Bamboo and pedagogy

"Bamboo defined as "research in the humanities", but a lot of people represent teaching colleges. Have to make it possible for those institutions to participate." (W2, Analyzing Directions, Group L)

"What new forms of teaching and learning might Bamboo generate? - challenging model that education comes from faculty down; some might come from students up. What forms of teaching might get choked out by this initiative?" (W2, Education and Training, questions and concerns, plenary notes, group 8)

"How to integrate tech into pedagogy is a different question than how to get colleagues in the humanities to make more intelligent use of technology in research and teaching. Our group would disagree; we wanted to transform grad education, take a longer view and look at next generation of faculty. Group 10 agrees with breaking them apart; distinction between undergrad pedagogy (and some graduate) different than relationships between faculty and IT specialists" (W2, Education and Training, discussion: should "Education" be split?)

"Important to think about grad students; they're in both worlds, and a key player. Have information on interface and usability. Undergrad and grad education has research component; the best academic technology is that which feeds into teaching that facilitates research of the scholar. Powerful undergrad education is undergrad research. Neophyte vs. expert researchers - tools that respond to skill level. Instead of going in opposite directions, think of it as two sides to the same coin - there's a relationship that's sometimes oppositional, but not severed." (W2, Education and Training, discussion: should "Education" be split?)

"how do we develop digital humanists - how to expand the circle, integrate this into graduate training" (W2, Education and Training, questions and concerns, plenary notes, group 2)

"Other tools are necessary to serve the pedagogical need of the individual faculty member. How can we serve the needs faculty have rather than primarily having faculty find the need? How do we bridge the research uses of information with the pedagogical approaches? How do we connect the people who are aware of the ways to do interesting research and pedagogical uses with those who have a need? (is this education and/or networking?) Assuming we have a set of tools and services, how do we help move these into the research uses and teaching of faculty? This depends on the credibility of the providers." (W2, Education and Training, questions and concerns, group 4 notes)

"While we recognize that Education in this instance is focusing on educating the faculty and the staff, how can we keep a focus in Bamboo on pedagogy in addition to research? How do we create a method that encourages multi-directional flow of teaching/learning colleague to colleague broadly construed?Can bamboo provide an exemplar how they use tools in related ways?" (W2, Education and Training, questions and concerns, group 4 notes)

"Scholarly and pedagogical tools not so separate from each other; reaching out to students would increase number of people this project could benefit" (W2, Education and Training, plenary notes, risks and rewards)

"How to raise awareness (undergrad/faculty education/training) of value of DH for faculty members, ways in which they could expand/enhance their scholarship/teaching; ways they use" (W2, Education and Training, plenary notes, risks and rewards)

"Teaching and research - key activities of humanists; inseparable in many ways, particularly re: skills you need and knowledge transfer. Imparting to students your research methodologies - need to look at teaching along with research." (W2, Education and Training, plenary notes, plan)

"perhaps have a clearing house of structures; concern is how to engage students---perhaps a clearing house of educational activities/models; would include scholarly and pedagogical projects. however, it's important to know that there is a difference between working on an individual project and making that project publicly available; everything needs to be thought about whether it's reusable or not." (W2, Education and Training, risks rewards and plan, group notes)

"Gaps: 1. what do humanities scholars and students presently want to be able to do in research and pedagogical terms that they seem unable to do given present IT? i.e. what might we want to see created or generated? what might PB highlight (and advocate for) as unfulfilled digital humanities needs? 2. what IT capacities and possibilities (from the established to the experimental) already exist that are underutilized in the advancement of scholarship and teaching by humanities scholars and students? i.e., what might PB highlight (and affirm) as digital tools, programs, or processes of promise to the humanities?" (Education working group, 11/20/08 memo)

"The [Thought Ark] tool can be incorporated in academic teaching and research of any kind, from sciences to humanities. However, it is most appropriate for humanities, since it emphasizes resource discovery, sharing, evaluating and usage. It has the ability to create a federation of sites (the software is designed to allow multiple, interoprable and mutually discoverable platforms) and to scale up with usage to any necessary level of complexity, depth and detail. It can be used both for focus and for exploratory research. It can also be used for interaction between students and between students and their professors." (Tools & Content Partners working group, Thought Ark Demonstrator, Sorin Matei, 12/8/08)

"Secondary and tertiary education students and their instructors can use the Thought Ark platform to search and retrieve collaboratively resources from local or remote databases or publications. The search results are saved in a abbreviated and standardized format in a user folder. Tagging, commenting on, or organizing resources into lists is also provided for. Each citation gets a popularity score, based on the combined number of times it was searched, viewed or otherwise utilized (such as in cited in a paper), times it was tagged, and subjective rating. Scores are weighted by types of users, instructors and higher GPA students usage patterns having a greater impact. Scores are employed by the system to decide how relevant a resource is. The platform includes an active social networking component. Users can search for information by querying the citation folders of their peers'. For example, a student enrolled in a technology class writing a paper on Wikipedia can either search for the term Wikipedia globally, or it can search for citations in folders created by other users interested in Wikipedia, regardless if the papers contain or not the target term. Furthermore, users can limit her search by focusing only on instructors, TAs, or only on students with a specific major. The manner in which each citation was visited and ultimately determines not only how valuable resources are but also for generating conceptual networks. For each citation there is a a list of "related" citations, derived from users search and usage patterns, which indicates that "users who read this this book also used this other book". In other words, citations will be clustered according to the concurrent usage patterns. The Thought Ark platform will not be a simple search engine. It will be an active research aid and social networking tool." (Tools & Content Partners working group, Thought Ark Demonstrator, Sorin Matei, 12/8/08)

"As a preliminary step to accomplishing some of these lofty goals [for education working group], we have discussed the need for advocacy. Advocacy not necessarily as a way to bring the luddites on board but as a way to help us make convincing arguments to university administrators about the need to not just provide us with the basics (such as software licenses, IT support, and smart classrooms) but also to support us in rethinking curriculum, rethinking the very design and function of our current classrooms, and rethinking some of the foundational aspects of our current model of teaching and learning." (Education working group, Lori Emerson, 1/12/2009 post)

"At UW, we're realizing that while students have largely made the jump to Web 2.0, our IT systems and pedagogies are 1.0 at best. Simply "allowing" students to generate wikis and mash-ups is raising all sorts of technical, legal, and conceptual issues." (Education working group, Jon McKenzie, 1/12/2009 post)

"Faculty learning from students: how to construct a class that incorporates "360 degree learning"" (W3, Education, Progress and Demonstrators)

"How can PB support new generations of syllabus publication that move from static text pages, to hyperlinked and image-decorated presentations, to conceptually-mapped presentations (that foreground concept maps)?" (W3, Education, Progress and Demonstrators)

"Institutions interested in PB who will probably drop out if there'es not enough emphasis on education, especially small liberal arts. In many ways, rethinking significance of education can augment many of other categories within forum." (W4, Program Document Section 3, Discussion of Poll #1, Faculty table discussion)

"Dynamic interface with information of the site and possibly a blog archive. Inform practices in research and teaching. Facilitate access to established work in digital humanities. Capture imagination of non-initiated faculty and students. Provide access to and communicate news about/in digital humanities. Feature meta-critical approaches to digital humanities. Scale available information / tools to established and neophyte faculty and students in humanities, from syllabus development to extensive research [models?]. Visualization / Relationship tools. Bring information from outside of Bamboo into Bamboo. Address the divide between research and pedagogy in the humanities. Facilitate strategies for modeling, finding, and accessing new digital humanities labs and classrooms." (W4 Action Plan - 3.5 Education Materials)

"Selectively treat and sample projects to make this process concrete. Target existing activities and begin to assemble them. Work with other groups to recognize dependencies or relationships. Investigate incentives to bring content to the Bamboo environment. Map institutions to goals (i.e. "assign" leader institutions on this section to flesh out particular goals)." (W4 Action Plan - 3.5 Education Materials, year 1)

"Curate effective models, provide assessments. Feature successful examples; conduct needs analysis. Build new tools, models, relations to other groups. Beta test developed curricular materials." (W4 Action Plan - 3.5 Education Materials, year 2)

"Scholarly narratives - selected in first year; should be able to be looked at through educational lens. How/what kind of tool, way of looking at things; ways to focus/highlight how education works, what role education plays. Pedagogical problems need to be identified to get a start on things." (W4 Action Plan - 3.5 Education Materials, discussion)

"We're delighted here with the emphasis on teaching and pedagogy and I would like to supplement Mary's good point about focusing on undergraduate teaching with a call for us to make sure that we include doctoral students as active partners/members in PB. Doctoral students are an important bridge (and Jeff himself is a good example of this) between faculty doing digital humanities and the growing use of digital technology to enhance teaching and learning in the undergraduate classrooms." (W4 Action Plan - 3.5 Education Materials, 4/20/2009 wiki comment, Steve Brier)

"Considered whether Bamboo had a unique role (were others addressing area) when making priorities; most of the sections are potential to be high - for a lot of people, it's either high or low priority, with little medium; my colleague and I think education is very important to push out DH into scholarship." (W4, Discussion of Section 3 Poll #1, Tim Cole)

"Educational and Curricular materials important for us too, to drive transformation of scholarly practice." (W4, Discussion of Section 3 Poll #1, Greg from U. Minnesota)

"Re Education [12 votes for high interest, 7 for medium, 6 for low, 3 for none]- suggests a possible divide between research and curricular orientations, the research vs. liberal arts colleges?" (W4, Discussion of Section 3 Poll #1, Mark Williams)

"Didn't want to vote all high priorities, so something had to be low. Education got low because it seemed there would be other ways of getting educational materials than by Bamboo's creation and curation of them." (W4, Discussion of Section 3 Poll #1, Stacy Kowalczyk)

"Voted low on Educ. There's a tension between the "convince the dean" problem (which would suggest higher rating to Educ) and the value of research ... figuring that from Brown's perspective, doing research is what faculty actually engage in fully." (W4, Discussion of Section 3 Poll #1, Elli Mylonas)

"Rated Educ high for same reasons others rated it low. Education and Instructional material needs to become more visible in the proposal." (W4, Discussion of Section 3 Poll #1, Jeff from CUNY)

"A lot of institution are interested in the Atlas, a fair amount of good questions re: incentives/sustainability. Have to have sufficient/ongoing participation to generate rich set of content for Atlas. Some discussion about making stronger/articulate connections between research and pedagogy. Teasing out focus on pedagogy in multiple forms. What does that look like, how is that manifested in the Atlas?" (W5, Overview: Major Areas of Work)

"From John Wolffe: Don't forget the pedagogical content; tools for professional development, education, etc; might go to community section." (W5, Report out: Major Areas of Work, Atlas)

"Talk about pedagogy as one of the elements that's described in atlas. How someone who's interested in putting together a course/teaching can find applicable things in atlas." (W5, Open Discussion: Major Areas of Work, Atlas)

"Identified three problems that could be addressed [by Atlas]... Third: Scholar seeking to find a tool for a specific pedagogical purpose. Integrate audio/video/screen capture to show students how to do image analysis; recommendations for tools, experience. Looking for someone who's used it, which is best?" (W5, Open Discussion: Major Areas of Work, Scholarly Networks)

"Want to make sure pedagogy is addressed even in most technical back-end infrastructure. What might students do in the future with it? Examples looking forward to new future across the disciplines." (W5, Open Discussion: Major Areas of Work, Services Platform)

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