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.
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”
Outreach to potential future students is a key part of our work, and this post is part of that – while it includes some slides, and will include a link to a video of a presentation, the key element is the use of Hypothes.is to demonstrate open collaborative annotation.
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”