Slides from a workshop on using Omeka in the college classroom. The workshop, held on November 17th, 2014 at Northeastern University, was run by Jim McGrath, Dave DeCamp, and Amanda Rust. The workshop was co-sponsored by the Digital Scholarship Group and the NULab for Texts, Maps, and Networks. For more information about the DSG, please visit dsg.neu.edu. For more information about the NULab, please visit nulab.neu.edu
This is a very basic workshop to introduce novice users to Omeka with an eye towards providing hands-on experience to decide whether it can serve their own research needs.
HASTAC Scholars: Omeka and Digital Archivesjkmcgrath
Slides from HASTAC Scholars webinar on Omeka and digital archives (February 20th, 2015). Link to webinar / notes forthcoming.
Thanks to HASTAC Scholars (and particularly to Fiona Barnett and Kalle Westerling) for the webinar invite!
I'm easy to find on Twitter @JimMc_Grath. E-mal: mcgrath[dot]ja[at]husky.neu.edu
Archiving for Now and Later - workshop at Common Field Convening 2019Anna Perricci
Session description:
In this workshop, we’ll discuss the ways that thinking about the future of an initiative (and even its proposed end) can inform the decisions one makes in the present. Part organizational assessment and part introduction to web archiving, the session will look at how consideration for archiving one’s digital and physical assets can become an integral part of creative planning and day-to-day administration. The workshop begins with an introduction by Cameron Shaw, Executive Director and Founding Editor of Pelican Bomb in New Orleans. Shaw will discuss Pelican Bomb’s decision to sunset after 8 years of operation and also present tools for organizational self-evaluation. Following Shaw’s introduction, Anna Perricci, Webrecorder’s Associate Director of Strategic Partnerships at Rhizome in New York, gives an introduction to fundamental concepts in web archiving and a hands-on demonstration for using Webrecorder, a free, easy-to-use, web archiving tool.
https://www.commonfield.org/convenings/1949/program/2487/archiving-for-now-and-later
This is a very basic workshop to introduce novice users to Omeka with an eye towards providing hands-on experience to decide whether it can serve their own research needs.
HASTAC Scholars: Omeka and Digital Archivesjkmcgrath
Slides from HASTAC Scholars webinar on Omeka and digital archives (February 20th, 2015). Link to webinar / notes forthcoming.
Thanks to HASTAC Scholars (and particularly to Fiona Barnett and Kalle Westerling) for the webinar invite!
I'm easy to find on Twitter @JimMc_Grath. E-mal: mcgrath[dot]ja[at]husky.neu.edu
Archiving for Now and Later - workshop at Common Field Convening 2019Anna Perricci
Session description:
In this workshop, we’ll discuss the ways that thinking about the future of an initiative (and even its proposed end) can inform the decisions one makes in the present. Part organizational assessment and part introduction to web archiving, the session will look at how consideration for archiving one’s digital and physical assets can become an integral part of creative planning and day-to-day administration. The workshop begins with an introduction by Cameron Shaw, Executive Director and Founding Editor of Pelican Bomb in New Orleans. Shaw will discuss Pelican Bomb’s decision to sunset after 8 years of operation and also present tools for organizational self-evaluation. Following Shaw’s introduction, Anna Perricci, Webrecorder’s Associate Director of Strategic Partnerships at Rhizome in New York, gives an introduction to fundamental concepts in web archiving and a hands-on demonstration for using Webrecorder, a free, easy-to-use, web archiving tool.
https://www.commonfield.org/convenings/1949/program/2487/archiving-for-now-and-later
Catablogs: Expose your archives collections with easemherbison
A very brief presentation about "catablogs," using blogging software to provide access to collection descriptions for archives materials.
Presented at the "Online Presence" meeting of the Delaware Valley Archivists Group on October 18, 2010
This presentation was provided by Adam Chandler of Cornell University Library, Steven T. Carmody of Brown University, Keith Dixon, David Orrell, and Lyn Norris of Eduserv, and Jerry Ward of ProQuest during the NISO Webinar "Single Sign-On Authentication: Understanding the Pieces of the Puzzle" held on February 11, 2009.
Putting the (docs) Cart Before the (standards) HorseDrewAPicture
Slides for my Write the Docs presentation, May 6, 2014 in Portland. Presentation abstract here: http://docs.writethedocs.org/2014/na/talks/#drew-jaynes-putting-the-docs-cart-before-the-standards-horse
This presentation is part of a workshop delivered on how to use OMEKA in Libraries, Archives, Museums and Classroom during the Digital Humanities Institute in Beirut in March 2017 at the American University of Beirut.
Getting Started With Omeka (DHSI 2015 Unconference)jkmcgrath
Slides from 2015 DHSI "unconference" session titled "Getting Started with Omeka." Slides are slightly tweaked / condensed from HASTAC Webinar slides used in early 2015 by Jim (see my SlideShare page for those slides).
Semantic technologies for the enhancement of learning in Higher EducationKaty Jordan
Carmichael, P., Jordan, K., Patel, U., Mackinnon, R., Peart, N. and Roberts, R. (2009) Semantic technologies for the enhancement of learning in Higher Education. Symposium at the annual Computer Assisted Learning (CAL) conference, Brighton, March 2009.
DPC Web Archiving & Preservation Webinar #4: Outreach & Awareness Raising Anna Perricci
In this presentation we'll review common issues and approaches to small scale (human scale) web archiving. Examples given demonstrate successful use of Webrecorder.io and can help others envision good outcomes within similar scenarios.
Presentation by Adam Smith and Dr Sarah Atkinson from University of Brighton for Xerte Talking workshop at University of Lincoln, 26th June 2014: http://makingdigitalhistory.co.uk/projects/xerte-talking-students-producing-interactive-learning-resources/art-design-and-media-workshop-26th-june-2014/
Members' Sharing Session presentation delivered by Mark Tynan and Lorraine Foster at the 2009 BBSLG Conference hosted by the Irish Management Institute, 1-3 July 2009.
Using Omeka as a Gateway to Digital Projectslibrarianrafia
Digital Frontiers 2015 https://digital-frontiers.org/ Presentation on Omeka 9/18/2015
Presenters: Jeff Downing, Lynn Johnson, and Derek Reece (Digital Projects Librarians) and Rafia Mirza (Digital Humanities Librarian)
Catablogs: Expose your archives collections with easemherbison
A very brief presentation about "catablogs," using blogging software to provide access to collection descriptions for archives materials.
Presented at the "Online Presence" meeting of the Delaware Valley Archivists Group on October 18, 2010
This presentation was provided by Adam Chandler of Cornell University Library, Steven T. Carmody of Brown University, Keith Dixon, David Orrell, and Lyn Norris of Eduserv, and Jerry Ward of ProQuest during the NISO Webinar "Single Sign-On Authentication: Understanding the Pieces of the Puzzle" held on February 11, 2009.
Putting the (docs) Cart Before the (standards) HorseDrewAPicture
Slides for my Write the Docs presentation, May 6, 2014 in Portland. Presentation abstract here: http://docs.writethedocs.org/2014/na/talks/#drew-jaynes-putting-the-docs-cart-before-the-standards-horse
This presentation is part of a workshop delivered on how to use OMEKA in Libraries, Archives, Museums and Classroom during the Digital Humanities Institute in Beirut in March 2017 at the American University of Beirut.
Getting Started With Omeka (DHSI 2015 Unconference)jkmcgrath
Slides from 2015 DHSI "unconference" session titled "Getting Started with Omeka." Slides are slightly tweaked / condensed from HASTAC Webinar slides used in early 2015 by Jim (see my SlideShare page for those slides).
Semantic technologies for the enhancement of learning in Higher EducationKaty Jordan
Carmichael, P., Jordan, K., Patel, U., Mackinnon, R., Peart, N. and Roberts, R. (2009) Semantic technologies for the enhancement of learning in Higher Education. Symposium at the annual Computer Assisted Learning (CAL) conference, Brighton, March 2009.
DPC Web Archiving & Preservation Webinar #4: Outreach & Awareness Raising Anna Perricci
In this presentation we'll review common issues and approaches to small scale (human scale) web archiving. Examples given demonstrate successful use of Webrecorder.io and can help others envision good outcomes within similar scenarios.
Presentation by Adam Smith and Dr Sarah Atkinson from University of Brighton for Xerte Talking workshop at University of Lincoln, 26th June 2014: http://makingdigitalhistory.co.uk/projects/xerte-talking-students-producing-interactive-learning-resources/art-design-and-media-workshop-26th-june-2014/
Members' Sharing Session presentation delivered by Mark Tynan and Lorraine Foster at the 2009 BBSLG Conference hosted by the Irish Management Institute, 1-3 July 2009.
Using Omeka as a Gateway to Digital Projectslibrarianrafia
Digital Frontiers 2015 https://digital-frontiers.org/ Presentation on Omeka 9/18/2015
Presenters: Jeff Downing, Lynn Johnson, and Derek Reece (Digital Projects Librarians) and Rafia Mirza (Digital Humanities Librarian)
Content Cell-Store at College 1.0.0 (Don Bosco College, Yelagiri Hills)James Maria
As educational throng institutions, colleges are providing number of programs and increase of student and staff strengths, the need for learning increases (with more and more stale contents pushed to students that least support knowledge quest and relying on paper industries and logistics), excessive reliance on classroom talks/notes for latest knowledge update, that makes learning very high school-like in higher educational institutions. The gap between the ICT impact on culture and educational institutions is overt for the mainstream Higher Educational Institutions.
Students often find the education as job preparation, rather than identity, values and knowledge formation for research, innovation and social responsibilities. Establishing a local content cell and store in the college is a right direction to grow knowledgebase, learning content locally with support of external sources.
This would provide students decide on the content they choose to plan and learn. Serving learning activities using ICT and students availing it for responsible usage will make them accountable for what they consume, providing analytics for modeling knowledge content, learning behaviors and new fields of research in education for life with new job roles in campus. This proposal furnishes the need for content cell (production unit) and online content store in the college with features and recommends roadmap for actions, financial sustainability (low-scale infrastructural support and college/institution community sponsorship) and rationale for this initiative.
It could be less than Rs. 100,000 and 100 days project. Project result is: converting numerous centers at campus into single-cloud window: Content Cell-Store. i.e. Content Cell (office) Content Store (Online).
Prepared on April 11, 2015 by James VM, Don Bosco College, Yelagiri Hills.
"Open To The Public": Cultural Institutions, Digital Labor, and Local Network...jkmcgrath
Slides from a talk I gave as part of the "Public Humanities In A Digital Age" panel (organized by Nicky Agate) at ACLA 2016 (Harvard University). Additional context will be provided via a blog post about this talk; I'll update info here with the link when it's up.
Slides from a talk called "Our Marathon, Digital Humanities, and Graduate Student Labor" given as part of the "Conversations in Digital Scholarship" series at the University of Connecticut (sponsored by Scholars' Collaborative) on November 7th, 2014.
Digital Humanities Quarterly: A Case Study In Bibliographic Developmentjkmcgrath
Poster displayed at The 2014 Text Encoding Initiative Conference and Members Meeting (October 22-24), hosted by Northwestern University (Evanston, IL). This paper discusses the work Digital Humanities Quarterly has done to create a centralized bibliography of material cited by the journal's various contributors. Poster by Jim McGrath (on Twitter @JimMc_Grath). The poster abstract can be found here:
http://tei.northwestern.edu/files/2014/04/Mcgrath_TEI_Poster_Abstract-pqtd57.pdf
Our Marathon: Omeka and Neatline (Ignite talk given at #HILT2014)jkmcgrath
Slides from an "Ignite" talk given at HILT 2014 (#HILT2014 hashtag on Twitter). I gave an overview of some of Our Marathon's summer 2014 work with Neatline exhibits. Links to exhibits / contact information can be found in slides. "One Boston" exhibit created by Nate Rehm-Daly (Our Marathon's Tri-Co DH Summer Intern). "Our City" created by Claudia WIllett (Our Marathon's Simmons College Summer Intern). For more information, visit northeastern.edu/marathon, ourmarathon.tumblr.com. Contact us via @OurMarathon or marathon@neu.edu. Slides by Jim McGrath (@JimMc_Grath).
Getting Started in The Digital Humanitiesjkmcgrath
Slides from a conversation I had with graduate students and faculty members in Boston College's English Department about "Getting Started In The Digital Humanities" (April 11, 2014). Most images contain hyperlinks, so please click around!
Our Marathon Presentation at DH Data Curation Workshopjkmcgrath
Presentation of Our Marathon (as a case study as part of a Digital Humanities Data Curation Workshop held at Northeastern University in Boston, MA (May 1, 2014).
http://www.dhcuration.org/institute/schedule/
"Hashtags as Spectacle: #bostonstrong and The Materiality of Metadata" (EGSA ...jkmcgrath
Presentation given at Northeastern University's English Graduate Student Association Conference in March 2014. This is a rough set of slides in search of an idea for an article: more thinking out loud about stuff than something well-formed. Topics include Twitter, hashtags, and specific content like #bostonstrong. Slides are hyperlinked and cited. Questions / comments can be directed to mcgrath.ja@husky.neu.edu
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
5. Workshop Objectives
• Provide an introduction to Omeka
• Highlight some of its plugins (exhibits)
• Discuss local experiences with Omeka in
the classroom
• Brainstorm uses of Omeka in your own
classrooms & collaborations
7. Dan Cohen on Omeka
Omeka introduced in February 2008
by the Center for History and New Media (GMU)
“Projects such as the September 11 Digital Archive and associated
work with institutions such as the Smithsonian and the Library of
Congress made us realize how much work – and how much money –
it takes for institutions (and individuals) to mount high-quality and
flexible exhibits online, and to manage the underlying collections.”
“Omeka aims to simplify this entire process, save valuable resources,
and create a free and open platform that the museum and library
community, and anyone else, can enrich by developing themes and
plugins.”
8. What is Omeka?
• “WordPress for museums”
• web publishing platform for items, exhibits
and collections
• designed with scholars, librarians,
educators and archivists in mind
• aims to be easy to use & implement
• emphasizes curation and metadata’s role
in archiving and curation
• ability to contextualize items & bring them
in conversation with one another
9. Advantages of Omeka
• Easy to create and update metadata
using Dublin Core standards
• Long-term aspirations: digital projects can have afterlives
• Exhibit templates are useful in classrooms
• Easy to geotag / use geotagging (creation of maps)
• Flexible (can create new pages / code via “Simple Pages”)
• Open Source
• Lots of documentation of work (Omeka Forums)
• Cheap (or free!)
10. Omeka and Metadata
(Dublin Core)
dublincore.org
• set of metadata standards
• rejects “siloed cultural memory”
• enables “radically open cultural heritage data”
• interdisciplinary work
• collaborative in nature and scope
11. Omeka and Exhibits
• Exhibit Plugin: design templates for students
• Neatline Plugin: Geospatial / temporal maps
• Simple Pages: HTML and PHP, embedded content
12. Projects that use Omeka (NULab)
Our Marathon: The Boston Bombing Digital Archive
The Early Caribbean Digital Archive
• Projects independent of particular courses
• Collaborative in nature: faculty, graduate students,
undergraduates, librarians, archivists, volunteers
• Collaborations with instructors on student
projects and assignments
14. Classroom Collaboration
• Advanced Writing in the Social Sciences
in Fall 2013 (Victoria Papa)
• Creation of Student Exhibits (Exhibit Plugin)
• Project Co-Directors (grad students) consulted
• Three class visits: introduction of project and scope,
“technical day” examining Omeka, follow-up meeting
• Additional consultation via e-mail
• Exhibits presented at Forum (Boylston St.)
20. Curating the Legacy
of Mayor James Curley
• Profs. Christopher Gleason and Jody Gordon
(Wentworth)
• Multi-semester project: spread across multiple
classes
• Omeka (and Neatline) used to create exhibits
• Omeka / Neatline consultant (Jim)
• Students examine / build on previous semesters
• Additional projects: blog posts, physical posters
• Posters to be displayed at City Hall (2015)
21. Lessons from
Classroom Collaboration
• Value of occasions for student work that circulates
beyond the classroom
• Exhibits as way of documenting what was learned
about technology AND content of course
• Challenges of collaborative writing and design
• “Failure” should be discussed / accepted
• Setting clear goals for semester AND goals tied to
momentum of larger project important
• Discuss how you’re using tools and WHY you’re
using Omeka with your students
22. Lessons from
Classroom Collaboration
• What are students getting out of this work?
• What are you getting out of this work?
• What are your collaborators getting out of this work?
• What happens to this work after the course?
• What is the scope of the project / assignment?
• Is Omeka the digital tool you need for this course?
23. The Mechanics of Omeka
• Omeka and Omeka.net
• Uploading Items
• Exhibit Builder Plugin
• Neatline
24. Questions for Classroom Use
• How much can you do on your own?
• How much time have you spent with Omeka (Sandbox)?
• What work needs to happen before the class starts?
• What are your short and long-term goals w/ Omeka?
• Who might be useful collaborators on campus?
• Who will have access to the site?
• Who is doing the work? (you, undergrads, grad students,
librarians, IT, etc.)
25. Questions to Answer
• Anyone already working with Omeka at your school?
• Library / EdTech Resources (like the DSG)?
• Metadata specialists?
• Do you need server access? How will you get it?
• Do you want this hosted by your institution?
• Questions related to intellectual property
• Long-term preservation options (if relevant)
26. Omeka.net
• No server or FTP required (hosted by
Omeka)
• Basic (free) plan includes 500MB of storage,
1 site, 5 themes, and 13 plugins—including
Exhibit Builder, CSV import, and Simple
Pages
27. Omeka.org
• LAMP server required, FTP required, Hosted by you or
institution
• Customize themes and plugins by editing server files
• Unlimited number of plugins and themes (download
to server)
29. Uploading Items / Adding Metadata
• Items are your basic unit in Omeka (.net or .org)
• Enter Descriptive Metadata (Dublin Core and Item Type)
• Specify “Item Type”
• Can Create New Item Types
• Upload Files (i.e. PDF, JPG, PNG, HTML)
• Enter Tags
• Geolocate Item on Map
• Organize Items into Collections, and use for Exhibits
• Can be made public or private
30. Talking about Metadata with Students
• Important component of Omeka and its mission!
• Metadata as “love letter to the future”
• Metadata’s uses in surveillance / war
• Metadata’s role in students’ daily lives
• Metadata’s relationship to your particular class
• Stylistic conventions: decision or discussion
• Metadata can be more than just “data entry”
31. Items and Exhibits
• Where will the items come from for this project?
• Established collections? Research? Field work?
• Will students be uploading items? Creating exhibits?
Both?
• Copyright issues / intellectual property / citation
• Best practices for file sizes / item types
• Will items and exhibits be made public in the short or
long term?
• Why aren’t items and exhibits being made public?
33. Exhibits
• Available to .org and .net, requires Exhibit Builder plugin
• Requires either Item entry or a selection of Items
already on the site
• Enter Information about the Exhibit (title, slug, credits,
description, tags, themes)
• Add Pages
• Customize Page Layout, Add Content “Blocks”
• Insert Items and Text
• Multiple Blocks Per Page
37. Advantages of Neatline
• Narratives that attend to space and temporality
• Demonstrate value of geotagged metadata
• Dynamic and interactive
• Ability to georectify maps (historical projects)
• Ability to “map” images
• Documentation online
39. Uses of Neatline
Jeddah: Gateway to the Hajj (University of Virginia)
40. Exhibits in the Classroom
• Discuss role of items before role of exhibits
• Discuss specific roles of students in creating exhibits
• Templates can help students struggling with tech
• Spend time experimenting with layout templates,
Neatline mechanics, etc.
• Exhibits don’t have to entirely depend on items in
Omeka (embedded maps, Simple Pages, editorial text)
41. Lesson Plans with Omeka
• How much of a role will Omeka play in a particular class?
• How does the use of Omeka help you achieve your course
learning goals?
• How might assignments that are not tech-heavy /
explicitly using Omeka benefit later work withOmeka?
• Is this an “Omeka” unit, or a unit about a particular topic?
• How much time will you spend introducing Omeka?
• How are you grading work done in Omeka?
• How might an assignment using Omeka lead to a larger
research project / future collaborations?
42. Discussion Questions
Hopefully we've given you background on
what Omeka does and how it’s been used in
the classroom. To open up the discussion
portion, please turn to your neighbor and
take 10 minutes to design an assignment.
We'll come back together as a group and
discuss how long this assignment might take,
and what sort of scaffolding would be
required.
43. Discussion Questions
What is your biggest concern with
developing an Omeka assignment or using
Omeka in the classroom?
What area of inquiry possible via Omeka
assignments is most pertinent to your class
and/or discipline? Historiography? Online
communication? Writing and composition?
Visual design? Archival research? Metadata
and systems literacy? Others?
44. Discussion Questions
What sort of collaboration with other
departments, if any, do you need for your
Omeka assignment?
Do you need input from archivists on which
items to digitize?
Do you need input from librarians on
metadata and/or provenance research?
Do you need input from designers on the
look and feel of the site?
Do you need server space or other IT
support?
45. Discussion Questions
What is your biggest concern with
developing an Omeka assignment or using
Omeka in the classroom?
What area of inquiry possible via Omeka
assignments is most pertinent to your class
and/or discipline? Historiography? Online
communication? Writing and composition?
Visual design? Archival research? Metadata
and systems literacy? Others?
46. Thanks!
• Slides will be e-mailed to you
• Brief suggested reading list too
• Look for a questionnaire via e-mail soon!
• Local / digital Omeka working group?