preservation perspectives; some are at odds with that orthodoxy. These axioms are things to take forward as assumptions going into the book. Many of these are also points that I will argue for and demonstrate throughout the book.
Read full post here.
Born of frustration and still very much a work in progress (gotta get the kids to school)…I have much more to include and I welcome your suggestions via twitter @profwernimont #justDigitalArchives
Archives So White Introduction and Bibliography, Issues and Advocacy Research Posts https://issuesandadvocacy.wordpress.com/2016/04/18/archivessowhite-intro-bibliography/
Jane E. Anderson, Law, Knowledge, Culture: The Production of Indigenous Knowledge in Intellectual Property Law. Edward Elgar Press: Cheltenham, United Kingdom. 2009
— ‘‘Chuck a Copyright on it’: Dilemmas of Digital Return and the Possibilities for Traditional Knowledge Licenses and Labels’. With Kim Christen. Museum Anthropology Review 7, (1-2) Spring-Fall 2013; pp 105-126.
The Director of Data Education will establish a program to:
- engage faculty and students in incorporating statistical and computational data analysis methods (data science) into the undergraduate curriculum and scholarship;
- provide guidance for students in finding data sets as well as teaching students how to clean and manipulate data for use in analytical and statistical applications;
- offer peer tutoring to students who need assistance with data and statistical applications.
Source: Director of Data Education
The successful candidate for this position will play a key role in the video asset management lifecycle of content created and/or stored in the Martin Digital Media Center. This position is responsible for the ingest workflow of incoming media materials including storage and retrieval from a storage area network, LTO tape library and cloud-based system
Read More: Digital Media Asset, Program Manager
In what purport to be responses or rebuttals to critiques I and others have offered of Digital Humanities (DH), my argument is routinely misrepresented in a fundamental way. I am almost always said to oppose the use of digital technology in the humanities. This happens despite the fact that I and those I have worked with use digital technologies in hundreds of ways in our research and that our critiques—typically including exactly the ones DHers are responding to—make this explicit.
It is undeniable that DH is in some sense organized around the use of some digital tools (but not others, and this gap is itself is a very important part of how, on my analysis, the DH formation operates, a matter I have written about at some length). What I and the scholars I work with, as opposed to some conservative pundits, worry about is not the use of digital technology in the humanities. Speaking only for myself, what I oppose most strongly is the attitude toward the rest of the humanities I find widespread in DH circles: the view that the rest of the humanities (and particularly literary studies) are benighted, old-fashioned, out of date, and/or “traditional.”
Read the full post: The Destructiveness of the Digital Humanities (‘Traditional’ Part II)
We are looking for candidates with expertise on computational science, linguistics and history/cultural heritage. The three successful candidates will be members of a research community that already includes, for example, Academy of Finland’s project on “Computational History and the Transformation of Public Discourse”, 2015-2019. The data that the research community is using includes various historical full-text collections and large metadata collections, mainly in English, Finnish and Swedish. The group is particularly interested in studying conceptual change, intertextuality based on text-reuse and statistical analysis of knowledge production.
Read full job description: THREE (3) POSTDOCTORAL RESEARCHERS (DIGITAL HUMANITIES) | University of Helsinki
Reporting to the Associate University Librarian for Technology Strategy and Data Services, the Digital Curation Coordinator will work in close collaboration with the AUL, the Assistant Director for Digital Library and Preservation Strategy, the Director of Scholarly Communication, and other library stakeholders to provide programmatic leadership pertaining to a variety of digital library services including digital curation, research data management, digital scholarship and digital preservation.
Read full job description: Digital Curation Coordinator at UW–Madison
The University of North Carolina at Chapel Hill Library invites applications for the position of Digital Scholarship Specialist in the Digital Research Services department. We are seeking a creative and collaborative individual to provide technical support for digital scholarship projects and to guide the selection, enhancement or creation of new tools and workflows to support scholarly research. The successful applicant will serve as the contact point for Digital Humanities efforts for the University Libraries and will maintain communication with the Carolina Digital Humanities Initiative and the Digital Innovation Lab.
Source: Digital Scholarship Specialist
In 2017 – 2018, Object Lessons will host four NEH Institutes. These workshops will offer guidance and strategies for answering this question, especially in light of trends in the humanities toward open access publishing; evolving expectations for tenure and promotion; and the emergence of new publishing opportunities such as e-books, digital media projects, and online venues that cater to blended audiences across academia and general readerships.
This institute is designed for academics and writers who seek to write and publish for broad audiences, particularly about contemporary technology, everyday objects, and digital culture. The institute’s workshops—geared to scholars as well as nonfiction writers from across disciplines—aim to better equip participants to pitch their ideas and publish their writing in venues that exist fruitfully between both traditional academic and trade publishing routes.
Read full announcement here: NEH Object Lessons Workshop: Apply by June 30