vintage hammers

tools

RESOURCES

Project Bamboo is currently piloting a directory of tools, services, and collections that can facilitate digital research. This evolution of Lisa Spiro’s DiRT wiki includes new ways of browsing and commenting on the entries: http://dirt.projectbamboo.org/

Some tools used during this DHSI seminar: Pliny (annotating visual & literal texts, A.nnotate (online annotation tool), Voyant (reading/analyzing texts), TAPoR (analyzing texts), ViewShare (interfaces for cultural heritage)

Using Games in the Classroom (Ertzberger, Watson School of Education at UNCW)

 

DHSI WORKSHOP

Start developing a prompt involving a particular tool or platform. First, identify the tool or platform. Then articulate a learning outcome. Next—for an audience consisting of first-year students—author instructions for the initial use of the tool or platform. When you are finished, try following your own instructions, documenting your process (e.g., through screenshots or a screen recording) as you go. This exercise will help you identify where the instructions are clear and where they need to be revised.

 

DHSI NOTES & RESPONSES TO THE WORKSHOP

Example 1

Introduction to Wikis (via MediaWiki)

Learning Objective

Students will actively navigate through a wiki environment and become familiar with its basic organizational structure and principles. Students will be able to identify, analyze and compare the components of a wiki with a print anthology. They will be able to edit and create a wiki entry, as well as understand and distinguish the divergent writing and editing processes in both individual and collaborative environments.

https://www.mediawiki.org/wiki/MediaWiki

What is a Wiki?

The most important thing you need to do is understand what a Wiki is. You may have used Wikipedia as a resource for years, but you may never have considered it as a text you can actually use, change and update. Unlike a print anthology, a wiki never stops being edited. Instead of an edition or version being created every few years, it is possible to dynamically interact with the text as a writing process instead of as a static product.

[copy and paste from What is a Wiki]

1. Downloading the Software

In order to become an active user of wiki software, you need to have a copy of the software to work from. Media Wiki is a form of free, open source software that you can use to contribute to the page. Here is the link for download. Additional download and installation instructions and walkthrough are available on the website.
https://www.mediawiki.org/wiki/Download

2. Learn How to Navigate a Wiki

[copy and paste from How to Navigate]

Quick Assignment: Pick one of the authors discussed on this week’s syllabus. Identify the key sections of the wiki, the sources used to develop the page. Compare to the biographical statement in your anthology. In a short 500 word response, reflect on the following questions:

What information is privileged in each form? How do you navigate each text?
Where did the editor(s) find their information? How is it cited?

3. How to Edit a Wiki

[copy and paste from How to Edit]

Sample Images from the Process:

Wiki

Wiki

Wiki

Example 2

Pressbooks assignment (embedded at http://ancourtn.pressbooks.com/)

Hi all! Welcome to Pressbook–a tool that will allow you to work together over the course of this semester to design, create, and publish your own book online. Think of Pressbook as a place where you will be able to bring together all of the work from the semester as well as integrate your different assignments into a single coherent project.

You’ve made it this far. Next steps? Take a look at this video: http://www.slideshare.net/mackinaw/pressbooks-demo-deck

–

As you saw from the video, in Pressbooks you can make separate pages (like this one!), share pages with other students as you work on content, and publish your book when you’re ready. Everything will remain only between you, your collaborators, and me, the course instructor–until you are ready to share.

If you happen to use WordPress to keep a blog, you’ll find this is a very similar kind of editing environment.

For your first assignment, in your group of 3-4 students please scour the web for examples of specific learning outcomes that other courses that use online collaborative tools have developed.

–

You may find something like this: Through this assignment, you will learn to use Pressbooks.com to collaborate to produce a finished body of writing; you will learn to manage project-related workload, delegate specific tasks, communicate with your peers; you will learn to review and edit one another’s work.

Sample Images from the Process:

Pressbook

Pressbook

Pressbook

Example 3

Learning Outcome:

-for students to learn how to identify quantifiable features of the text and interpret them through visualization

Steps/Instructions:

-identify a quantifiable feature of the text
-put it into a spreadsheet (Excel) – create spreadsheet with (at least) two columns of data and relevant headers, listed in sequence (chronological or otherwise). For example, the number of interactions between Aurora and Mellish, and Aurora and Talbot in Chapter 10 of Volume 3 of Aurora Floyd.
-Google ‘IBM Many Eyes’ and go to the site; create an account (from ‘Register’; you’ll receive a confirming email) on Many Eyes (don’t worry, it’s free)
-choose ‘create a visualization’
-select ‘upload data’
-follow the prompts: in your excel spreadsheet, highlight the columns of your data (including the headers and numbers with which you’ve designated them) and copy the text. Past it in the empty box provided for your data (it might look kinda wonky in the text box; that’s ok)
-verify that the site’s display (the box below the one you’ve just pasted data into) interprets your data accurately. “If your data is tabular, you will see a few rows of your table. The first row should hold the column labels. The computer guesses whether columns hold text or numbers. If a column is incorrectly labeled, you can use the boxes below to make the correct selection yourself.”
-enter the relevant information in the subsequent boxes (as per the prompts)
-create!
-your next step will be to choose which sort of visualization you want to use (note that if you use one and you’re not happy with the results, you can tweak the data or change the type of visualization)
-the site categorizes visualizations by function; you might find that info handy as you make your decision. Think carefully; this is a crucial interpretive step that you may be required to justify to your professor…
-once you’ve selected a type of viz, the site will generate a visualization from your data

Sample Image from the Process:

Many Eyes

Example 4

The goal for this assignment is to explore the connections between text and space by paying careful attention to the texts that we have been reading and to the space of San Francisco. We will create a visual geography of the 60s Haight Ashbury by marking brief quotations from our reading. This will be an exercise in close reading and familiarization with the urban space of San Francisco as a historical site. We will come back to this throughout the semester, but for today we will only be marking two specific quotations from the reading that we have been doing over the last week (one-four sentences written out) on the place on the map where it took place.

Learning outcomes: Developing careful attention to texts. Bridging between our readings and city. Laying a groundwork for our upcoming analysis paper .

Initial steps:
Google maps is quite easily accessible, so you will want to watch the brief initial video at   http://youtu.be/TftFnot5uXw

1. Go to maps.google.com
2. Log in to your Google account. Set up Google a account if you need to.
3. Click on “My Places” and then click on “create new map”.
4. Add a title and description for the map, making the map unlisted. You can share this with people who you give the URL. (for the class, we would set up the URL and give access to all of the students).
5. Zoom into the area that you want to mark—note that you can use the search bar at the top of the screen to find a particular location, intersection or landmark.
6. Add a place mark at the point that you want to mark by selecting the pin icon and then clicking on a location. Give the new location a name and then include the quote from the text that you are locating here.
7. To edit the shape/style of the pin that you have dropped, you can click on the image of the pin to change its shape. Choose a form that is related to the topic that you are posting.
8. You can also draw lines or shapes. Do draw a line select the line icon. Note that it is easier to chart a route by clicking on the draw line along road icon. Drag your cursor along the route to your desired endpoint.
9. Now, add two more points that are important in the text and share the map with the class.

Maps

Maps

Maps

Example 5

Creating a wiki for art history and art process terms

1. Go to the homepage for our future wiki: artglossary.wikispot.org

2. Click on the new user link in blue in the top right hand corner of the page

3. Enter your real name (no spaces), a password and your email address and click Create Profile

4. To create a new page simply search for the term in the top left-hand corner, if it is not found (which it shouldn’t be) you will be given a link to create a new page

5. Click Edit to add information about your term
• remember to clearly describe the term, which media it belongs to (sculpture, painting, digital, etc.), and provide examples from class that demonstrate this term.
• Save your changes (bottom left-hand corner) once you have the text description inputted.
• To add an image from a museum or online collection, ideally the one cited in your glossary entry, find the image, copy the url and paste it into the edit window. Highlight the url and click on the external link button [the globe with the chain icon], choose Save Changes again and preview your page

6. To add or edit a page, search for the term in the search box OR choose the page from the front page of the wiki
• Choose the edit link at the end of the entry and make changes in the edit window. Before saving the changes make sure to add a comment about your change giving the reason for the change (can be as simple as adding information, or correcting a date, etc.)

7. Read Wiki Guide if the above is unclear or if you have more questions

Learning outcomes:
• learn how to create a basic wiki which can share information and images across a large group and is collaboratively created and maintained
• create a study guide together during the course of the semester to be used to prepare for the midterm and final exam

 

Example 6

Using Express Scribe (Express Scribe Lite Free Open Source)

Basic Steps for Initial Use of Express Scribe

1. Go to http://www.nch.com.au/scribe/ and download the free version.

2. Go to the Express Scribe tutorial at http://www.nch.com.au/scribe/tutorial/index.html . Tutorial 1 will show you how to install the program

3. Tutorial II Shows you how to play your file and type your transcript.

4. Students will choose one of three audio files found in the course folder.

Learning Outcome

1. Students will use Express Scribe to transcribe an oral history excerpt and save it to a community course file.

Sample Images from the Process:

Scribe

Scribe

Scribe

Example 7

LEARNING OUTCOME

Students will identify key events and places along three different historical contexts/timlines.  The result will be a beginning understanding of the connections, significance, and relevance of historical research to textual analysis.

Assignment (could be either a “bloom or fade” or part of a scaffolded assignment):

Break into 5 groups, each group choose a major character

Choose 1 chapter and “map” the movements of your character using the My Map Function in Google Maps.  Visit the YouTube Video “How to Create a My Map in Google Maps”   for a tutorial.  When creating your map choose the “unlisted” privacy setting so that this map may only be viewed by those who have been given the map’s URL.

Next,  annotate the locations by conducting research and adding notes that explain connections to the plot, details about setting (population, geo-political context), and any other contexts you as readers find significant, useful,  or relevant.

Once you have mapped and annotated your character’s route, enhance your annotations by adding appropriate text, images and/or video, icons and other widgets.

Your annotations may address one or more of the following three contexts: notes about the historical context, notes about the cultural and biographical contexts of the novel’s  production, notes reflecting  readerly contexts today.

 

Example 8

Tool: Mendeley (http://www.mendeley.com/), collaborative reference and annotation manager, used for students creating an individual annotated collection of sources to then put together into a group source collection.

Steps

At Home:
– Download the program and create an account (use your school email address)
– Watch the profile tutorial and create a profile
– Watch the group tutorial and join group invited by professor (invitation in your school email inbox)
– Look at the sample document to see what you can do with a document
– Watch the importing tutorial and find and import a document appropriate for your project
– Sync your account
– Watch the other tutorials and make notes of any questions you have for the professor
In Class:
– Troubleshoot any problems from the homework, discuss making docs private
– Have students create a private group for their project group
– Highlight, annotate, start noting your document and then sync
– Look at your group members’ documents
– Professor demonstrates citation function

Learning Outcome: Students will practice information literacy by choosing and importing a good source on their subject, will practice annotation and note-taking skills, and will gain basic competency in a tool that will allow them to complete the larger project.

Sample Images from the Process:

Mendeley

Mendeley

Mendeley

Example 9

Course: (Version 1) Norse Gods and Mythology and/or (Version 2) Language and Power

Learning outcome 1

1. Students will be able to read an image and draw inferences about what and who is represents and how it does so.
Version 2) Students will annotate course readings and share comments in a common folder (prior to class discussion of same text)

Basic Steps

1. Read class instructions (Screen Shot 1)

2. Read http://en.wikipedia.org/wiki/A.nnotate (Screen Shot 2)

3. Watch http://www.youtube.com/watch?v=KbPjorowgsc Peer Review Using A.nnotate)

4. Sign up for a free A.nnotate account

5. Read the FAQ on the A.nnotate web page

6. Go to the our class shared folder on a.nnotate and look at Image 1http://www.kb.dk/permalink/2006/manus/738/dan/97+verso/?var=1

7. Discuss and annotate image in groups of three using the criteria we discussed in class

Sample Images from the Process:

Annotate

Annotate

Annotate

Example 10

Using CATMA: Download instructions and sample images in PDF.

Image courtesy of The Newton Label