continued practice, clear goals and immediate feedback
project-based learning, Minecraft and SimCity EDU
Gamification of learning versus learning with games
organizations to promote gaming and gamification in education (p. 6 http://scsu.mn/1F008Re)
the “chocolate-covered broccoli” problem
Discussion: why gaming and gamification is not accepted in a higher rate? what are the hurdles to enable greater faster acceptance? What do you think, you can do to accelerate this process?
Gaming in an academic library
why the academic library? sandbox for experimentation
the connection between digital literacy and gaming and gamificiation
Gilchrist and Zald’s model for instruction design through assessment
Discussion: based on the example (http://web.stcloudstate.edu/pmiltenoff/bi/), how do you see transforming academic library services to meet the demands of 21st century education?
Gaming, gamification and assessment (badges)
inability of current assessments to evaluate games as part of the learning process
“microcredentialing” through digital badges
Mozilla Open Badges and Badgestack
leaderboards
Discussion: How do you see a transition from the traditional assessment to a new and more flexible academic assessment?
From printed newspapers to born-digital news, libraries and other cultural heritage institutions have a central role in ensuring future access to news content. This conference will examine issues and challenges in collecting and preserving the news and making it available to users. Do access and preservation have different prerequisites? In addition, the conference will explore how news media is used and transformed by researchers and the public.
Can we recognize variable user needs? Do we offer the most suitable APIs?
Proposals should address the main theme and related topics, including but not limited to:
Users’ experiences with digital newspaper collections and their usability expectations
Case studies of patron services for digitized and born-digital news (e.g., management systems, reading devices, printout services, etc.)
How digitized news collections are being used in the digital humanities, by researchers, and by the public
The importance and possibilities of citizen science
Long-term sustainability planning for news collections and the role of institutional commitment in preservation and sustainability planning
How institutions make digital newspaper collections freely accessible
Rules, regulations, or legislation for mandatory deposit of news content, paper or otherwise
Legal deposit libraries offering access to in-copyright digitized newspapers
National Libraries co-operating with newspaper publishing houses in digitization, access, etc.
Data research that benefits preservation practice and planning
Changing collection building in a social media and online world
New methods for media monitoring
Harvesting and preservation of web-only news content
Issues around suppression of digitized/digital news content and take down orders
Other proposals relevant to the main conference theme will also be considered.
Note: Papers from this conference will be considered for a special issue of IFLA Journal. All authors will be invited to use feedback from the conference to revise their work and submit it for peer review in collaboration with the IFLA Journal editorial committee and the conference organizing committee.
Submission Guidelines
Proposal abstracts should be submitted as an MS Word file. Proposal abstracts must be submitted by 27 January 2017, must be in English, and should clearly
include:
Title of proposed paper
Abstract of proposed paper (no more than 300 words)
Name(s) of presenter(s) plus position and/or title
Employer / affiliated institution
Contact information including e-mail address and telephone number
Short biographical statement(s) of presenter(s)
Proposal abstracts should be emailed to all conference committee members:
Selected presenters will be notified by 3 February 2017. To discuss any matter relating to this Call for Papers, please contact the conference committee members listed above.
Accepted papers
Complete accepted papers should be 3000-6000 words in length and be an original submission not published elsewhere.
Complete accepted papers and accompanying presentation slides must be submitted by 17 April 2017.
Final papers should be written in English.
The papers will be made available on the Conference Website and the News Media Section Website under theCreative Commons Attribution 4.0 license.
Approximately 20 minutes will be allowed for the presentation of the paper.
Registration
Registration information will be posted on the Conference Website at the beginning of 2017.
Important dates
27 January 2017 Proposal abstracts due
3 February 2017 Acceptance notices sent to authors
10 February 2017 Start of registration
10 April 2017 Completed papers and presentations submitted
27-28 April 2017 Conference
Please note The Programme Committee regrets that it has no funding to assist prospective authors and the submission of an abstract must be on the understanding that the costs of attending the conference including registration, travel, accommodation and other expenses, are the responsibility of the presenters of the accepted papers, or their institutions. No financial support can be provided by IFLA, but a special invitation can be issued to authors.
my note: Avoid using infographics for purposes, which toodoo can serve. Infographics are for about visualization of stats, not just visualization. #FindTheRightTool
By Vicki E. Phillips
As instructors, we are constantly looking for new ways to capture our students’ attention and increase their participation in our classes, especially in the online modalities. We spend countless hours crafting weekly announcements for classes and then inevitably receive multiple emails from our students asking the very same questions that we so carefully and completely answered in those very same announcements! The question remains, how do we get them to read our posts?
It was precisely that problem I was trying to solve when I came across several articles touting the benefits of comics in higher education classrooms. I knew I couldn’t create an entire comic book, but I wondered if I could create a content-related cartoon that would not only capture students’ attention and maybe make them laugh, but also interest them enough that they would read the entire announcement or post. In doing so, I would be freed from responding to dozens of emails asking the same questions outlined in the announcements and students could focus on the homework.
A quick Internet search led me to a plethora of free “click and drag” cartoon making software applications to try. I started posting my own cartoons on characters, themes, etc. on the weekly literature we were studying in my upper division American and Contemporary World Literature classes, as well as to offer reminders or a few words of encouragement. Here’s an example of one I posted during week 7 of the semester when students can become discouraged with their assignment load: http://www.toondoo.com/cartoon/10115361
After a positive response, I decided to provide my online students the opportunity to try their hand at cartoon creation. I created a rubric and a set of instructions for an easy to use, free program that I had used, and I opened up the “cartoon challenge” to the students. The results were nothing short of amazing—what intrigued me the most was the time and effort they took with their cartoons. Not only did they create cartoons on the story we were reading, but they also wrote additional posts explaining their ideas for the creation, discussing why they chose a particular scene, and identifying those elements pertinent to the points they were making. These posts tended to receive many more substantial comments from their peers than the traditional discussion board posts, indicating they were being read more.
When students in my face-to-face course heard about the cartoons, they asked to try this approach as well. Their cartoons, shared in class via the overhead projector, led to some of the most engaging and interesting discussions I have ever had in the residential literature classes as students explained how they came up with the elements they chose, and why they picked a certain scene from the reading. The positive student feedback has been instrumental in my continuing to offer this option in both my online and face-to-face classes.
How does one get started in making these cartoons? The good news is you do not have to be an artist to make a cartoon! There are free programs with templates, clip art, and all the elements you would need to click and drag into place all those wonderful ideas you have simmering in your brain. My favorite to use is ToonDoo, available at http://toondoo.com. I like it because there are literally hundreds of elements, a search bar, and it lets me customize what I want to say in the dialog bubbles. It is very user friendly, even for those of us with limited artistic ability.
The whole experience has been overwhelmingly positive for me, and judging from the feedback received, for the students as well. It has also reminded me of one of my teaching goals, which is to incorporate more activities which would fall under assimilating and creating aspects of Bloom’s Taxonomy (Bloom’s Revised Taxonomy, 2001). If that is your goal as well, then try inserting a cartoon in those weekly announcements and ask for feedback from your students—I think you’ll be pleasantly surprised!
References:
Armstrong, Patricia (n.d.) Bloom’s Taxonomy, Vanderbilt University, Center for Teaching. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/#2001
Pappas, Christopher (2014) The 5 Best Free Cartoon Making Programs for Teachers. Retrieved from: https://elearningindustry.com/the-5-best-free-cartoon-making-tools-for-teachers
Vicki E. Phillips is an assistant professor of English and Literature at Rasmussen College, Ocala, Fla.
“Hybrid learning gives us the advantage of having technology available to learn in the way that we’ve grown used to,” says Ms. Pillwein, who is also a Brock University graduate. “In the abnormal psychology course, the online component is mainly tests and quizzes that you can do in your own time. I’ve found that suits my learning style more, as opposed to doing a test in class where you’d have to memorize a lot of terms and concepts.”
Ms. Pillwein also likes that the professor uploads all of her PowerPoint presentations for students to access and review. She feels that helps get the material embedded in her brain more than writing things down word for word during the lecture.
Ms. Hotham finds that the combination of two hours of classroom lecture and then one hour of online activity for the week is an effective way of teaching the material, particularly because it gives students time to take away what has been said and digest it.
After two years of teaching the course with the online component and one year before that of teaching without it, she says the student grades are higher than when she taught only in the classroom.
Ms. Hotham also finds students are more engaged in the discussion the week after doing the online activities because they have more to talk about. Sometimes she posts a video, which then becomes an online discussion.
Patrick Lyons, director of teaching and learning services at Carleton University in Ottawa, visualizes online learning taking many different forms, presenting all kinds of opportunities that could not be delivered any other way. Carleton has a long history offering distance learning, first broadcasting courses on a local cable TV channel in 1978 and then offering the world’s first video podcast of a university credit course in 2006.
The conference welcomes proposals for papers and interactive presentations about research or teaching approaches using digital methods. For the first time in 2017, Digitorium also seeks to provide training opportunities for scholars of all levels keen to learn new digital techniques to advance their work, whether by learning a new digital mapping tool, discovering simple ways of visualizing research findings, using computers to conduct large-scale qualitative research, or experimenting with big data approaches at your desktop. There will be a stream of hands-on workshops running throughout the conference enabling participants both to share their own work, and also to expand their portfolio.
Digitorium 2017 will take place from Thursday 2nd to Saturday 4th March, and again, our primary focus is on digital methods, as this has provided fertile ground for interdisciplinary conversations to grow. There will be “tracks” through the conference based on: methods; early modern studies; American studies; and digital pedagogy. We welcome presentations on any topics engaging digital methods for scholarly purposes, whether for research, teaching, or community projects.
In 2017, the conference is expanding once more to offer not only multiple plenary sessions, panels, papers, and roundtables, but also a concerted series of workshops offering training for delegates in a variety of Digital Humanities techniques for research and teaching, from mapping to text encoding, digital data analysis, and more, to support enhanced professional development opportunities at the conference for faculty, staff, and graduate students.
This year, we are proud to present two plenary sessions and our first-ever plenary hackathon! Professor Scott Gwara (Univ. of South Carolina) will be presenting on MS-Link, a database that he created reunifying scattered manuscripts into full digital codices. Additionally, joint principal investigators of the Isabella D’Este Archive (IDEA) Project, Professor Anne MacNeil (Univ. of North Carolina at Chapel Hill) and Professor Deanna Shemek (Univ. of California Santa Cruz) will be presenting their work on a digital archive uniting music, letters, and ceramics, and will lead our first live hackathon, engaging participants in the new virtual reality component of their project.
There will once again be a discounted “group rate” for registration to enable participants to bring their team with them, as collaboration is such a hallmark in digital scholarship, and it would be great to be able to hear about projects from multiple different perspectives from the people working together on them. There are also discounted rates available for graduate student presenters, and UA faculty. I do not mean to impose, but if this is an event which would be of interest to colleagues and collaborators, I would be enormously grateful if you might be able to circulate our CFP or a link to our website with them, we really want to let as many people as possible know about the conference to ensure it will be a real success.
Here is a link to the website which includes the full-length CFP:
Methods provide the focus for our conference, both in a pragmatic sense in terms of the use of different techniques to achieve particular DH projects, but also the ways in which sharing digital methods can create new links between disciplines in the humanities and social sciences. The idea powering Digitorium is to build on the community which has emerged in the course of the previous two years’ events in order to create a space for conversations to take place between scholars, graduate students, and practitioners from many different disciplines about their shared methods and techniques which unite them in their digital work.
