DHI is very excited to host a public Lecture by Professor Melissa Terras on the 31st October 2014.
Melissa will be discussing the Great Parchment Book of the Honourable The Irish Society, a major survey compiled in 1639 by a Commission instituted by Charles I, of all the estates in Derry, Northern Ireland, managed by the City of London through the Irish Society and the London livery companies. Damaged in a fire at London’s Guildhall in 1786, it has been unavailable to researchers for over 200 years. The manuscript consists of 165 separate parchment membranes, all damaged in the fire. Uneven shrinkage and distortion has rendered much of the text illegible. Traditional conservation alone would not produce sufficient results to make the manuscript accessible or suitable for exhibition, the parchment being too shriveled to be returned to a readable state. Much of the text is visible but distorted; following discussions with conservation and imaging experts, it was decided to flatten the parchment sheets as far as possible, and to use multi-modal digital imaging to gain legibility and enable digital access (http://journalofdigitalhumanities.org/3-1/great-parchment-book-project/).
- Time and place
- 9.30 to 10.45am
- 31st October 2014
- Linkway, 4th Floor John Medley Building,
- The University of Melbourne
This talk by Melissa Terras (one of the members of the GPB project) will look at issues involving using advanced imaging methods within cultural heritage, particularly regarding the relationship the resulting model has to the primary historical text. Using the Great Parchment Book as a focus, she will ask how best can we integrate multi-modal imaging into our humanities research practices? What issues are there for both research and practice?
Professor Melissa Terras is Director of UCL Centre for Digital Humanities at University College London. Her presentation will include an overview of the advanced imaging technologies used in projects such as the Great Parchment Book (http://www.greatparchmentbook.org/), and the virtual shipping gallery at the Science Museum in London.
Registrations now open for Melbourne THATCamp 2014!
THATCamp, Melbourne, 2014, will be held at the University of Melbourne on the 10-11 October, 2014 (Free event!)
THATCamp is all about participation, discussion, and fun through fostering a productive, collegial environment. The program for THATCamp is created and managed by participants on the day who vote on the sessions proposed.
In preparation for the event we ask you to start thinking about some potential topics to workshop on the day. The core theme of THATCamp Melbourne is pedagogy, although any aspect of digital humanities work is welcome.
To get the ball rolling, here are some suggestions: ‘blended learning’ in humanities teaching, spaces for learning with technology, the creation, access and critical use of digital resources in teaching; grading and assessment through learning management systems, social media in the humanities, for instance sentiment analysis, visualisation of historical phenomena, or MOOCs in the DH.
We look forward to your proposals,
Amanda, Craig, and Fiona
As the name suggests, Open Educational Resources (OER) are freely available resources for learning and teaching; such as documents, videos, syllabi, software, and images. The advantage for educators is that these resources may be deposited, shared and re-used thus saving time in creating new courses or updating existing courses (also the promotion of the particular institution or field and peer support for others in the same subject area is an advantage of sharing teaching materials). OER’s may be available as individual objects or bundled together as a package. They are most likely ‘open licensed’ through licenses such as Creative Commons or GNU and are made available either on the open web or within institutions. Also, the term ‘Open CourseWare is often used.
What types of materials?
The types of materials that are distributed as Open Educational Resources are usually those that have been previously used in a class-room setting, or designed for a purely online or in a blended learning context. They may be materials for activities or labs, full courses, games, lecture notes, lesson plans, teaching and learning strategies, video recorded lectures, or images and illustrations. The audience for these materials may be lecturers (which is primarily the case) or may be students or even parents or administrators.
What type of licences?
Open Educational Resources are usually licenced so that they may be easily re-used within a non-commercial educational content (ie not re-sold). Many licences allow for ‘re-mixing’ which means that they may be adapted and enhanced to suit differing institutional contexts and student cohorts. Some licences only allow for sharing and re-use and no major revision (ie. ‘read the fine print’) and many are available within the certain educational copyright regime of the particular country (ie. ‘educational use of copyrighted material’ provisions). Attribution is always an important consideration, meaning that the materials taken from OER repositories must be acknowledged so that the original creators of the work are credited.
Where are OER found?
Many OER repositories are available on the open web, such as the OER Commons project or Connexions. The repositories may be run by volunteers or through paid employees on project funding provided by a university or funding agency. Although projects such as OER Commons and Connexions were designed specifically for OER, broader definitions of the term may include projects such as the Internet Archive or even Wikipedia. OER repositories may also exist at a university level to be maintained either by the university library or through the team responsible for the university Leaning Management System (LMS). Leaner Management Systems such as Desire2Learn have inbuilt repositories so that course content may be deposited and shared at a school, faculty, or institutional level (or open to the broader community).
What are the archival (technical) standards?
When OER materials are places into a repository, metadata and archival standards need to be associated with them so that they may be easily located, archived and shared in a meaningful way. SCORM (Sharable Content Object Reference Model) is a common way in which objects may be described, zipped-up into a package and re-used by different Learner Management Systems (LMS). Succinctly, SCORM is a ‘package of lessons’ that are bundled together so as to be understood by the LMS. What this means for educators, is that when placing OER materials into a repository, the correct ‘meta-data’ (data about data) is required about the material; usually inputted through a form to demarcate the type of materials and subjects addressed.
What are the archival (teaching) standards?
Many OER resources are likewise aligned with the teaching standards that may exist in different institutions or jurisdictions. The resources available are often aligned through a peer-assessment of the OER’s utility, quality of explanation, or quality of technical interactivity. The value of this for educators is the certainty that OER resources are of high quality and currency and purposefully meet teaching challenges.
I have been working on refining my ‘blended learning’ skills of late, especially as they relate to digital humanities. Here is an exemplar course that I created; well, at least the Unity Study Guide (the actual course is on VU’s LMS, VU Collaborate thus not generally available)
Dear Melbourne DH folk,
Following the DHA 2014 conference in Perth, a group of us are keen to start a regular Melbourne get-together for people working in and around the digital
humanities, with the working title: “DH at the Pub”.
Our first session is proposed for Wednesday 7 May from 5:30pm at the Prince Alfred pub (PA’s) on Grattan St, Carlton. Please spread the word to colleagues and friends who may be interested. As an extra incentive, there will be free beers for those who
For our inaugural event we would like to discuss: where to meet (we want to be Melbourne-wide, not Melbourne Uni focused so are open to suggestions); how often; the purpose and focus of the group; what we want to be called; and how we should communicate (a dedicated email list, Twitter, etc.). The more people who can come along to contribute their views, the better.
Thanks – we look forward to seeing you at the first Melbourne DH at the Pub session on 7 May!