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December 2007: Cyberinfrastructure and the Liberal Arts

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We dedicate this issue to the memory of Roy Rosenzweig (1950-2007), an extraordinary historian who inspired a generation of fellow historians and others working at the intersection of the humanities and new technologies.

Digital Gaming Teaching and Research at Michigan State

Posted November 21st, 2005 by Rachel Smith, NMC: The New Media Consortium
1 Comments | 1751 Page Views
Link: 
http://dmat.msu.edu/degrees/gamespecialization.html
In Fall 2005, the Department of Telecommunication, Information Studies and Media at Michigan State University launched the Game Design and Development Specialization. The specialization  brings together undergraduate students majoring in digital media arts and technology within the department of Telecommunication, Information Studies, and Media, Computer Science, and Studio Art. Combining these perspectives and talent, students explore the history, social impacts, technology, design fundamentals, and the art of team-based digital game production. 

Digital Image Interview Series

Posted February 8th, 2007 by Jennifer Curran, Academic Commons
0 Comments | 1792 Page Views
As part of the ongoing discussion on Using Digital Images, we're publishing a series of interviews with a small sample of those faculty who participated in the digital images project. Author David Green has returned to the interview subjects for updates and additional material. 

Digital Image Interview Series: Ann Burke

Posted December 11th, 2006 by David Green, Knowledge Culture
0 Comments | 3217 Page Views
Digital Image Interview Series (November 2006)
Ann C. Burke, Associate Professor of Biology, Wesleyan University

Ann Burke teaches evolutionary and developmental biology at Wesleyan University. Her image-intensive classes now also use animations and she looks forward to using 3-D images in the near-future. In 2005, she developed, with the Wesleyan University Learning Object Studio, an animation of the Body Wall Formation of the Chick Embryo, which has provided a useful link between her teaching and research.

Academic Commons: What would you say the chief impact has been in using digital images?
Burke: Because what I teach (anatomy, embryology, evolution) is extremely visual, I have always used a lot of images. Searching for images on the web, mostly using Google Images, really has changed things for me. Things that I wouldn't have done before because it was too much work, like digging out the exact picture I thought I wanted from the library but then might not use, is now no problem. Literally you can sit and Google just about anything you want and come up with an image and import it into PowerPoint and that's a tremendous boon. I used to have big books of slides accumulated at great expense of time and money and now they're in the closet. So I don't know whether it fundamentally changes anything, but it just makes it much easier, so I can do more.

Digital Image Interview Series: Hank Glassman

Posted February 8th, 2007 by David Green, Knowledge Culture
0 Comments | 2376 Page Views
Digital Image Interview Series
Hank Glassman, Assistant Professor, East Asian Studies, Haverford College

Hank Glassman teaches Buddhism, Religion and Gender, East Asian Religions, Japanese Literature, Language, and History. Images have become increasingly important in his teaching on Japanese language, history, and culture and in his research on Japanese religions in the medieval period. He constantly struggles with how best to display images in his classes and how to help students engage them as texts.
 

Academic Commons: Tell me a little about your ambitions for using digital images and what the transition has been like.
Glassman: First, I've been at Haverford for six years and I have to say that for three of those years it was very much a struggle to bring digital images into the classroom. I was very dissatisfied with the options-software, hardware, and support; it was very difficult to get material scanned at the resolutions I requested and there was a real absence of a support system or of specialists able to manage digital images. But then everything changed and now I cannot complain. First we had MDID and now we're moving to ARTstor and we have a terrific level of support. I'm very pleased by the direction everything is going.

Digital Image Interview Series: Henry Art

Posted March 9th, 2007 by Jennifer Curran, Academic Commons
0 Comments | 3106 Page Views

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:

Digital Image Interview Series: Robert Nelson

Posted November 30th, 2006 by David Green, Knowledge Culture
0 Comments | 3576 Page Views
Digital Image Interview Series November, 2006
Robert Nelson, Robert Lehman Professor, History of Art, Yale University

Robert Nelson studies and teaches medieval art at Yale University. He came to Yale in 2005, after a long and distinguished career at the University of Chicago. It was there that he started teaching with digital images, and he has not looked back. He is co-curator of the exhibition Holy Image, Hallowed Ground: Icons from Sinai, on display at the Getty Museum through March 4, 2007.

Academic Commons: Let's start by asking about your own engagement with digital images.
Nelson: I'm very interested in this because I've written about the history of the slide lecture and so I'm actually quite interested in this transition.[1] The coming of slides transformed art history and I believe this will make not the same transition, the same revolution, but it's definitely going to make a big change.

Art history is frozen in a certain technological state. There was once a time when art history and film were basically the same medium but art history is frozen in late-19th-century technology that has survived into the early 21st century. Whereas film went on to many other things - there were talking pictures, there were DVDs and many more manifestations, and now art history will move into that larger realm.

So how is it changing what you're doing in the classroom ?
Well it's changing many things. But first I'd like to say why I've made the switch. I told people when I first arrived here [2005] I'm not going to show a slide at Yale University. Come hell or high water, no matter what happens, I'm not going to show a slide at Yale University! So, I've completely made the switch. And the reason is that students learn much better. That is the most important reason.

Digitized Audio Commentary in First Year Writing Classes

Posted August 16th, 2006 by Susan Sipple, University of Cincinnati Raymond Walters College
0 Comments | 7590 Page Views
Sue Sipple shares her experience with providing digitized audio commentary; she says, “The results have convinced me that audio instructor commentary on student writing is received more positively by college composition students and leads them toward more substantive revision of their essays.

Discussion Boards in the Seminar Classroom

Posted May 28th, 2005 by John Ottenhoff, Associated Colleges of the Midwest
0 Comments | 4471 Page Views

Discussion Boards have become ubiquitous and are in some respects a "low-tech" application these days, but the full potential of this resource should not be underestimated. John Ottenhoff describes his experiences and shares some interesting conclusions about the way discussion boards can enhance class discussion and shape students' sense of authority.

Distance Learning: Is Anyone Listening?

Posted May 3rd, 2007 by Anonymous, anonanon
0 Comments | 3195 Page Views
My office is located in the suite of offices that comprises Academic Affairs. Recently, visitors from our partner institution in England met with the Vice President, the Deans and Associate Deans, the Director of International Programs, and the Director of our London program. No one poked their head in to say hello, no one introduced me to anyone, and as they all went into the Vice-President's office, they closed the door behind them. It is obvious to me that the Director of Distance Learning should be introduced to our foreign partners, but apparently it is not obvious to anyone else.

I know, from talking to colleagues at other institutions, that my situation is not unique. Much like continuing education at some institutions, distance learning is seen as a discrete program that we can develop separately and incrementally, and it is therefore not integrated into existing structures of shared governance or planning. For this reason, I too am seen as separate from the institution as a whole. I don't think this is intentional--it is simply the result of distance learning's organic growth. But now that our online programs are more mature, it is time to provide our students with real institutional support. It is also time to use distance learning--and instructional technology more generally--as a tactical tool that can be used to address institution-wide issues (such as graduation rates and space).