This article might be of interest:

Assigning Wikipedia editing: Triangulation toward understanding university student engagement: firstmonday.org/ojs/index.php/fm/article/view/4340

As I promised yesterday, here is the blog post I wrote about my comparisons of the two versions of “Chronique de la derive douce”. Apparently, in the two subsequent months, I have completely forgotten how to recreate my results in either of the tools. But here they are.

Thanks again everyone for a great THATCamp Kentucky. I hope that you stay in touch and look for another one happening within the next year.

As promised, here is the Twitter archive, in which you can find a lot of the links to tools and resources we shared over the weekend.

And in case you want to visualize the pattern of Tweets, here is a direct link to the visualization.

Remember you can continue to keep using this space to share and keep the conversation going!

SAA 2014 regular annual conference call for studies for 51 seminars and 5 workshops includes 5 such calls for Digital Humanities studies—

24. New Approaches to Visualizing Shakespeare
Seminar Leader: Diane K. Jakacki (Bucknell University)
How do digital visualization tools augment research and teaching? What are their limitations?
This seminar welcomes work with 3D renderings of theater spaces, immersive character and scene simulations, geospatial information systems, video games, and timeline tracking software.
It promotes dialogue among scholars interested in the visual representation of Shakespeare’s works and encourages reflection upon emerging digital tools. Those who are familiar with the visual aspects of the Digital Humanities are welcome, as are those who are new to them.

33. Shakespeare and Language: Close and Distant Reading
Seminar Leaders: Jonathan Hope (Strathclyde University) and Margaret Tudeau-Clayton
(University of Neuchâtel)
This seminar invites papers on Shakespeare’s language from a variety of perspectives: digital text analytics, linguistic theories (then and now), language economies, language philosophies, the phenomenology of language, the history of rhetoric, performance and performativity, translation and adaptation, silence, noise. Especially welcome is work on digital tools, projects, and teaching materials.
A principal objective is to promote informed discussion of a question exercising scholars in the digital humanities as well as literature departments: how to negotiate
distant and close reading as this bears on Shakespeare.

50. Theorizing the Digital Archive
Seminar Leaders:
Louise Geddes (Adelphi University) and Valerie M. Fazel (Arizona State
University)
This seminar speculates that the digital Shakespearean archive exists in alternative cultural forms to traditional embodiments of textual studies and therefore calls for innovative theoretical approaches. Digital textuality de-centers the text as the object of study, instead making the platform the artifact. As a result, the question arises whether authority resides in the text or its use. This seminar seeks not only to examine specific examples of digital publication but also to theorize how we might talk about Shakespeare online.

2014 WORKSHOPS
52. Curating the Digital Folio of Renaissance Drama for the 21st Century
Workshop Leader:
Michael Witmore (Folger Shakespeare Library)
This workshop welcomes Shakespeareans interested in joining the Folger Digital Folio of
Renaissance Drama for the 21st Century. Participants may work solo or collaboratively to develop research projects based in 400+ dramatic texts that comprise this state-of-the-art digital corpus of Renaissance English drama, supporting machine-assisted critical studies. Participants are encouraged to design, implement, and assess lightweight, generative digital curation assignments for small teams of undergraduate curators. What social and intellectual factors must we take into account for this type of collaborative work to succeed?
53. Digital Resources for the Early Modern Book Trade
Workshop Leaders:
Adam G. Hooks (University of Iowa
) and Kirk Melnikoff (University of
North Carolina, Charlotte)3
This workshop considers the digital resources available for studying the early modern English book trade (EEBO, ESTC,USTC, EEB, DEEP, etc.). Based on the structure of current databases, talking points may include metadata, variant spellings, searchability, and integration with other resources. The workshop will also assess three electronic book-trade projects in development, and will imagine what new resources might be desirable in coming years. Those engaged in digital projects or who use digital tools in their teaching or research are encouraged to participate.

Here is an interesting example of a digital syllabus using Prezi.  It’s extremely well done and worth a look.

I enjoyed today’s conversations. Here are some relevant resources:

Codes of fair use best practices: www.centerforsocialmedia.org/fair-use/best-practices

HathiTrust Research Center: www.hathitrust.org/htrc

Writing Wikipedia articles: en.wikipedia.org/wiki/Education_Program:Peer_to_Peer_University/Writing_Wikipedia_Articles_%282013_Q2%29

Identity, reputation, security

Dig ipad, tools

Online teaching

DH CENTERS/ community

DH research

Library archives

Philosophy, open access, Wikipedia

#THATCampKY is a great place to discuss the Politics of Physical Appearances for Black femininity in digital spaces, hip-hop, and gender performance. It is a great place to reflect on previous courses and the knowledge I gained from students.

I’m having a great time at THATCampKY! Meeting new people; making new friends.

I am interested in hearing about development of DH centers, different configurations, are they structured as part of the library, or separate? How were the needs assessed? Is there an Institutional Repository component? Looking forward to hearing from others.

From Fran:

I am looking forward to learning ways to guide on-line students to create stronger short projects which incorporate the plethora of digitized research library materials (yes, they include you tube performances,etc.) in my discipline.

From Tim Connor:

I would like to explore the arts connection with technology more. With the advent of computer programs for composing music, and with the abiltity to hear the “correct” chords through the computer program, what will be the future of teaching, learning, composing, and performing music? In this sesion, we’ll explore this topic with respect to visual and aural arts. I would also be interested in other arts and the ability to use technology to synthesize the experiences in the arts and other subjects.

From Tim Connor:

I have another topic I’d like to discuss related to learning in authentic ways. How can various technological media promote student understanding that the learning they have from period to period is actually, in real life, all integrated information? Anyone interested in thinking of ways to make that learning happen via technology might want to come to this session.

From Rick Mott:

I am interested in hearing what types of apps (android or iOS) people have proposed/conceived that would help students learn the humanities. I am working on two iOS app proposals: one connects geospatially-located digital artifacts with plot points in a Native American novel (Ceremony) set in New Mexico; the other permits students to create their own geospatially-oriented apps designed to enhance novels by connecting digital artifacts to specific geographic points.

There is an increasing emphasis on creating, using, and encouraging students and others to use online tools for all manner of teaching, learning, and connecting. For example, some instructors and advisors encourage students to use citation managers like Zotero or Mendeley when writing research papers. Some journalism, writing, and visual communication classes use WordPress or tumblr as part of the curriculum to get students to create portfolios and share work. Students are also encouraged to use social media outlets like Twitter, Facebook, and Linkedin for various educational and professional purposes. I would be remiss here if I failed to mention the use of systems like Blackboard and Moodle for class discussions, etc.

It is, therefore, important to discuss how individuals may safely and successfully use these technologies in education and beyond. This session would be a discussion of best practices in using technology to protect privacy and reputation.

What strategies, tools, theories do you use to collect, collate, and code your digital data for your research projects?

I have a large collection of student artifacts including journal and blog posts as well as open-ended survey responses. I am paralyzed at the moment with indecision about how to collect this data and collate it into an usable form let alone code it to discover its secrets.

Come share your thoughts, ideas, experiences, and similar woes.

I would love to discuss building/creating a sense of community in an online class. Can it be done? How? What are the essential ingredients?

I believe community is essential to learning and especially learning to write, but what are the ways/means of creating community when your students may never meet face to face?

I use social media and activities gleaned/adapted from my National Writing Project experience, but would love to share and discuss ideas and experiences (the good, the bad, and the ugly).

I have successfully created communities in my online classes and experienced them as an online student, but this fall I will teach a first year seminar which means I will be dealing with students very new to online classes — I’m more than a little nervous about the experience.

Here’s a session that I’m proposing – a Wikimeetup Kentucky. While there are many who are active in the Wikiproject Kentucky and many more Wikipedians in Kentucky, we’ve never had a Wikimeetup in our state.

So, I went ahead and created a Kentucky Wikimeetup page then put this proposed session up on the Wikipedia Meetup calendar for June 1st, 1-3 p.m.: en.wikipedia.org/wiki/Wikipedia_talk:Meetup/Kentucky

I was pleased today to see that a wonderful Wikipedian, Sydney Poore (aka FloNight) has signed up to say that she’s coming. I’m looking forward to meeting her – I see that she is also joining the Wikimedia Foundation Ombudsman Commission, so I know she will have much to teach us!

The clock is ticking down on the dates for THATCamp Kentucky. I have updated the “While in Lexington” page, as well as added a “Schedule” page.

When you registered for THATCamp Kentucky, you received a username and access to this website. Now is the time to start proposing what it is you would like to do/learn/discuss during our time together. You can find some great examples of how others have used the site to propose topics by looking at past THATCamp sites. So, propose away! It doesn’t even have to be a fully-formed session, just what you’d like to do or share during the weekend.

I will be posting what I’d be interested in sharing with the group later this week.

Remember, if you have any questions or concerns, please email me at thatcampky@gmail.com.

We are pleased to announce that on June 1-2, 2013, we will be having the first ever THATCamp in the state of Kentucky! It will be taking place in the William T. Young Library on the University of Kentucky campus.

Follow @thatcampky on Twitter for more information. But please sign up and spread the word!