mit.edu/russia1917/

@ Max – that’s a great idea! i’d love to do that. personally i hope to learn about the complex networks. we could have a joint session or align ours for two hrs. nice! I read your abstract, and it looks great. i don’t think i touched the deeper level of analysis shared among science people. but it’s truly awesome you are working on art history! i definitely hear more about it. thanks a lot!

How do you use these in pedagogical contexts?

I’ve been working with Brown faculty on two epigraphical corpora. They have different approaches, but share similar technology. It could make a good case study.

On the whole, I like this, but it’s worth discussing what it really means, and how to get there. Molly Ruggles proposed a session on recognizing and capturing the knowledge of pre-digital scholars. Is this another factor?

Jamie:
ProfHacker (chronicle.com/blogs/profhacker/ ) has some great posts on note taking, annotation, bibliography and other activities.

Absolutely!

I saw your session, and I agree that we are circling around a similar issue. You are are investigating how projects originate and where they live, which is both organizational and strategic. I am looking at how projects are developed. The two are related, since where something originates will affect how it is designed and implemented. And there are the opposing forces of efficiency and creativity (which sometimes involves wasting time) and inertia/agility which can be found at different times in both models.

But I’m having a conversation with myself, so looking forward to having one with more people at THATCamp.

The website is www.heritagecrowd.org and I’d like to use it in the presentation!

The idea of having students work on real projects via research and collaborative models and then share/reflect/gather feedback from/with an audience outside the classroom walls is incredibly compelling and tricky to put into practice. Maybe not so much tricky as involving a huge mind-set shift on the part of a faculty member.

Forgot to send the URL: www.medicalheritage.org
..

Well put!

Maybe this discussion could also expand to include manuscripts as well. I think libraries have better realized the educational value of digitizing manuscripts than museums have with their collections. Also, many digital manuscripts seem to have been created with the needs of scholars in mind. I see less evidence of this with digitized objects.

Here is a shortened URL: hvrd.me/qQPVIW.

Other notes from that day are here: pedagogy2011.thatcamp.org/session-google-docs/

It’s my first ThatCamp – frankly I feel rather overwhelmed but will try to experience as much as I can, including this dork short presentation. Here is the link for my on-going work on Social Network Analysis and Literary Communities in the Late 18th century Seoul, Korea.

bit.ly/o7RZSd

Thanks a lot. See you all this weekend! — Jamie

It seems – for us technologists and explorers in the digital world – we need to be always adapting to change …..often scrambling to be at the forefront of it. It can get exhausting sometimes.

Do you have some techniques for counteracting “change fatigue” or the “tyranny of relentless novelty”? Bring it on.

RoSE looks like an awesome project! Need to read about it in more detail, but it looks more like a tool for collaboration more than anything else. Do you (or anyone else) know of tools similar to these but incorporating more traditional coding softwares in qualitative social sciences?

Clearly THATCamp is already working in my favor – so many new things to learn about!

There is, however, a formal DH initiative at my school, but it is tiny. The department chairs and most of the teachers don’t have a clue as to what they need to establish a DH dimension in the major requirements or course curriculum.

If a DH “center” existed on campus, they wouldn’t really know how to use it. This does not mean they are afraid of DH or not interested. They just don’t know what to ask for from DH, how to use it in their own research, or how to assess the work of their students and colleagues.

In addition to addressing the questions you raise above, I’d like to figure out ways to approaching some of these challenges of simply moving people toward seeing why they might need and how they might use a DH center or department in their school or organization.

Here’s the link in case the one I tried to insert above doesn’t work:
transliteracies.english.ucsb.edu/category/research-project/rose

I, for one, do not watch 18-minute YouTube videos!

A work-in-progress example can be found here:
cynthiondesign.com/historyofearlymodernphysics/associativetable/associativetable3.htm

You might also enjoy our timeline session if it happens. One of the things I want to talk about is the feasibility of including original documents from archives in our timelines as a source for student work.

Borrowers and Lenders
Common-Place
Appositions–a bit weirdly, but maybe with potential for cheapness and ease, done on Blogger.
Fragments

Early Modern Literary Studies—Noteworthy for paragraph numbering for citations.

Paper Through Time—noteworthy for endnotes and hovering notes above numbers.

Hacking the Academy e-book—noteworthy for being an EPUB edition of a book published online.

In 8 years of Ph.D. school in New England, all three of the standing organizations mentioned here have been completely opaque to me. I’m not a museum professional, so MCN NE SIG hasn’t been something I’ve looked into; I know NERCOMP exists, but not much more than that; and all the material I can find about NERDS is behind the Facebook wall.

I’m guessing that part of what’s going on here is that the line between staff and grad-students/faculty is very solid in New England, alt-ac notwithstanding. None of my faculty mentors has ever suggested to me that I might want to know more about any of these groups. Is that a problem? I’m not sure, but I suspect that more outreach from those organizations to humanities grad students might be in order.

I’d happily volunteer Digital Humanities in Boston and Beyond blog as a venue for some of this organizing if that would help; I’ve recently put out a call for editors and would love to hear from people who attend this session.

Thanks for posting!

I’m possibly thinking of something that’s almost a step before train-the-trainers, or something that’s more about giving the trainers talking points and a big-picture view. Helping them become advocates — does that fit into this session, too?

This is a good idea, thanks for posting.

Can you expand on the specific techniques you’d like to explore? Would this include techniques for using databases and data collection tools? Creating databases?

Thanks for making this proposal.

www.youtube.com/watch?v=jBKaY_W-mKI

I completed an application for THATCamp NE and noticed that the deadline was actually 9/6/11. I received the email from NERCOMP this morning, dated 9/7/11 and hope that the delay will not disqualify me. My employer is a NERCOMP member and Lisa DeMauro is our contact for NERCOMP.

Sincerely,

Susan Champine