Speculative practices : utilizing InfoVis to explore untapped literary collections

Funding: Canadian Social Sciences and Humanities Research CouncilIn this paper we exemplify how information visualization supports speculative thinking, hypotheses testing, and preliminary interpretation processes as part of literary research. While InfoVis has become a buzz topic in the digital humanities, skepticism remains about how effectively it integrates into and expands on traditional humanities research approaches. From an InfoVis perspective, we lack case studies that show the specific design challenges that make literary studies and humanities research at large a unique application area for information visualization. We examine these questions through our case study of the Speculative W@nderverse, a visualization tool that was designed to enable the analysis and exploration of an untapped literary collection consisting of thousands of science fiction short stories. We present the results of two empirical studies that involved general-interest readers and literary scholars who used the evolving visualization prototype as part of their research for over a year. Our findings suggest a design space for visualizing literary collections that is defined by (1) their academic and public relevance, (2) the tension between qualitative vs. quantitative methods of interpretation, (3) result- vs. process-driven approaches to InfoVis, and (4) the unique material and visual qualities of cultural collections. Through the Speculative W@nderverse we demonstrate how visualization can bridge these sometimes contradictory perspectives by cultivating curiosity and providing entry points into literary collections while, at the same time, supporting multiple aspects of humanities research processes.PostprintPeer reviewe

Film and moving image studies: re-born digital? Some participant observations

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Abstracts: HASTAC 2017: The Possible Worlds of Digital Humanities

The document contains abstracts for HASTAC 2017

Цифровая гуманистическая педагогика: актуальные проблемы педагогических исследований в области использования ИКТ в образовании

In the article theoretical and methodological principles of digital humanistic pedagogy – the science about the laws of creating a positive integrated educational reality as a result of the convergence of physical and virtual (created using ICT) training spaces (environments) are determined. Based on the use of modern ICT learning activity (formal, nonformal and informal) is at the intersection of two worlds: the real and the virtual. Methodology and research methods of classical pedagogy require review and improvement in the context of current realities of the educational process, needs and interests of all its subjects. The development of digital humanities in the international educational space is analyzed; the content of the new field of pedagogical knowledge as part of digital humanistic is outlined; research methods and directions of current scientific research are defined.У статті схарактеризовано теоретико-методологічні засади цифрової гуманістичної педагогіки – науки про закономірності створення позитивної інтегрованої педагогічної реальності за умови конвергенції фізичного та віртуального (створеного за допомогою ІКТ) навчальних просторів (середовищ) На основі використання сучасних ІКТ навчальна діяльність (формальна, неформальна та інформальна) відбувається на перетині двох світів: реального і віртуального. Звертається увага на те, що методологія й методи педагогічних досліджень класичної педагогіки потребують перегляду й удосконалення в контексті сучасних реалій навчально-виховного процесу, потреб та інтересів усіх його суб’єктів. У статті проаналізовано розвиток цифрової гуманістики у міжнародному освітньому просторі, окреслено зміст нової галузі педагогічного знання як складової цифрових гуманістичних досліджень, визначено методи й актуальні напрями наукового пошуку.В статье охарактеризованы теоретико-методологические основы цифровой гуманистической педагогики – науки о закономерностях создания положительной интегрированной педагогической реальности при конвергенции физического и виртуального (созданного с помощью ИКТ) учебных пространств (сред). На основе использования современных ИКТ учебная деятельность (формальная, неформальная и информальная) происходит на пересечении двух миров: реального и виртуального. Сконцентрировано внимание на том, что методология и методы педагогических исследований классической педагогики требуют пересмотра и совершенствования в контексте современных реалий учебно-воспитательного процесса, потребностей и интересов всех его субъектов. В статье проанализировано развитие цифровой гуманистики в международном образовательном пространстве, определено содержание новой отрасли педагогического знания как составляющей цифровых гуманистических исследований, определены методы и актуальные направления научного поиска

Knowledge Cartography for Open Sensemaking Communities

Knowledge Cartography is the discipline of visually mapping the conceptual structure of ideas, such as the connections between issues, concepts, answers, arguments and evidence. The cognitive process of externalising one's understanding clarifies one's own grasp of the situation, as well as communicating it to others as a network that invites their contributions. This sensemaking activity lies at the heart of the Open Educational Resources movement's objectives. The aim of this paper is to describe the usage patterns of Compendium, a knowledge mapping tool from the OpenLearn OER project, using quantitative data from interaction logs and qualitative data from knowledge maps, forums and blog postings. This work explains nine roles played by maps in OpenLearn, and discusses some of the benefits and adoption obstacles, which motivate our ongoing work

SIMNET: simulation-based exercises for computer net-work curriculum through gamification and augmented reality

Gamification and Augmented Reality techniques, in recent years, have tackled many subjects and environments. Its implementation can, in particular, strengthen teaching and learning processes in schools and universities. Therefore, new forms of knowledge, based on interactions with objects, contributing game, experimentation and collaborative work. Through the technologies mentioned above, we intend to develop an application that serves as a didactic tool, giving support in the area of Computer Networks. This application aims to stand out in simulated controlled environments to create computer networks, taking into ac-count the necessary physical devices and the different physical and logical topologies. The main goal is to enrich the students’ learning experiences and contrib-ute to teacher-student interaction, through collaborative learning provided by the tool, minimizing the need for expensive equipment in learning environments.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Digital Humanities Faculty Fellows Showcase

Digital Humanities Faculty Fellows Projects Showcase is hosted by the Teaching, Learning and Technology Roundtable Faculty Development & Best Practices Committee. The Provosts Office, in collaboration with the Digital Humanities (DH) committee, awarded six grants to faculty focused on DH work. Digital Humanities represent the intersection of research and teaching with technology in the disciplines recognized as part of the humanities or liberal arts. The grants support the integration of Digital Humanities in teaching and learning at Seton Hall University

Teaching Digital Humanities: How Technology Can Empower Humanities Students And Educators

In Fall of 2017, Religion in the Digital Age debuted as an elective for Religious Studies students interested in Digital Humanities. The curriculum consisted of introductory lectures and demonstrations of the application of several digital technologies—Google Sheets, Google Trends, Google Ngram Viewer, GSS Data Explorer, IBM Watson Analytics— in Religious Studies research. While a class like Religion in the Digital Age may not pose a complete solution to the problem the Humanities face in an increasingly digitized and market-driven academic and professional worlds, it does offer the potential for a more integrated, timely, a conscientious approach to teaching Religious Studies and Humanities research. From the integration of digital technologies into religious studies curriculums we can learn more about the evolving place and importance of the humanities in our changing world. Many questions remain to be answers, but unanswered questions, and questions yet to be effectively framed, are exactly where the humanities excels. There is no question that embracing, rather than neglecting, the organic intersection of religion, humanities, and data will lead to students who are better prepare to answer and ask the right religious studies questions and will generate more sophisticated, and therefore employable, graduates.