F. Questier, (Disruptive) innovations: education and society, lecture for Chinese Summerschool 'European languages, culture and educational systems', Vrije Universiteit Brussel, 07/07/2014
Since 1960 and throughout the 90's education has witnessed incremental changes in public policy that has ranged from improved practices to big government presidential initiatives starting with Johnston, Regan, Clinton, Bush, and Obama. What may be missing in these incremental changes to improve education are the disruptive technology innovations that have occurred over time when education policy makers were conversing on the ideas of accountability through federal support structures. These were the disruptive innovations that were occurring within society; the technology innovations responsible for the first transistor radio, home computer, and internet. The same disruptive innovations creating a global telecommunication network that encouraged imagination and began to customize individual learning from Web 1.0 (read and write web) to the construction of Web 2.0 (social networks) of share and share alike resources.
Slideshow presentation of Engaging the Eye Generation by Johanna Riddle (Stenhouse, 2009).Defines today'sl learners, examines the concept of "new literacy", provides a sequential, spiraling model for developing multiple literacy skills in the classroom.
Digital and media literacy - using the document "Digital and Medial Literacy : a plan of action" by Renee Hobbs, this presentation explores some of the issues of digital literacy education.
What is the biggest question for anyone looking to dramatically increase their success...
How do I harness my knowledge, experience and networks to drive important decisions or solve problems?
What if you could gain the productive and telling insights to drive better, faster, more relevant decisions and solve problems in a simple, visually engaging way?
Human Learning Online and Teaching Online Shalin Hai-Jew
Learners will…
consider how humans learn
review how humans learn online
study various types of online learning designs
review instructional design methods and standards
consider technical considerations in building online learning
explore various types of online learning designs
consider how online learning data may inform evolving learning designs
F. Questier, (Disruptive) innovations: education and society, lecture for Chinese Summerschool 'European languages, culture and educational systems', Vrije Universiteit Brussel, 07/07/2014
Since 1960 and throughout the 90's education has witnessed incremental changes in public policy that has ranged from improved practices to big government presidential initiatives starting with Johnston, Regan, Clinton, Bush, and Obama. What may be missing in these incremental changes to improve education are the disruptive technology innovations that have occurred over time when education policy makers were conversing on the ideas of accountability through federal support structures. These were the disruptive innovations that were occurring within society; the technology innovations responsible for the first transistor radio, home computer, and internet. The same disruptive innovations creating a global telecommunication network that encouraged imagination and began to customize individual learning from Web 1.0 (read and write web) to the construction of Web 2.0 (social networks) of share and share alike resources.
Slideshow presentation of Engaging the Eye Generation by Johanna Riddle (Stenhouse, 2009).Defines today'sl learners, examines the concept of "new literacy", provides a sequential, spiraling model for developing multiple literacy skills in the classroom.
Digital and media literacy - using the document "Digital and Medial Literacy : a plan of action" by Renee Hobbs, this presentation explores some of the issues of digital literacy education.
What is the biggest question for anyone looking to dramatically increase their success...
How do I harness my knowledge, experience and networks to drive important decisions or solve problems?
What if you could gain the productive and telling insights to drive better, faster, more relevant decisions and solve problems in a simple, visually engaging way?
Human Learning Online and Teaching Online Shalin Hai-Jew
Learners will…
consider how humans learn
review how humans learn online
study various types of online learning designs
review instructional design methods and standards
consider technical considerations in building online learning
explore various types of online learning designs
consider how online learning data may inform evolving learning designs
How Informal Learning Networks Can Transform EducationAlec Couros
Keynote presentation for ASI 2010, York University, Toronto, Ontario - August 2010.
Mashup of several presentations. More info available at http://couros.wikispaces.com/asi2010
Digital Futures in Teacher Education workshopDEFToer3
This workshop was delivered by Anna Gruszczynska and Richard Pountney as part of the HEA-funded workshop "Promoting Digital Literacy through OER: the release, use and reuse of open educational resources" which took place at Oxford University on 5 July 2012.
Développer la médiation des collections numériquescspirin
Formation à distance pour MédiaLille de 13 personnes le 23 avril 2021 en 2 sessions (une le matin et une l'après-midi).Développer la médiation des collections numériques
Fit for purpose through telecollaboration: a framework for multiliteracy trai...the INTENT project
The need to prepare learners for meaningful participation in technology-based activities and thus the need for digital competence (DC) has not only surfaced in the scholarly literature related to the learning and teaching of languages (Hubbard, 2004, 2013; Thorne & Reinhardt, 2008; McBride, 2009; Hauck, 2010), DC has also been acknowledged as one of the 8 key competences for Lifelong Learning by the European Union (Official Journal L 394 of 30.12.2006). It is seen as a so called transversal key competence which enables learners acquiring other key competences (e.g. languages, mathematics, learning to learn, and creativity) and required by all citizens to ensure their active participation in society and the economy.
The authors will argue that telecollaborative exchanges are an ideal setting for learner preparation to this effect. They will also put forward the idea that training in this key competence should be designed in a way that allows learners to comfortably move along the continuum from informed reception of technology-mediated input, via thoughtful participation in opinion-generating activities through to creative contribution. Particular consideration will be given to the fact that both the input and the output representing the beginning and the end of the described continuum are usually of a multimodal nature, i.e. draw on a variety of semiotic resources (Kress & van Leeuven, 2001) or modes such as “words, spoken or written; image, still and moving; musical […] 3D models […]” (Kress, 2003). Current and future learners who can comfortably alternate in their roles as “semiotic responders” and “semiotic initiators” (Coffin & Donohue, forthcoming) will reflect the success of training programmes which take account of multimodality as a core element of digital communicative literacy skills, also referred to in the literature as new media literacy or multiliteracy.
The purpose of this contribution, then, is to look at the concept of multiliteracy from a language instruction perspective. In the first part, the concept of multiliteracy itself will be investigated and will provide the backdrop for our suggested pedagogical approach to meet the need for learner preparation and training. Next, based on the theoretical framework of multimodal meaning making (Kress, 2000), a model for designing instruction grounded in multiliteracy will be proposed. Its main purpose is to help language educators guide learners through the aforementioned stages of multiliteracy skills development. Finally we will give some pointers as to how the model could be applied in a variety of multimodal language learning contexts.
Lightning Talk Session 2: Achieving 100% Open Access to Research Publications
Students as Scholars – Participation in Open Research and Publishing Practices: The Case of the Communications Undergraduate Journal at Dublin City University
presented by Ronan Cox, Dublin City University;
5 Years of HRB Open Research in 5 Minutes
presented by Hannah Wilson, F1000;
National Open Access Repositories: Strengthen and Align Ireland’s Network of Open Access Repositories
presented by Christopher Loughnane, University of Galway;
The National Open Access Monitor Project
presented by Catherine Ferris, IReL.
NORFest 2023: Early Career Researcher Panel on Research Assessmentdri_ireland
Panel talk on November 3, 2023 at the National Open Research Festival 2023 which took place at the Royal Irish Academy in Dublin, Ireland.
Panel moderator: Yensi Flores Bueso
Slides from early career researchers:
Noémie Aubert Bonn, Postdoctoral Researcher at Hasselt University, Belgium, and the University of Manchester, UK;
Melissa Sharp, Senior Postdoctoral Fellow and Honorary Lecturer, Royal College of Surgeons Ireland;
Erzsébet Tóth Czifra Head of Programme at the Coalition for Advancing Research Assessment (CoARA);
Stefan Müller, Assistant Professor and Ad Astra Fellow in the School of Politics and International Relations at University College Dublin, Member of the Young Academy of Ireland;
Irene Castellano, Horizon Europe Health Cluster National Contact Point (NCP) for Ireland and Chair of the Ireland Chapter of the Marie Curie Alumni Association (MCAA).
NORFest 2023: National Open Research Fund 2023, Projects Launchdri_ireland
Launch of the NORF Open Research Fund 2023 Projects
introduced by Daniel Bangert, National Open Research Coordinator, Digital Repository of Ireland.
The NORF Open Research Fund 2023 is funding 13 research projects designed to support and advance Open Research in Ireland. This session featured presentations from a selection of the Project Leads of these projects. Speakers include Sally Smith (TCD), Jo-Hanna Ivers (TCD), Armin Straube (UL), Eoin O’Dell (TCD), Patrick Healy (UL), Ian Marder (MU), and Gemma Moore and Laura Rooney Ferris (HSE).
NORFest 2023 Lightning Talks Session Three dri_ireland
Lightning Talk Session 3: Enabling FAIR Research Data and Other Outputs
The Irish ORCID Consortium
presented by Catherine Ferris, IReL;
Exploring Large-Scale Open Data: The Curatr Platform
presented by Derek Greene, University College Dublin;
A Workflow for Research Data Management (RDM): Aligning the Management of Research Data
presented by Gail Birkbeck, University College Dublin;
Making Cultural Heritage Data FAIR: Developing Recommendations for the WorldFAIR Project at the Digital Repository of Ireland
presented by Joan Murphy, Digital Repository of Ireland.
Lightning Talk Session 1: Establishing a Culture of Open Research
Agape – Building an Open Science Practising Community
presented by Cassandra Murphy, Agape Open Science/Maynooth University;
Open Research Practices for Research Integrity
presented by Lai Ma, University College Dublin;
Research Assessment and Incentivising Open Research Practices
presented by David O’Connell, University College Cork
Keynote address 'Opening Science' at NORFest 2023 on November 2, 2023 at the Royal Irish Academy in Dublin Ireland. Keynote speaker: Chelle Gentemann, science lead for NASA’s Transform to Open Science Mission and co-chair of the U.S. White House Office for Science and Technology and Policy (OSTP) Sub-working group on the Year of Open Science
The Archiving Reproductive Health project as a FAIR data resource for humanit...dri_ireland
This presentation describes how the Archiving Reproductive Health project at the Digital Repository of Ireland can be used as a FAIR data resource for humanities researchers. It summarises the project progress to date and explain how ARH's digital collections can be used by researchers to build databases or data tools, can be searched using standardised vocabularies, and its outputs shared as openly licensed publications.
It was created by Clare Lanigan, Preetam Singhvi and Dr Lorraine Grimes of the ARH project and delivered by Clare Lanigan at the DARIAH Annual Event 2023 (https://annualevent.dariah.eu/) in Budapest on 8 June 2023.
Developing a self-care protocol for working with potentially traumatic data: ...dri_ireland
This presentation was given by Dr Lorraine Grimes and Clare Lanigan of the Archiving Reproductive Health project at the Digital Repository of Ireland at the conference 'Care for People in the Archives' held by the Archives Society of Alberta in Edmonton on 25 -27 May 2023. The presentation gives an overview of the ARH project and the process by which the Self-Care Protocol was developed and implemented.
The Digital Repository of Ireland Digital Preservation and Research Sustainab...dri_ireland
This presentation was delivered by DRI interim director Dr. Lisa Griffith as part of Love Data Week in University College Dublin (UCD) research community on 15th February 2023.
DRI's role in WorldFAIR: Cultural Heritage / Image Sharingdri_ireland
The WorldFAIR project is funded by Horizon Europe for 2 years to improve FAIR outputs through 13 disciplinary case studies. The Digital Repository of Ireland is leading the work package on the sharing of images in the cultural heritage sector. Presentation by DRI Director Dr. Natalie Harrower from SciDataCon 2022 at International Data Week, 20 June 2022 in Seoul, South Korea.
Introduction to research data managementdri_ireland
An Introduction to Research Data Management: slides from a presentation given online on May 12 2022, by Beth Knazook, Project Manager, Research Data. Covers topics such as: what are research data; why share research data; why DMPs are important; and where should you share your data?
These slides are from a presentation delivered by Dr James Louis Smith, postdoctoral fellow at University College Cork for the Ports, Past and Present project, delivered on 17 Sept 2021 as part of ‘Dublin in the Archives: Digital collections exploring the city and county’, a webinar hosted by the Digital Repository of Ireland as part of the Culture Night 2021 programme of events.
These slides are from a presentation delivered by Joe Lee, independent film and video maker, delivered on 17 Sept 2021 as part of ‘Dublin in the Archives: Digital collections exploring the city and county’, a webinar hosted by the Digital Repository of Ireland as part of the Culture Night 2021 programme of events.
These slides are from a presentation delivered by Karen De Lacey, county archivist at Fingal County Council, delivered on 17 Sept 2021 as part of ‘Dublin in the Archives: Digital collections exploring the city and county’, a webinar hosted by the Digital Repository of Ireland as part of the Culture Night 2021 programme of events.
These slides are from a presentation delivered by Emma Clarke, founder of Dublin Ghost Signs, delivered on 17 Sept 2021 as part of ‘Dublin in the Archives: Digital collections exploring the city and county’, a webinar hosted by the Digital Repository of Ireland as part of the Culture Night 2021 programme of events.
This presentation was delivered by Liz Miller, Professor in Communication Studies, Concordia University, as part of ‘Engaging Communities with Archives: Video as a tool for activism, advocacy, and archival work’, a collaborative online event hosted by the Digital Repository of Ireland (DRI) and the Public Record Office of Northern Ireland (PRONI) on 7 Sept 2021. The webinar focused on archival initiatives and participatory projects that aim to train or support community groups in using video to tell personal stories, bring about social change, or archive and preserve activism and advocacy work.
The presentation focuses on Mapping Memories, a participatory media initiative that offered over a hundred young individuals the opportunity to recount their stories of refugee experiences on their own terms.
Supporting Activists to Preserve Video Documentation dri_ireland
This presentation was delivered by Yvonne Ng, Archives Manager at WITNESS, as part of ‘Engaging Communities with Archives: Video as a tool for activism, advocacy, and archival work’, a collaborative online event hosted by the Digital Repository of Ireland (DRI) and the Public Record Office of Northern Ireland (PRONI) on 7 Sept 2021. The webinar focused on archival initiatives and participatory projects that aim to train or support community groups in using video to tell personal stories, bring about social change, or archive and preserve activism and advocacy work.
The presentation focuses on WITNESS’s work and how they support people to use video as a tool for activism and advocacy.
This presentation was delivered by Lynsey Gillespie, Archivist at PRONI, as part of ‘Engaging Communities with Archives: Video as a tool for activism, advocacy, and archival work’, a collaborative online event hosted by the Digital Repository of Ireland (DRI) and the Public Record Office of Northern Ireland (PRONI) on 7 Sept 2021. The webinar focused on archival initiatives and participatory projects that aim to train or support community groups in using video to tell personal stories, bring about social change, or archive and preserve activism and advocacy work.
The presentation focuses on Making the Future, a cross-border cultural programme that aims to empower people to use museum collections and archives to explore the past and create a powerful vision for future change.
1. Realising the Opportunities of
Digital Humanities
Dublin
24th October 2012
“The” Digital Humanities Skillset
Aja Teehan,
An Foras Feasa (AFF), National University of Ireland, Maynooth
2. DHumanities Skillset
• No consensus on what DH is, but it is definitely something to do with
Humanities.
• Humanities is composed of many different subjects, there are some
transferrable skills across the many specialisms, these are usually
described as “literacy”. Is this shallow?
• Other skills are area specific, e.g. scholarly editing. We cannot possibly
teach all of the specialist skills required for the various areas.
• So, then perhaps is less a question of “the” DH skillset, and more a
question of “a” DH skillset?
• Q1: Is it possible to define a meaningful set?
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Realising the Opportunities of Digital Humanities; Dublin; 24th October 2012
3. Digital H Skillset
• “Digital” ... well, computational? algorithmic? modeling? or just digitised?
• These are very specific, technical knowledges that can be used to guide
skills acquisition e.g. programming in COBOL and Java are two different
skills, that rely on same knowledge.
• Depending on your level of granularity:
Skill = algorithmic thinking,
or
Skill = Java proficiency (more difficult to translate across languages
or problem solve outside of the predefined and taught patterns)
• Q2. What do we mean by skills, and where do they fit into knowledge?
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Realising the Opportunities of Digital Humanities; Dublin; 24th October 2012
4. AFF Skills, Knowledge, Theory, Practice
• At AFF we believe that the answer to Q2 is:
• skill-acquisition should only take place within a framework for
knowledge; theoretical and methodological.
• Conversely, knowledge can only be attained through practice, and
through participation in knowledge generation.
• And that the answer to Q1 is bound tightly to that: we believe it is
possible to define a meaningful set of skills, if we just have one more
component to help us answer the question:
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Realising the Opportunities of Digital Humanities; Dublin; 24th October 2012
5. Defined in Relation to What?
• “The” skill-set can only be defined in relation to the objective of the
researcher, or the scholarly community. One Humanist mail asked
“what should you know in order to be eligible for most jobs, funding
opportunities, etc?” The answer was Oxygen, XQuery and brownie
points for XSLT, while XML wasn’t considered “necessary”.
• These are software tools, only one of the many tool types available to
DH researchers, and without methodological and theoretical
frameworks, which are themselves tools, they are useless - unless you
consider the objective to be “get a job”. Activity Theory can help us.
• As a DH community, what is our objective? Personally, I consider the
aim to be contribution to knowledge.
• As AFF, a research institute, educators, what is our objective?
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Realising the Opportunities of Digital Humanities; Dublin; 24th October 2012
6. AFF’s Objective
• For us, at AFF, we want our students to be able to participate
successfully in the Discourse of Digital Humanities.
• We believe this requires that students attain Digital Literacy; this is the
basis for “the” DH skillset.
• Digital Literacy is the deeper, cross-disciplinary representation of
generalised activities. These activities allow us to define “the” rather
than “a” skill-set.
• The need for this is expressed, in a single instance, by Hans Gabler’s call
yesterday for a mode of scholarship that allows us “to relate, or model,
the relationships between the pyre of humanities objects passed down
to us over millennia: literary, philosophical, scientific and law cultural
heritage texts”.
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Realising the Opportunities of Digital Humanities; Dublin; 24th October 2012
7. Digital Literacy
• “the E-Generation, possesses the digital competencies needed to
effectively navigate the multi-dimensional and fast-paced digital
environment of computers ... Like water, the new literacy—much more
broadly defined below than simply the ability to read and write—is a
necessity of life in the 21st century. ... Digital and visual literacies are the
next wave of communication specialization wherein the majority of
people have technologies at the tip of their fingers to not only
communicate, but to create, to manipulate, to design, to self-actualize.”
• “The greatest challenge now is moving beyond the glitz and pizzazz of
the flashy technology and teaching true literacy in this new milieu. Using
many of the same skills we have used for centuries—analysis, synthesis,
and evaluation—we now must look at digital literacy as another realm
within which to apply elements of critical thinking”.
Jones-Kavalier, B. R., & Flannigan, S. L. (2008). Connecting the digital dots: Literacy of the 21st
century. Teacher Librarian, 35(3), 13-16.
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Realising the Opportunities of Digital Humanities; Dublin; 24th October 2012
8. Various Definitions
• Digital literacy can be viewed as traditional literacy translated to the
digital environment, plus a whole host of additional literacies arising
from that new environment.
• These literacies include information literacy, lateral literacy, photo-visual
literacy and reproduction literacy. Various definitions, and
categorisations can be found in the literature e.g. “new media literacy”
can be viewed as another form of “digital literacy”.
• However, it is, as ever, more complicated than that.
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Realising the Opportunities of Digital Humanities; Dublin; 24th October 2012
9. Digital Literacy as More than Digital
• Lankshear and Knobel’s paper, “Digital Literacy and Digital Literacies:
Policy, Pedagogy and Research Considerations for Education” cautions
against the reduction of digital literacy to information management,
manipulation and production, and against the notion that digital literacy is
about understanding the code (in both registers) required to encode and
decode characters. All communication is socially situated, and it is the
social situation that is of paramount importance for whether or not the
student is successful in participating in the Discourse.
• All too often, the formal methods of skill-teaching are separated from
the social (in this case DH research) context.
Lankshear, C., & Knobel, M. (2006). Digital Literacy and Digital Literacies: Policy, Pedagogy and
Research Considerations for Education. Digital kompetanse, 1(1), 12-24
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Realising the Opportunities of Digital Humanities; Dublin; 24th October 2012
10. • President Percirion (Lankshear, 2006)
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Realising the Opportunities of Digital Humanities; Dublin; 24th October 2012
11. Which Discourse?
• Digital Literacy is not a set of skills that purely relies on encoding and
decoding in digital characters. Reading and writing in the digital world
are just as tied to social context, intent and Discourse, as they are in
the real. Furthermore, there is a unique social context, intent and
discourse within the digital world, that sits atop the real world, and it is
necessary for the students to become part of that social context, and
to participate in the Discourse, through praxis; being DH scholars,
rather than learning about DH. This necessitates authentic learning.
• As such teaching the history of DH, the standards of DH, or
consideration of the implications of DH, will not, of itself, enable DH
students to gain digital literacy, or to participate in the DH discourse.
• Discourse is not merely what is being tweeted, or mailed - it is not
“social” in the way these sites often operate. Discourse, in this
context, is scholarly, reflexive communication that helps to shape
Humanities praxes and DH praxis. 11
Realising the Opportunities of Digital Humanities; Dublin; 24th October 2012
12. Be a DH Scholar
• What is central to “digital literacy” is marginal in digital literacies.
• If the aim is to contribute to knowledge, by joining the discourse,
through attaining digital literacy (which first requires literacy, literacy in
the digital medium, and then digital competency) we must teach DH
students how to be DH, not about DH. At AFF we create an authentic
learning environment to support this; students apply skills within real
DH research projects, using DH and CS methodologies, contextualised
within theoretical frameworks ... and then consider the implications.
• Students require an ability to negotiate between the three different
registers used in DH: standard in CS, standard in H and standard in DH
are three very different things.
• They must decide for themselves which identity and activities they
consider to be worthwhile and valuable, and they must then have
access to the tools they need in order to be able to equip themselves
to join those identity-groups and activities.
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Realising the Opportunities of Digital Humanities; Dublin; 24th October 2012
13. Support: Pedagogic Tools
• The MASUS diagnostic instrument, “assesses the student's ability to
write about a given body of knowledge in a reasoned and critical way,
together with their ability use the language resources appropriate for
the required task.” (Bonnano, H & Jones, J. (1997) Measuring the Academic Skills of
University Students: The MASUS Procedure, A Diagnostic Assessment. Sydney: University of
Sydney, Learning Centre Publications) Importantly, it is applicable across all
disciplines.
• MASUS was re-examined and adapted in light of digital literacies
requirement, and we use it as a means to provide feedback to students
on their digital literacy based on the ability to produce a suitably
encoded piece of written text, that is appropriate to the DH genre,
uses the correct language register, decides between appropriate and
inappropriate sources, evaluates those sources, correctly interprets
them, adheres to academic language, and is properly presented (in a
digital format).
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Realising the Opportunities of Digital Humanities; Dublin; 24th October 2012
14. DH Digital Literacy Demands Reflexivity
• Tying of literacy to the audience: contextualised discourse. “Digital
literacy enables us to match the medium we use to the kind of
information we are presenting and to the audience we are presenting it
to.” (Lankshear, 2006)
• For all disciplines moving to the digital medium, “cut and paste” is not
enough; identification, assimilation, evaluation and reintegration and
representation is effective digital literacy. DH demand more...
• In addition, for DH students, AFF expects, and therefore supports,
• an ability to participate in the highly sophisticated discourse not just
through digital literacy, but about digital literacy, and
• a meta-cognitive approach to reflexive thinking about the
implications the new digital literacies hold for their traditional
subjects.
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Realising the Opportunities of Digital Humanities; Dublin; 24th October 2012
15. Thank You
Questions?
learndigitalhumanities.ie
aja.teehan@nuim.ie
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Realising the Opportunities of Digital Humanities; Dublin; 24th October 2012