Reverse-Engineering The Clio: theclio.com/web/

1. Continue seeking sponsors
2. Coming up with training videos, continuing responses to users, etc.
3. Received grant funding
4. Applied for a grant to seek funding to make improvements.
5. Launched theclio.com/web/; now has thousands of submissions.
6. Same PhP database. Had to have a prototype. It was important to be able to figure how systems could work with each other. Everything they create was in a draft mode. Institutions and classrooms. Three diff ways for entries to be created. Making sure double entries didn’t happen. Testing happened.
7. Recruited friends and colleagues to test.
8. Created paper versions of Clio. Testing to avoid miscommunications, etc.
9. DIY approach. Came up with one semester project with students. Everybody picked five historic sites that they cared about.
10. Contact Yelp and others about the project; wanted to include links to articles, books, etc.

Reverse-Engineering Global Renaissance project

We hazarded some guesses based on data available.

www.renaissanceglobe.com/

• Connected data with EEBO
• Input from spreadsheet with data; texts available.
• Recruited students for help.
• Applied for Grinnell Innovation Fund
• Conceptualized project internally at Grinnell

More Resources

Getting Started in the Digital Humanities

libguides.wmich.edu/c.php?g=40175&p=255628

Remixing  Malcolm X’s The Ballot or the Bullet

www.edchange.org/multicultural/speeches/malcolm_x_ballot.html

The bullet.  The bullet.  The bullet.

All of us have suffered here, in this country, political oppression at the hands of the white man, economic exploitation at the hands of the white man, and social degradation at the hands of the white man.

I believe in action on all fronts by

whatever means necessary.

I  just can’t believe everyone in here is a friend, and I

don’t want to leave anybody out. The question tonight, as I

understand it, is “The Negro Revolt, and Where Do We Go From Here?” or

What Next?” In my little humble way of understanding it, it points toward either the ballot or the bullet.

Before we try and explain what is meant by the ballot or the bullet, I

would like to clarify something concerning myself. I’m

still a Muslim; my religion is still Islam. That’s my

personal belief. Just as Adam Clayton Powell

is a Christian minister who heads the Abyssinian Baptist

Church in New York, but at the same time takes part

in the political struggles to try and bring about rights

to the black people in this country; and Dr. Martin Luther King

is a Christian minister down in Atlanta, Georgia,

who heads another organization fighting for

the civil rights of

black people

in this country;

and Reverend Galamison, I guess you’ve

heard of him, is another Christian minister

in New York who has been deeply involved

in the school boycotts to eliminate segregated education;

well,

I

myself

am a minister,

not a Christian minister,

but a Muslim minister; and

Although I’m still a Muslim, I’m not here tonight to discuss my religion. I’m not here to try and change your religion. I’m not here to argue or discuss anything that we differ about, because it’s time for us to submerge our differences and realize that it is best for us to first see that we have the same problem, a common problem, a problem that will make you catch hell whether you’re a Baptist, or a Methodist, or a Muslim, or a nationalist. Whether you’re educated or illiterate, whether you live on the boulevard or in the alley, you’re going to catch hell just like I am. We’re all in the same boat and we all are going to catch the same hell from the same man. He just happens to be a white man.

I believe in action on all fronts by

whatever means necessary.

Mashing Up Reagan Speech with a Talk on Barbecue: 

www.lazaruscorporation.co.uk/cutup/text-mixing-desk/output

americanrhetoric.com/speeches/ronaldreaganatimeforchoosing.htm

thisibelieve.org/essay/5322/

This campaign has been telling us that the issue is barbecue. And when I’m feeling bad, I just want barbecue more. I believe in barbecue in all its Chinese take-out spareribs that stain your fingers red, to food and health food, as a cuisine of both prosperity. The line has been used, “We’ve never had of the Deep South. I believe that like sunshine life as a Democrat, I recently have seen fit solace and celebration. When I’m feeling good, I want the most authentic product of the tar-paper rib shacks confronting us across party lines. Now, one side I believe in barbecue. As soul food and comfort and great sex, no day is bad that has of this election as the maintenance of peace and to follow another course. I believe that the issues of regional derivations, in its ethnic translations, in forms that range from white-tablecloth presentations of cunningly sauced costillas, to barbecue in it.

Mashing up Beyonce’s “Sandcastles” and Emily Dickinson “480”

www.lazaruscorporation.co.uk/cutup/text-mixing-desk

That way, oh, babe Every promise don’t don’t work out that way “Why do I won’t walk away And I know And your heart is broken cause I work out that way Dishes smashed on erase, baby? On erase, baby? When every promise don’t work The Wisdom it be so— The Lightning—never when He pass She cannot keep Her my counter from our last encounter Pictures I promised that I couldn’t stay, baby is it about you that I can’t asked an Eye Wherefore it shut—when He place. Shut—when He place. Because He knows—and Do not You— And We know not— Enough for Us out that way, no no, babe When no no no no no Every promise every promise don’t work out that way speak— And reasons not contained— —Of Talk— does not require the Grass To answer—Wherefore We built sandcastles that washed away I snatched out the frame Bitch, I scratched There be—preferred by Daintier Folk— The Sunrise—Sire—compelleth was by— Because He knows it cannot Every promise don’t work out that way, I love” You, Sir? Love” You, Sir? Because— The Wind And although I promised that I couldn’t Me— Because He’s Sunrise—and I see— Therefore—Then— walked away Show me your scars and made you cry when I walked away out your name and your face What stay, baby Every promise don’t work out. Don’t work out.

* Schedule change! Visualizing DH Data (Tableau) – Paul Foster has been moved to 2:30, in the 4th floor open area!

Printouts will be available at the registration desk Tuesday Morning!- note change above

————————————————

View the  final schedule

Print a pdf of the schedule

See you soon!

Proposals:

In 2016, virtual reality (VR) and augmented reality (AR) devices like the Oculus Rift, HTC Vive, and Microsoft HoloLens are expected to launch in the consumer entertainment market, and many of these devices can also serve a dual purpose for use in educational and research contexts.  Join the UCIT Center for Simulations & Virtual Environments Research (UCSIM) to explore potential use-cases for traditional, hybrid, or online courses, and special considerations for designing studies using AR/VR technologies. ucsim.uc.edu

Last fall, I had the pleasure of teaching one of our department’s flagship courses: Introduction to English Studies (ENGL 3000). Part of my mindset in designing the course was an understanding that beyond traditional modes of academic writing, students needed to develop literacies and strategies for working with and through media types outside of print texts. I aimed to provide a basic introduction to thinking and writing critically about audio, video, visual arts (along with object histories and etymological explorations), and set aside the second half of the course for a critical workshop in which students would write several posts for a course blog organized around a loose theme (Red and Black).

While there were a lot of great posts of the sorts I expected (musical reviews were particularly possible) there were also a number of students who took on more novel topics like video games, internet phenomena, etc. More importantly I quickly realized (and noted) that students were very effectively using traditional evidence alongside the sorts of media I would have expected (audio and video embeds), but also wholly new and unique sorts of proof like memes, screen caps, tweets, GIFs, infographics, etc. These media types were really only available to students because we were working in an online venue instead of the traditional paper format, and moreover they weren’t simply embellishment, but were often more effective and eye-catching than traditional forms of evidence.

I’d propose this panel as a space for teachers to discuss their classroom exposure to evidence of this sort, a place to work through strategies for making good use of these tools, and a way to help develop literacies in these modes for teachers who aren’t quite as familiar or comfortable with them.

As archivists and other records professionals begin to capture more hashtags, social media feeds, and websites as part of contemporary archival activities, how should we re-conceive of these activities within an ethical framework? There are significant privacy concerns associated with capturing a hashtag used by marginalized groups, activists, and those at risk of harassment online and offline. On the other hand, without acting quickly to capture ephemeral social media content, it is often impossible to recover it at a later date (for example, the Twitter API only provides the last 7 days of tweets).

This discussion will look at current developments within the archivist community to address these issues, as well as formulating possible responses for how UC archivists and librarians should contend with such issues.

Virtual communities are being used extensively in online education to create learning communities and foster collaborative learning. I would like to speak on my experience using Second Life as an inquiry-based, collaborative tool in an online implications of technology class where students were asked to explore the social, legal, and ethical aspects of computing technology by treating Second Life (SL) as a microcosmic representation of real life. This virtual play project lead to interesting critical reflections by students on the effect of virtual environments, and by extension, various technological tools on our individual digital lives. I hope this presentation would help other educators/technologists generate ideas on more innovative uses of technology as a critical pedagogical tool.

“The surprise was this: going through this thing was not only not-scary, it was incredibly fun.” – Ethan Reed, “Getting Under the Hood With Arduino” Scholars’ Lab

Work together to learn about Arduino microcontrollers and make a LED blink. As a group, we will work through the Adafruit Getting Started Lessons to learn the basic components, download the necessary software, download or write a sketch, and run our first programs. We will also discuss and explore potential applications for libraries and the digital humanities.

Participants will need a laptop and be able to install the Arduino IDE. 10 kits will be available to session attendees.

Working Document – Arduino & the Digital Humanities

Digital Humanities -or any new form of digital scholarship- can also bring new technical challenges.  In a 2015 EDUCAUSE article The Digital Humanities Are Alive and Well and Blooming: Now What?, the author raised the question “what about those innovative digital resources that are not quite large enough to be self-sustaining?”  Examples of such (DHs) projects might include: digital archives, online exhibits, digital storytelling sites, wiki or blog sites for presenting research results, companion sites for print publications, etc.  In this session, let’s talk about the infrastructure and sustainability aspects of DHs projects.  Potential leading/discussion points can include: best practices for running popular and stable software tools for DHs, hosting options (local vs cloud) for DHs, funding options for DHs after they “end”, DHs ownership and responsibilities for “finished” projects, etc.