DH101 2013/2014 course1 - Presentation of the course / Collaborative writing tools

Digital Humanities 101 - 2013/2014 - Course 1
Digital Humanities Laboratory
Frederic Kaplan
frederic.kaplan@epﬂ.ch

Open your laptop. Type http://lite.framapad.org/p/dh101
Digital Humanities 101 - 2013/2014 - Course 1 | 2013 2
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Type your name and the name of your Master (Life Science,
Architecture, etc.)
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Now let's try to sort yours names alphabetically
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Now let's try to sort yours names by Master Sections
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Do you fill your collective power ?
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Principle of the course: We know things that you don't know. You
know things that we don't know. We are going to build knowledge
together.
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In some sense, we are doing together an experiment.
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Structure of today's course (1)
•We have just learn an new Skill : Framapad
•Then, we will look at what happened last year
• the dh101.ch websiste
• the dh101 twitter stream
•Then, we will look at what is likely to happen this year
• The Digital Humanites momentum at EPFL, in Switzerland and in Europe
• What’s new this year : The Venice Time Machine
• The global structure of the course
• The deliverables and grading system
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Structure of today's course (2)
•Then, we will learn a basic academic skill usually well-mastered by Digital Humanities
researchers : Live Tweeting
•Eventually, we will try to understand the diﬀerence between four related concepts
• Digital Humanities
• Digital Studies
• Humanities computing
• Studies about Digital Culture
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Each new course build upon the last one. You will benefit from what
happened last year.
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dh101.ch website is the memory of the course
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Each year the best projects are celebrated with DH101 awards.
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dh101.ch is accessed by many other learners
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dh101 twitter streams are followed in real-time worldwide
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You are part of something bigger.
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What's new this year?
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Digital Humanities are currently getting a unique momentum at
EPFL, in Lausanne, in Switzerland and in Europe.
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First Swiss Digital Humanities Summer School
•The First Swiss DH summer school took
place in Bern this summer
•It attracted students from all over
Europe
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DH2014 coorganized by UNIL and EPFL / dh2014.org
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The Venice TIme Machine
•The Venice Time Machine is a project
launched by EPFL and University of
Venice, Ca’Foscari, open to other
international partners
•It focuses on the digitization of 80 km of
archives and their transfromation into a
knowledge system.
•Your research project will be linked with
this new scientiﬁc adventure.
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Venice Fall Digital Humanities School
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Objectives of this year's course
•Semester 1: Full-class courses
• Learning about some of concepts and processes (Massive digitization, Transcription, etc.)
• Discovering some (soft and hard) skills (City Engine, Framapad, etc.)
• Understanding how everything ﬁts together (in the Venice Time Machine project)
• Learning how to write a Digital Humanities abstract by reading and summarizing some of them.
• Preparing the group project of semester 2
•Semester 2: Group projects
• Conducting a Digital Humanities group project linked with Venice
• Writing an academic abstract about the project following the format of the Digital Humanities conferences
• Presenting the projec in front of experts belonging to diﬀerent disciplines
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Assignements
•Using Twitter and Framapad throughout the semester (10%) (Individual work)
•Writing a blog post on dh101.ch summarizing 3 Digital Humanities
articles (30%) (Individual work)
•Reviewing 5 blog posts from other students (10%) (Individual work)
•Creating a separated blog for your group project
including a project plan and milestones (30%) (Group work)
•Presenting the project (20%) (Group work)
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Semester 1: Content of each course
•19.09 Introduction to the course / Live Tweeting and Collective note taking
•25.09 Introduction to Digital Humanities / Wordpress / First assignment
•2.10 Logistics of massive digitization / Zotero
•9.10 Introduction to the Venice Time Machine project (video lecture)
•16.10 Digitization techniques / Photogrammetry / Deadline ﬁrst assignment
•23.10 Transcription / XML / Presentation of projects
•30.10 Pattern recognition / OCR / Deadline peer-reviewing of ﬁrst assignment
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Semester 1: Content of each course
•6.11 Semantic modelling / RDF
•13.11 Historical Geographical Information Systems / Deadline Project selection
•20.11 Procedural modelling / City Engine
•27.11 Crowdsourcing / Wikipedia
•4.12 Group work on the projects
•11.12 New narrations and museographic experiences / Deadline Projet blog
•18.12 Oral exam / Presentation of projects
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Skill: Live Tweeting
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Live Tweeting
•What is the relevance of Live Tweeting?
•Should you use your real name on Twitter?
•What are the rules of the game?
•What is Twitter’s on boarding process?
•Why is Twitter useful in an class?
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From Wikipedia
•Twitter is an online social networking
service and microblogging service that
enables its users to send and read
text-based messages of up to 140
characters, known as ”tweets”.
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From Wikipedia
•It was created in March 2006 by Jack
Dorsey and launched that July. The
service rapidly gained worldwide
popularity, with over 500 million active
users as of 2012, generating over 340
million tweets daily and handling over
1.6 billion search queries per day.
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From Wikipedia
•Unregistered users can read tweets,
while registered users can post tweets
through the website interface, SMS, or a
range of apps for mobile devices
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Twitter is a game
•One could argue that services for
sharing/constructing collective
knowledge online are also games (even if
they are not presented as such).
•The success of Twitter is linked with its
smooth Onboarding process.
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Twitter's on boarding process
•Motivating Emotion: A new user tries
Twitter because he is curious of this
service.
•Social call to action: He discovers the
two basic actions : follow people and
write Tweets. He tries both.
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•User-rengagement : The user leaves
Twitter at this stage not sure whether
he will come back or not. With a little
chance, someone retweets his message
or reply to him. He sees his name with a
@ and infers the use of this typographic
sign. This continues triggering his
curiosity. He may comeback to continue
the conversation.
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•Visible progress: If his tweets are
relevant, the number of his followers
starts to increase. This explicit measure
of his importance on Twitter motivates
him to continue to tweet with a more or
less conscious objective to get more
followers.
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Live Tweeting
•As the Twitter user becomes more expert, his perception of the social engagement loop
changes.
•He may track his social capital as measured by various services (e.g. Klout score)
•He discovers the best hours for twitting and optimizing RT.
•Consciously or unconsciously, he optimises his writing style to play better the game of
Twitter.
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Live Tweeting in academic context
•LT increases your attention level
•LT permits to have other students remotely understanding what is happening in the class
•LT permits to create a back-channel to the course
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Open a Twitter account. Write your username in the Framapad, next
to your read name. Write a first Tweet.
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Next week we will try to distinguish four concepts : Digital
Humanities, Humanities Computing, Digital Studies, Studies about
Digital Culture
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Distinguishing four concepts
•Only one answer is correct
• (1) A=Digital Humanities, B=Humanities
Computing, C=Studies about Digital Culture,
D=Digital Studies
• (2) A=Studies about Digital Culture, B=Digital
Studies, C=Humanities Computing, D=Digital
Humanities
• (3) A’=Humanities Computing, B’=Studies about
Digital Culture, C’=Digital Humanities,
D’=Digital Studies
• (4) A’=Digital Humanities, B’=Humanities
Computing, C’=Studies about Digital Culture,
D’=Digital Studies
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