November 16th, 2010 | Michael Moore
Computational processes applied to a growing archive of scholarship linked with rhetoric and composition
Conceptual value of data-mining and visualization for apprehending patterns that are not obvious at the customary scales of reading (e.g., one article at a time).
The relationship between databases and narratives, particularly for field narratives (sometimes called discipliniographies or stories of disciplinary emergence and status). What role have databases played in shaping these narratives?
Issues of metadata proprietorship (e.g., how does copyright apply to mined data?), metadata standards, and processing methods
Writing and rhetoric, new media and undergraduate writing curricula, assessment, pedagogy, and interdisciplinary partnerships.
Cross-institutional collaborations in the digital humanities. How can scholars at smaller institutions (or larger institutions without an established DH program) find partners to collaborate with on digital projects, and how can we build a more robust infrastructure to support such collaboration?
A campus Digital Commons with individual and project websites, blogs, wikis and social networking tools
How scholars work with the digital humanities tools and resources that have been developed, and how they incorporate them into their research workflows
How do we best use videoconferencing tools, social media, and podcasting techniques to keep the group academically stimulating, fresh, and inclusive? What are the possibilities offered by tools like Anthologize, Twitter, and Omeka?
Exploring the possibilities of a digital dissertation and scholarly collaboration via the web.
Generating new ideas for language preservation
Mashups, remixes, and physical computing using Processing and the Arduino; using Processing as a first programming language
Gamification: going beyond the replication of achievement systems or the inclusion of experience points for mundane activities and thinking about the ways that game structures, particularly narratives, can be used to give actions not only clear rewards but also greater meaning.
Digital portfolios: pedagogical, project, and collaborative uses
How the ThatCamp model encourages playfulness that traditional conferences decidedly lack, and what we can do about that disconnect
Exploring models for international collaboration in the documentation of the arts, as well as in methods for overcoming institutional, political, and intellectual property barriers to build and provide access to collections of contemporary digital materials
Exploring creative ways of providing access to special collections and archives, both from the perspective of the archivist and the scholar
The role of expertise in such [crowdsourcing] systems. Even in functionally egalitarian systems, how do users elect authority or recognize expertise? Do such actions work to the benefit or the detriment of the task, and is there a balance that can be struck?
Luddic labour. Along the crowdsourcing line, how can the spirit of play be captured toward meaningful task. Systems like ReCaptcha and the ESP Game were inspiring early examples, but there has not been nearly enough attention on such things in the traditional venues.
Geographical information systems as teaching aids and alternate means of assessment
Creating a database of nineteenth-century German novel production, which will hopefully end up being searchable both in traditional ways (titles, number of books published per year, etc.) and through a GIS interface (visualization of places of publication, etc.).
Teaching ‘hard skills’ to academics
Using DH tools to work with higher-ed assessment issues in the humanities
I would like to know much more about current ways of using Information and Communications Technology (ICT) in the humanities.
Digital memory and persuasive technologies: bio art, cognition v. consciousness, and memory creation through technologies
The efficacy of Alternate Reality Games (ARG) in education, focusing both on the learning results (can we use ARGs in the classroom to teach, for example, information literacy and STEM content?) and from a design perspective (how do novices set about designing learning games?
Presenting complex encyclopedic texts with not just digital scholarly editions, but more interactive, transmedia models of textual engagement.
Understanding music notation traditions as cognitive tool — how ambiguity begets participation, how all actors become participants in the ongoing process of understanding a musical work, the nature of musical thinking and the potential role of a generative visualization system as a partner in that process, how to possibly account for the endless variety of musics, traditions, and grammars by defining simple primitives, and what the ideal utility and design of a platform-independent, highly-automated, flexible, and modular structure that supports use-dependent goals and future expansion might look like.
Researching ARGs as games, as interactive narratives, and as sites of “new media” literacies
Use the tools of digital humanities to examine discursive assessment of student work — What if we designed a way to collect textual commentary on student work and analyzed the commentary along with ratings? There are loads of questions one could answer with such information, especially if cleverly designed. Instead of focusing on specific research questions, this session would focus on a package of tools and a practical how-to guide for designing such studies.
The future of the book and textbook, digital literacy practices, and the possibilities for teaching and learning with Digital Humanities tools
Spambots and the software used to filter them
“Yes, I do study virtual worlds, games, Facebook, etc., and yes, I am a serious scholar.”