Religion and Society? (1)

Arguments about separation of church and state in contemporary Ireland are of limited value as long as they fail to address spirituality and society.

Repeal of the 8th amendment, the removal of the baptism requirements for primary schools, the removal of the provisions on blasphemy from the constitution and the removal of the Victorian Catholic phrases that stipulate that a woman’s place is in the home, rolling back the dominance of the church over schools through the archaic instrument of patronage are all important changes, but they fall well short of addressing the near monopoly which the Churches hold over spiritual practices and the celebration of major life events.

Continue reading “Religion and Society? (1)”

Writing yourself

 

I describe myself as a “Historian, Digital Humanities, gamer, geek, teaching in Cork, Ireland, occ surfer, pipesmoker, drinks single malt, old fashioned Liberal #CitizenoftheWorld” in my Twitter bio. I freely confess to my first year students that I never really planned this out, and at several points, I made choices which I did not think through, or which were, view objectively, wrong and stupid, but it ended up very well. Continue reading “Writing yourself”

What is Digital Humanities, 2017

Question (What is Digital Humanities) written on the whitewall in the UCC DH Lab, with the added comment "if anyoe finds out, please tell the 2nd years"
What is Digital Humanities

Please, Can we have a definition of what we’re doing in this degree?

Why yes you can, and here’s this years version:

“DH @UCC creates opportunities for students to develop flexible skills in using digital tools and methods to explore and enrich the human experience in the digital age.”

This is a question I looked at previously on this blog, here and later at more length here, and this years is slightly different to previous ones.

So what’s interesting about this version? Continue reading “What is Digital Humanities, 2017”

Open Active Learning

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”

Envisioning Futures

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”

What is Research?

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?”

Reading Rudé II First Steps

ConceptI 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”

Reading Rudé

Mindmap of the initial project conceptGeorge 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”