Mdst3703 2013-09-05-studio2
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This document contains notes from a class on HTML and digital media. It discusses assigning a reflective blog post, introducing concepts like Marshall McLuhan and Plato's Allegory of the Cave. Students break into groups to complete exercises on enhancing a text editor, creating directories and HTML pages, and adding text and styles to an empty HTML page about Aristotle's Poetics.
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Review a sample template for the Unit 2 Assignment.
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After successful completion of these activities, you will .
This Assignment has two parts. You will construct an argument in t.docx
This Assignment has two parts. You will construct an argument in the premises–conclusion format to practice the organization and composition of a strong argument. Then, you will evaluate some areas of critical thinking that you may want to build actively during this term.
Review a sample template for the Unit 2 Assignment.
Part I:
In the premise–conclusion format you learned in Unit 1, you will construct the argument that persuaded you to pursue your degree. The conclusion will be something similar to “Conclusion: I will attend Purdue Global to earn my degree in X(BA in Liberal Studies).” Offer three premises that share distinct reasons, evidence, information, or narratives that played a part in your decision. In the argument format, give one sentence for each premise and one sentence for the conclusion.
After you compose the argument, in at least 200 words, share an explanation to add context for the argument. Discuss how you devised the information to form the premises, explain why these reasons were the most important to you, and offer insights about how these elements were a factor in your decision-making process. How did these premises in particular lead to this conclusion?
Part II:
The Reading for this unit included the article on the “16 Characteristics of a Critical Thinker.” Assess yourself in this Assignment. In at least 250 words, select two characteristics from the article that you believe will be strengths and two that you believe will require mindfulness to build. Why do you believe each characteristic is relevant to you, and how can you tell if it is a strength or a weakness in your life and career? Be sure to include content from the article and use APA style for both in-text citations and full end references.
Readings
Read Chapter 3 “Reality Assumptions” PDF “Styles of Argumentation”
Edmans, A. (2017, May) “What to Trust in a Post-Truth World.” TED Talk: TedX London Business School https://www.ted.com/talks/alex_edmans_what_to_trust_in_a_post_truth_world/transcript
Patel, D. (2018, October 24) “16 Characteristics of a Critical Thinker.” Entrepreneur. Retrieved from:
https://www.entrepreneur.com/article/321660
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Course Humanity
Professor Lecture
https://www.youtube.com/watch?v=CUOMENNS0EI&feature=youtu.be
Topic Overview
If you have never seen Baroque art before, above is a great introduction into how it came about and what defines it. In short, Baroque art is dramatic, theatrical, ornate, sophisticated, and emotional. It originated when the Catholic Church wanted to draw people away from Protestantism by giving them a taste of the glory and grandeur of heaven or to remind of the drama and power of the Christian story. Despite its Catholic origins, Protestants would adopt many Baroque techniques for their own ends, and later Kings would use the style to portray their own splendor.
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Slides for invited presentation at Conference of ALT (Association for Learning Technology) 11th Sept 2012, University of Manchester.
PDF available (easier for printing, selecting text, etc.):
http://www.cs.bham.ac.uk/research/projects/cogaff/talks/#talk105
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http://www.youtube.com/watch?v=QXAFz3L2Qpo
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This Assignment has two parts. You will construct an argument in the premises–conclusion format to practice the organization and composition of a strong argument. Then, you will evaluate some areas of critical thinking that you may want to build actively during this term.
Review a sample template for the Unit 2 Assignment.
Part I:
In the premise–conclusion format you learned in Unit 1, you will construct the argument that persuaded you to pursue your degree. The conclusion will be something similar to “Conclusion: I will attend Purdue Global to earn my degree in X(BA in Liberal Studies).” Offer three premises that share distinct reasons, evidence, information, or narratives that played a part in your decision. In the argument format, give one sentence for each premise and one sentence for the conclusion.
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https://www.entrepreneur.com/article/321660
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https://www.youtube.com/watch?v=CUOMENNS0EI&feature=youtu.be
Topic Overview
If you have never seen Baroque art before, above is a great introduction into how it came about and what defines it. In short, Baroque art is dramatic, theatrical, ornate, sophisticated, and emotional. It originated when the Catholic Church wanted to draw people away from Protestantism by giving them a taste of the glory and grandeur of heaven or to remind of the drama and power of the Christian story. Despite its Catholic origins, Protestants would adopt many Baroque techniques for their own ends, and later Kings would use the style to portray their own splendor.
Learning Outcomes
After successful completion of these activities, you will .
This Assignment has two parts. You will construct an argument in t.docx
This Assignment has two parts. You will construct an argument in the premises–conclusion format to practice the organization and composition of a strong argument. Then, you will evaluate some areas of critical thinking that you may want to build actively during this term.
Review a sample template for the Unit 2 Assignment.
Part I:
In the premise–conclusion format you learned in Unit 1, you will construct the argument that persuaded you to pursue your degree. The conclusion will be something similar to “Conclusion: I will attend Purdue Global to earn my degree in X(BA in Liberal Studies).” Offer three premises that share distinct reasons, evidence, information, or narratives that played a part in your decision. In the argument format, give one sentence for each premise and one sentence for the conclusion.
After you compose the argument, in at least 200 words, share an explanation to add context for the argument. Discuss how you devised the information to form the premises, explain why these reasons were the most important to you, and offer insights about how these elements were a factor in your decision-making process. How did these premises in particular lead to this conclusion?
Part II:
The Reading for this unit included the article on the “16 Characteristics of a Critical Thinker.” Assess yourself in this Assignment. In at least 250 words, select two characteristics from the article that you believe will be strengths and two that you believe will require mindfulness to build. Why do you believe each characteristic is relevant to you, and how can you tell if it is a strength or a weakness in your life and career? Be sure to include content from the article and use APA style for both in-text citations and full end references.
Readings
Read Chapter 3 “Reality Assumptions” PDF “Styles of Argumentation”
Edmans, A. (2017, May) “What to Trust in a Post-Truth World.” TED Talk: TedX London Business School https://www.ted.com/talks/alex_edmans_what_to_trust_in_a_post_truth_world/transcript
Patel, D. (2018, October 24) “16 Characteristics of a Critical Thinker.” Entrepreneur. Retrieved from:
https://www.entrepreneur.com/article/321660
Assignments-All/Assignment-1/Assignment-1-Notes.txt
Course Humanity
Professor Lecture
https://www.youtube.com/watch?v=CUOMENNS0EI&feature=youtu.be
Topic Overview
If you have never seen Baroque art before, above is a great introduction into how it came about and what defines it. In short, Baroque art is dramatic, theatrical, ornate, sophisticated, and emotional. It originated when the Catholic Church wanted to draw people away from Protestantism by giving them a taste of the glory and grandeur of heaven or to remind of the drama and power of the Christian story. Despite its Catholic origins, Protestants would adopt many Baroque techniques for their own ends, and later Kings would use the style to portray their own splendor.
Learning Outcomes
After successful completion of these activities, you will ...
Creative Writing Module 7 - Online Portfolio
This document discusses creating an online portfolio using multimedia forms. It provides directions on recognizing various multimedia forms and creating an online portfolio through blogs, poetry/fiction blogs, completed works like poems/stories, or hypertext literature. The document also discusses concepts like linear/non-linear multimedia, how hypertext literature allows reader control, and things to consider for making an effective blog like knowing your audience and using headlines, formatting, images, and bullets.
Reading for Meaning Strategies with Subtext and Actively Learn
Offers helpful hints to teachers looking to learn about close reading and annotating texts with their students.
Triggering your creativity in power point
This document discusses a competency-based training framework developed to prepare nonlinear and flexible PowerPoint presentation templates that encourage interactive teaching and learning. The framework includes analysis of training needs, design, development, implementation, and evaluation. Research findings showed the training module was effective and flexible to use, though its usefulness in developing interactive instructional competencies was average. The framework incorporates topic indicators, slide selectors, and triggers to facilitate nonlinear navigation. Examples demonstrate how it can embed content and maximize slide screen usage for interactivity.
Beyond Management: The Personal Learning Environment. Stephen Downes
Beyond Management: The Personal Learning Environment. Stephen DownesDepartament de Justícia. Generalitat de Catalunya.
This document discusses the concept of a personal learning environment (PLE) where learning is facilitated through connections in a network rather than a traditional curriculum. It emphasizes active engagement over passive learning and sees knowledge as distributed across connections rather than contained within an individual. Effective learning involves skills in navigating complex connections, not just memorizing information. The PLE is composed of various tools and systems like RSS feeds, blogs and social networks that the learner uses to collect, organize and share information in a self-directed manner.Similar to Mdst3703 2013-09-05-studio2 (20)
Tutorial: Building and using ontologies - E.Simperl - ESWC SS 2014
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What is computational thinking? Who needs it? Why? How can it be learnt? ...
What is computational thinking? Who needs it? Why? How can it be learnt? ...
This Assignment has two parts. You will construct an argument in t.docx
This Assignment has two parts. You will construct an argument in t.docx
This Assignment has two parts. You will construct an argument in t.docx
This Assignment has two parts. You will construct an argument in t.docx
Reading for Meaning Strategies with Subtext and Actively Learn
Reading for Meaning Strategies with Subtext and Actively Learn
Beyond Management: The Personal Learning Environment. Stephen Downes
Beyond Management: The Personal Learning Environment. Stephen Downes
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Mdst3703 2013-10-08-thematic-research-collections
This document discusses thematic research collections (TRCs) and their role in creating new forms of scholarly writing. It provides examples of early TRCs like the Rossetti Archive and Blake Archive. While these collections consolidated content thematically, they were still organized like traditional libraries and did not fully achieve "contextual mass" by connecting different parts to support scholarly analysis. The document argues TRCs need to go beyond just searching and displaying items to truly support scholarly primitives like annotating, comparing, and illustrating. Overall, it analyzes how TRCs are beginning to replace books and libraries as the "laboratory of the humanities" but still have room for more networked organization that brings together different evidence types.
Mdst3703 2013-10-01-hypertext-and-history
This document summarizes a lecture about hypertext and history. It discusses how texts have been modeled digitally and as individual versus networked units. Histories are described as stories that can be told from different perspectives like the Great Man theory or Historical Materialism. The document analyzes Ayers' book "The Promise of the New South" and database project "The Valley of the Shadow" in terms of open versus fixed narratives. It also evaluates the project "The Differences Slavery Made" which was an experimental digital format created in response to criticisms of "The Valley of the Shadow."
Mdst3703 2013-09-24-hypertext
The document discusses the evolution of hypertext from early concepts to modern implementations. It begins by summarizing Borges' allegory of the Library of Babel, which envisions a library containing all possible combinations of text. It then examines several pioneering thinkers' proposals for non-linear, associative information systems, including Bush's memex, Nelson's concept of hypertext, and Berners-Lee's invention of the World Wide Web. Finally, it observes how these systems sought to model the associative nature of human thought and overcome the limitations of hierarchical organization and linear text.
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This document provides instructions for an assignment on implementing hypertext markup in an HTML document. It outlines four exercises: 1) Create an HTML page, 2) Markup topics in the page with SPAN tags, 3) Add a hyperlink to another student's page, and 4) Insert an image related to one of the marked-up topics. The goal is to use POSH (a knowledge representation language) to capture information, CSS for styling, and hypertext elements like anchors and images. Students will work in groups to complete the tasks and gain experience with basic hypertext concepts.
Mdst3703 2013-09-12-semantic-html
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Mdst3703 2013-09-17-text-models
This document discusses text encoding and markup. It introduces XML and the Text Encoding Initiative (TEI), which uses XML to encode scholarly documents. Key points include:
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Mdst3703 2013-09-10-textual-signals
The document summarizes different approaches to analyzing textual structures through computational methods:
1. Levi-Strauss analyzed myths by chopping texts into relation units and rearranging them to uncover deeper paradigms.
2. Colby used a thesaurus program to parse words in texts into themes, revealing patterns that hinted at cultural structures.
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Mdst3703 2013-09-03-plato2
Plato's cave allegory depicts people chained in an underground cave, watching shadows on the cave wall from puppets manipulated by people behind them. For Plato, this represents ignorance and the limits of human perception without education. Aristotle later argued that all knowledge is based on imitation, defending poetry against Plato's view. Aristotle analyzed tragedy as the highest form of art, defining its key elements as plot, character, thought, diction, song, and spectacle. The plot must be complex, involve recognition and reversal, and arouse pity and fear to achieve catharsis. For both philosophers, education is about emerging from darkness into light by modeling the world through various media like poetry, art, and code.
UVA MDST 3703 2013 08-27 Introduction
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Mdst3705 2013-02-26-db-as-genre
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Mdst3705 2013-02-12-finding-data
This document discusses databases and data modeling. It begins by defining what big data is and how databases underlie digital products. It then discusses how the digital humanities deals with large amounts of digitized information sources. The document goes on to explain how databases can be used to ingest and combine data sets to create new data. It also discusses how databases allow for inferences to be made through relations between tables. Finally, it covers database design, including creating entity relationship diagrams to model data and mapping those diagrams to database tables.
Mdst3705 2012-01-22-code-as-language
Code functions as a language by representing and creating computational worlds. When writing code, programmers are speaking to computers, which then speak back through the program output. Code uses linguistic structures like variables, values, expressions, and sentences to represent a computational world and direct the computer's operations within that world. Programming involves controlling a new kind of labor by encoding it in a computer language.
Mdst3705 2013-01-24-php2
The document discusses the PHP programming language, noting that it uses variables, values, expressions, and other constructs to model and create "worlds" through code, and introduces some basic PHP concepts like variables, arrays, control structures, functions, and sigils. Exercises are provided to emulate the 10 PRINT program in PHP and learn about arrays, control structures, and functions by riffing on the 10 PRINT model to produce other outcomes.
Mdst3703 graph-theory-11-20-2012
Graph theory can be used to represent and analyze relationships in networks. It has been applied to topics like maps, timelines, and texts. Critics argue that quantitative graph theory approaches produce trivial results and miss nuanced features important to literary analysis. However, proponents argue that data can be interpreted like a text, and correlations found can generate new insights and research directions.
Mdst3703 maps-and-timelines-2012-11-13
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Mdst3703 culturomics-2012-11-01
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Mdst3703 visualization-2012-10-23
This document discusses how new forms of knowledge are being generated through large datasets and data visualization. It provides examples of visualizations created from data from sources like Flickr, Twitter, and Wikipedia tags/edits that show trends, locations, and connections. The document argues this represents a new "epistemology" or way of knowing that relies more on correlations in large amounts of data than traditional models and theories. It notes how this is similar to shifts towards empirical knowledge seen before.
Mdst3703 shiva-2012-10-18
1) The document provides an overview and review of the Project Studio 1 course, including reviewing homework on preliminary markup of document chapters and introducing the SHIVA and Google Docs/Spreadsheets tools.
2) It outlines reviewing homework assignments, making sure chapters are copied and properly located with paragraph elements tagged and IDs added.
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Mdst3703 2013-09-05-studio2
- 1. Studio 2: HTML Prof. Alvarado MDST 3703 5 September 2013
- 2. Business • Blogging – after class, and before the weekend, write a reflective post about the week – Does everyone know what a post is? • Don’t let this sit . . . Do it before you begin next week’s readings
- 5. McLuhan, The Medium is the Massage
- 6. McLuhan, The Medium is the Massage
- 7. McLuhan, The Medium is the Massage
- 8. Review
- 9. Plato • Plato’s cave is an allegory of knowledge – Describes on the role of media and imitation in the formation of knowledge • Plato posits a hierarchy of imitation and media forms – The Forms “First order things” Artistic representations of things • Plato devalues art and poetry for being at the bottom of this hierarchy – He values geometry and philosophy as having access to the Forms
- 10. Plato • As an allegory of media, the following identities seem to hold – Shadows = art and poetry – Puppeteers = artists and poets – Puppets = ? (part of the shadows’ apparatus) • In contemporary terms, the shadows can be identified with mass media – TV, radio, film, social media, etc.
- 11. The allegory of the cave lives on in Marxist critiques of society. Reality is production, and the shadows are ideology and religion. But the philosopher Karl Popper blames totalitarianism on Plato’s cave. 1967
- 12. Aristotle • In the Poetics, Aristotle takes a less dim view of art and poetry – We learn through imitation; imitation is fundamental to being human – Different art forms convey different kinds of meaning • Tragedy (a form of drama) represents a particular kind of human action
- 13. Note the preservation of the abstract over the visual Aristotle’s reformulates Plato’s distinction
- 14. Where do digital media developers fit into the allegory of the cave? What kinds of imitation do we produce?
- 15. Shadows = art and poetry = INTERFACE Puppeteers = artists and poets = CODER Puppets = = CODE
- 16. Studio Break up into groups
- 17. Exercise 1: Enhance JEdit • To get your File System Browser on the side of your editor: – Utilities > File System Browser > Dock at Left • To add plugins: – Plugins > Plugin Manager > Install – Choose SideKick and XML – May have to pick a different serve by clicking on “Download Options…” at the bottom • To turn word wrapping on or off: – Utilities > Buffer Options > Word Wrap
- 18. Exercise 2: Create a directory for today’s work • You can create directories in JEdit by clicking on a folder in the top file browser window and selecting “New Folder” from the context menu • In your home directory, create the following directories under “public_html” – MDST3703 – MDST303/09-05 • In the directory for today, create a page – poetics.html
- 19. Exercise 3: Create an empty HTML Page <html> <head> <title>The Poetics</title> </head> <body> </body> </html>
- 21. XML • Stands for “eXtensible Markup Language” – The language in which XHMTL is written • Basic rules – Elements are signified by tags: start tags, end tags, and singleton tags – Tags are signified by angle brackets – Attributes are signified by key/value pairs in the start tag <elementname key=“value”> … </elementname>
- 22. Basic HTML Elements HTML HEAD TITLE BODY H1, H2, H3 … P IMG UL/OL LI TABLE TR TD See http://www.w3schools.com/html NOTE: By convention, I use capitals to name elements, even though tag names are always lower case
- 23. Exercise 4: Create a chapter of the Poetics • Go to the resource listed on today’s blog page • View the source of the page and cut the text corresponding to your chapter – Each person grab the chapter associated with your number (which will be given to you) • Paste the text into the file you just created (poetics.html)
- 24. Exercise 5: Add some style • Create a STYLE element inside the HEAD element, after the TITLE element • Add the attribute type=“text/css” • Inside of the element, put the following: p { font-family: Serif; font-size: 14pt; width: 6in; }
- 25. CSS • Cascading Style Sheets • Allows you to control fonts, colors, sizes, layout, etc. • Format: selector { key: value; key: value; }