The Virtual Observatory and the Roman de la Rose: Unexpected Relationships and the Collaborative Imperative
The notion that education liberates runs deep in the digital storytelling movement. Small wonder then that liberal arts educators take such an interest in the project. Anyone planning to use digital storytelling, however, faces a number of non-trivial challenges, some logistical, some pedagogical, some bureaucratic:
- How does one run/structure a workshop?
- Who are good candidates for participation?
- What tools should participants use?
- How, if at all, will the stories be published?
- What about copyrighted content?
- How might digital storytelling be incorporated into a syllabus?
- Can digital stories be 'scholarly'?
The Sistine Chapel was built in the 15th century and is decorated with frescoes by Michelangelo and other great painters of the Italian Renaissance.
In this Second Life recreation, the interior is depicted in great detail, while the exterior is an approximation. Unlike in the real-life chapel, here you can fly up to the top of a wall for a close inspection, look down at the inlaid floor, or even sit on a window ledge!
The lower tier of the chapel normally displays panels with painted draperies. On special occasions, these panels are covered with tapestries designed by Raphael. Here, you can click to show or hide the tapestries whenever you want.
Digital Image Interview Series
Henry Art, Biology/Environmental Science, Williams College
Henry Art, the Samuel Fessenden Clarke Professor of Biology at Williams College, has been a member of the faculty since 1970. He has taught courses in environmental studies, field botany, ecology and land use planning, through the biology department and the environmental studies program. His research includes long-term ecological studies of the Hopkins Memorial Forest. Innovative use of images has been key to both his teaching and research. In this interview, he is joined by Jonathan Leamon, a member of Williams's Office for Instructional Technology.
Academic Commons: How have you used images in your teaching and how has digital technology come into play?
Art: Images are key to the way I teach. For example, I've been teaching a new course on the natural history of the Berkshires. We've set up a website on the Williams CONTENTdm server with maps, video and images of various physical sites that are used in the course, and we've now made this available to the public:
The study, "Art History and Its Publications in the Electronic Age,â€ was nicely discussed by Jennifer Howard in her article in the Chronicle of Higher Educationthis summer: "Picture Imperfect,â€ (August 4, 2006) http://chronicle.com/free/v52/i48/48a01201.htm.
The Learning Commons at the University of Calgary has worked with the Glenbow museum to create Mavericks: An Incorrigible History of Alberta, an extensive, interactive website that introduces the legendary tales and colorful personalities who shaped and defined Alberta's history, and are the predecessors of Alberta's maverick nature.
The Digital Classicist is a web-based hub for scholars and students interested in the application of Humanties Computing to research into the ancient world. The main purpose of the site is to offer guidelines and suggestions of major technical issues. We shall also provide reports on events, publications (print and electronic), and other developments in the field.
The North by South webpage explores multiple dimensions of the Great Migration of African-Americans from the rural South to Northern cities. Epic in scale, monumental in its long-term social and cultural impact, the Great Migration stands as the largest internal movement of people in the history of the United States.