dh101 2013/2014 course1 - presentation of the course / collaborative writing tools

Digital Humanities 101 - 2013/2014 - Course 1

Digital Humanities Laboratory

Frederic Kaplan

[email protected]

Open your laptop. Type http://lite.framapad.org/p/dh101

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Digital Humanities 101 - 2013/2014 - Course 1 | 2013 2o

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 byMaster 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. Youknow things that we don’t know.We are going to build knowledgetogether.

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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 fromwhathappened last year.

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dh101.ch website is thememory 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 bymany other learners

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dh101 twitter streams are followed in real-timeworldwide

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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 uniquemomentum atEPFL, 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 TImeMachine

•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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FromWikipedia

•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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FromWikipedia

• 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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FromWikipedia

•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, nextto your read name.Write a first Tweet.

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Next week wewill try to distinguish four concepts : DigitalHumanities, Humanities Computing, Digital Studies, Studies aboutDigital 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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dh101 2013/2014 course1 - presentation of the course / collaborative writing tools

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