Digital Humanities at UCC practice open, collaborative pedagogy. We work both within and without the old LMS/VLE. Some of our learning is based on open reflective student writing on blogs and wikis, hosted on Reclaim. Some has been kept inside the safe space of our Blackboard LMS, but we’re tending to use that mainly as a base camp, a convenient place to post links to our open learning spaces. All our BA DH&IT students, MA and Phd students are required to have a domain of their own, hosted on Reclaim, and use it to explore building their professional digital identity. Continue reading “Open Active Learning”
I’ve offered to run a (hopefully) interactive “workshop” at Octocon on Saturday at 11 to explore how SciFi imagined the future in the past? And how might those visions help us imagine or design the future? Since it’s one of those things where I hope to drag everyone into the discussion, I’ve shared a fuller description (below the fold) and a link to a padlet to warm it up Continue reading “Envisioning Futures”
I opted to lead the first week of the UCC Digital Humanities Research Colloquium this year on the question of “What is Research” because I wanted to start the year with a very basic discussion; and I wanted it to be a discussion rather than a lecture. I wanted to bring out some ideas that arose during a discussion on Facebook with some of the Phd researchers over the summer, and I wanted to play with Padlet, which I feel is useful as an interactive tool. Continue reading “What is Research?”
I sketched out the concept for ‘Reading Rudé’ in Simplemind on my iPad. I’ll discuss the project plan in more detail in a later post, but the first thing I did was to head for the Boole and see if it looked feasible:- I guess you could call this ‘Initial Hypothesis Testing’ but I’m happy with calling it ‘having a rummage in the data’ Continue reading “Reading Rudé II First Steps”
George Rudés “The Crowd in the French Revolution” is a text which has been loved, hated and underlined by university students all over the world. Since I have a long running in understanding how students read, analyse and write historical narratives, those grubby annotations are actually interesting, and I had an idea for a bit of work which could involve undergraduates in some research on their own metacognitive skills, and which might become an open collaborative project. I have done about three days work on it already, and realised that I have failed to create an ‘Open Research Notebook’ as yet, so this is a bit of catch up. Continue reading “Reading Rudé”
Coding in Primary schools is not really the solution to a shortage of skilled programmers right now; done badly, it won’t help in the future either. There is an emerging generation of kids who are growing up with smartphones and tablets, and ‘coding’ isn’t the skill they need to learn Continue reading “Primary Codes”
Religion is a difficult question for many people in the 2016 Irish Census. In 2011, 84.2% ticked the box as “Catholic” but it’s quite clear that figure is far higher than the number of actual practising and believing Catholics in the Republic. How can people navigate their way to marking an appropriate box on April 24th? Q. 12 is based on an assumption that most people have not thought about, and many no longer share: that spirituality must be structured by an organised religion. Continue reading “Losing my religion…”
Your son is old enough to run in a general election. Even though he is an outsider, I feel it’s good because
People who support Green policies should be able to vote for them, even in constituencies where the odds are against winning a seat. It all contributes to the national debate.
Participation by young candidates is important to sustain democracy. His
generation will face a radically different future, volatile and unpredictable, and they need to know that they can assert their ownership of public policy to build their future, and not feel alienated from politics.
So from here until polling day, I get to drive the car, hang some posters, hand out leaflets and shut up, mostly, probably, apart from the odd rant!
I originally started requiring students to use mind minds as a tool to visualise the structure of single articles, separating argument and analysis from supporting evidence. Over time, our use of mindmaps has grown, to encompass mapping debates across multiple sources in order to construct a literature review, and from an essay planning tool to a tool to plan sharing of knowledge in a range of output formats – essay, poster, infographic, website, podcast and so on. As time has passed, the tools I’ve recommended have change: this is this years list of my favourites Continue reading “Mind Mapping, Knowledge Cartography 2015”