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The document discusses strategies for sustaining the ICT Guides service in the long term through the use of social software and Web 2.0 tools. It proposes facilitating scholarly communities and developing a taxonomy of computational methods to highlight digital arts and humanities projects. The key strategies outlined are encouraging community collaboration and ownership through asynchronous participation, simplicity, aggregating high-quality overlapping content across networks, and creating conditions for communities to sustain themselves.
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Social media have become a discussion platform for individuals and groups. Hence, users belonging to different groups can communicate together. Positive and negative messages as well as media are circulated between those users. Users can form special groups with people who they already know in real life or meet through social networking after being suggested by the system. In this article, we propose a framework for recommending communities to users based on their preferences; for example, a community for people who are interested in certain sports, art, hobbies, diseases, age, case, and so on. The framework is based on a feature extraction algorithm that utilizes user profiling and combines the cosine similarity measure with term frequency to recommend groups or communities. Once the data is received from the user, the system tracks their behavior, the relationships are identified, and then the system recommends one or more communities based on their preferences. Finally, experimental studies are conducted using a prototype developed to test the proposed framework, and results show the importance of our framework in recommending people to communities.
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More from Craig Bellamy
The Ethics of AI in Education
A debate on the ethics of AI held at the eResearch Australasia Conference, Melbourne, October 18, 2018
Digital Humanities Pathways Semiar: University of Melbourne
This document discusses considerations for assessments in digital humanities projects that involve critical engagement with digital objects. It addresses questions about choosing a primary text, determining learning objectives around digital skills, facilitating individual or group work, assessment criteria, communicating findings, audience and ethics, and choosing appropriate digital tools and platforms. The goal is for students to have a critically engaging experience analyzing digital materials using relevant technical skills.
Bellamy_certificate
This certificate of achievement was presented to Craig Bellamy for passing the National Code 2007 Online Tutorial for ESOS requirements. The certificate certifies that Craig Bellamy has met all training requirements by completing the National Code Online Tutorial. It was signed by Mary Ann Seow, President of ISANA, on October 11, 2016.
Blended_Conference_pres_v4_MR
This document discusses blended learning and finding the right mix of online and face-to-face teaching methods. It defines blended learning as integrating online and face-to-face instruction in a planned manner. When designing blended learning, considerations include understanding learners, content, and learning processes. The right mix should provide flexibility, repetition, aligned learning goals and assessments, and build digital literacy. A framework is presented to determine where, when, and how many learners are involved. Various tools are discussed that can be used such as videos, communication tools, collaboration tools, and content curation tools. Challenges and opportunities of blended learning are also presented.
Bellamy_death_DHA2016
Digital legacies and what happens to our online presence after death are important issues. There are three key issues: (1) online memorials and how social media accounts are memorialized, (2) questions of privacy and who owns digital property after death, and (3) creating personal digital archives and determining how to manage one's digital legacy. Services exist to download your digital content and some allow nominating contacts to notify and share data with after a set time period of inactivity. However, protocols for digital estates need more standardization and digital archiving services could be improved.
cbellamy_presentation1
This document outlines a curriculum for a course on the body that focuses on active learning strategies to improve student retention and success. It discusses using formative assessments, peer assessment, and teacher feedback to create a positive learning climate. Students will conduct fieldwork observing bodies at a beach and analyze cultural norms. The course aims to develop students' critical thinking on the social construction of the body through diverse perspectives and effective communication skills. Assessment includes a group report and individual essay. It emphasizes that teaching is complex and different approaches work best depending on content and context.
IBES poster pias
The document summarizes a project exploring how online tools are used for political communication and issue analysis. The project examines how users discover and understand political issues like health, economy, and environment. Through workshops, interviews, and analysis, the project aims to provide design recommendations and prototypes for a Political Issue Analysis System. The system would explore evolving online political tools, examine deliberative processes among stakeholders, and test and refine recommendations for analyzing political issues.
PIAS - POSTER - 2011
The document summarizes a political issue analysis system (PIAS) project that explored how citizens use the internet to find political information and contact their representatives. Through workshops and interviews, the project found that email is still the main way people contact representatives, and it is difficult for users to discover parties' policy documents or find policies in one place to compare parties. The project produced a prototype and recommendations, including that political parties should make policies more accessible and comparable to support informed debate.
BoF Bellamy et al 2010
This document proposes a panel discussion at the 4th eResearch Australasia Conference to discuss challenges and opportunities around making sense of data in the arts and humanities. The panel will explore questions around the nature of data in these domains, current eResearch practices, and what infrastructures could help facilitate data use and uptake of technologies. The goal is to build on ideas from previous conference papers and encourage discussion on meaningful use of data in arts and humanities research through facilitated audience interaction. The panelists are researchers and professionals active in digital humanities and eResearch support.
arts-humanities-A4
Digital Arts & Humanities is a website developed by King's College London to support communities applying information and communication technology to arts and humanities research. The site helps practitioners build contacts and stay up to date in their dynamic field. It was designed to support both individuals and groups through features like blogs, wikis, and forums to share content and ideas.
poster
The document discusses the ICT Guides, which were funded by JISC and AHRC to provide listings of ICT methods used in arts and humanities research projects, examples of which are meant to both inform and inspire researchers. The ICT Guides also provide links to relevant training resources for researchers as well as information about research centers, tools, and case studies on using ICT.
Bellamy_death_internet1
1. The document discusses key issues around death and the internet, including online memorials, privacy and property of digital assets, and personal digital archives.
2. It provides examples of online memorials on Facebook and MySpace where friends can leave remembrances, and discusses moderating comments over time.
3. Privacy and property issues are examined, like what digital materials people actually own and whether to delete or give them away after death.
4. Creating personal digital archives and services that allow downloading or transferring accounts to contacts are presented, along with repurposing digital content as "technology heirlooms" to remember loved ones.
Digital Humanities Workshop 22 March 2011
This document provides information about a public event and workshop on digital humanities to be held on March 22, 2011 at the Australian National University. The keynote public event will feature presentations by Professor Ray Siemens on enacting a vision for the future of digital humanities and Dr. Patrik Svensson on digital humanities as a trading zone. The workshop will bring together researchers in digital humanities to plan for establishing an Australasian professional association, including identifying priorities, principles, and a framework for the association.
Planning Session 3 AADH (priorities)
This document summarizes the third planning session for forming the Australasian Association for the Digital Humanities (AADH). It discusses establishing a founding committee, interim business models, and an action plan for the first year. Key priorities for year one include developing a membership model, refining the organization's constitution and business plan, pursuing legal incorporation, expanding outreach/communications, and supporting infrastructure and special interest groups. The document also proposes holding the inaugural meeting within 6 months to announce the new association.
Planning Session 2 AADH (framework)
This document discusses the planning of the Australasian Association for Digital Humanities (AADH). It identifies several benefits of forming an association, including providing resources and coordination for digital humanities work in the region. International models of similar associations are presented, including the Alliance of Digital Humanities Organizations (ADHO). The document explores drafting a statement of purpose or aims for the AADH, providing examples from other organizations' statements. It engages in discussion around identifying the shared vision and goals of the AADH.
D2L2
1. The document outlines steps for designing a blended learning space in VU Collaborate, including storyboarding the learning narrative, mapping learning objectives, assessments, and activities, and creating a table of contents and unit overview.
2. It recommends setting up a grading system with grade categories and items and adding assessment dropboxes associated with grades.
3. The document compares VU Collaborate to WebCT, noting VU Collaborate allows a learning narrative through a table of contents while WebCT used a files-in-folders repository.
D2L1
This document provides an overview of a training session on using VU Collaborate, the new learning management system at Victoria University. The session covers navigating and using key features of VU Collaborate like the table of contents, modules, content pages, discussions, user progress, and communications tools. It provides examples of activities like creating a module, adding links to videos and resources, and building a welcome news item. Tips are included for best practices when adding content and setting up discussions. The document concludes by discussing further support options and a follow up training session on assessments in VU Collaborate.
smith_street_2014
Smith Street in Melbourne has a long history as a diverse commercial center dating back to the 1830s. Originally an irregular track connecting Bourke Street to Heidelberg, it transitioned in the late 19th century into a manufacturing and shopping destination. A boom in the 1880s saw notable developments like the Post Office and Foy and Gibson's store. The arrival of cable trams in 1887 further expanded retail. Major retailers like Foy's and George Coles opened locations in the early 1900s, though many smaller shops closed during WWII due to rationing favoring larger stores. Gentrification of inner cities in recent decades changed the demographic and led to the demolition of landmarks like Foy and Gibson's in the 1960s. Smith
WhitepaperDigitalHumanities
This document discusses eResearch in the humanities. It defines eResearch as using computational tools and infrastructure to enable large-scale, interdisciplinary research collaborations. For the humanities, eResearch can help address challenges in managing, citing, locating, and communicating research data. While humanities research does not produce as much data as sciences, humanities scholars do generate data through activities like interviews, archives, texts, and other accounts of the human experience. When these resources are digitized, they can be analyzed collectively as data to generate new insights beyond traditional scholarship. Effective eResearch architectures for the humanities must account for contextualizing data and ensuring digital objects can be cited.
IS_2010
This document discusses how politics has changed with the rise of digital media and the internet. It addresses the history of the internet and how the domain name system (DNS) and organization ICANN govern internet addresses. The internet has made information and political communication more accessible through interactivity, open publishing, and social media platforms. Case studies show how groups have used the internet to organize protests and influence traditional media coverage. Political parties now have websites to communicate their messages, though governments have done less innovation than non-government groups initially. The internet is transforming political engagement and discourse.
More from Craig Bellamy (20)
Digital Humanities Pathways Semiar: University of Melbourne
Digital Humanities Pathways Semiar: University of Melbourne
bellamy_escience
- 1. ICT Guides Building and facilitating scholarly communities with social software and Web 2.0 Craig Bellamy AHDS, King’s College London
- 2. What is ICT Guides? AIMS of the service 1. To highlight digital arts and humanities projects 2. To facilitate epistemic communities (communities of practice) 3. To develop a taxonomy of computational methods
- 21. Summary ICT Guides promotes the use of ICT in teaching and research A taxonomy of methods helps to define/ build our community How to sustain the service in the long-term? (Using Web 2.0 tools and methods)
- 22. Sustaining ICT Guides How do we sustain ICT Guides in the long term? What are scholarly communities and Web 2.0? Towards a community-led and maintained guide?
- 23. Collaboration Must have a clear goal What do you want people to do on the site and how are you going to achieve this? Encourage the community to grow itself
- 24. Asynchronous time Volunteer work is best suited to asynchronous time Asynchronous time can be ‘free time’
- 25. Simplicity and trust Wikipedia and volunteerism Minimal ‘branding’ promotes a sense of community ownership and shared identity
- 27. Overlapping communities The conversation is already happening! Tap into the conversation and contribute to it and take from it Some communities do things better than others; take advantage of this
- 33. High-quality content High quality content is the best way to get the word out Site should have the ability to be recommended easily
- 35. Networks of cooperating data Content aggregation and content syndication Exchange links (comment on other peoples blogs etc.)
- 36. End Can we build communities? We can create ‘conditions’ for communities to build and sustain themselves There are ‘latent links’ in epistemic communities (linking distributed knowledge) http://ahds.ac.uk/ictguides/