Teaching today, from K-12 through graduate school, is ubiquitously tied to digital technology. From K-12 through graduate school, today's classroom is increasingly digital, and the call to make it more so grows. Institutional resources are increasingly directed toward classroom digital initiatives, libraries are merged with academic computing departments, and the instructional technologist has begun to occupy a central role on many campuses. New degree programs are popping up, and digital humanities is a newly, yet nebulously, defined discipline. As economic crisis continues to hold the country in its grip for a second year (at least), teachers and students are subjected to additional pressure to make themselves "competitive" as workers in a narrowly defined marketplace that demands technological skills as an end rather than a means to education. Much has already been published about the use of technology in the classroom, including a 2002 cluster of articles in Radical Teacher. It is unlikely that we will see any real decoupling of technology from teaching and learning in our future or lifetime, any more so than it is likely that we see it in any other aspect of our society. or culture at large. Given the fact that ignoring or rejecting technology wholesale is not a viable or palatable option for most of us, we must therefore continue to actively think about use the its use, of it, insist on approaching it with a critical eye, and ask questions at every turn about whose interests are being served, who benefits from our implementation of technology, and why when we choose to engage with technology in teaching and learning.
Radical Teacher, the independent magazine for educational workers at all levels and in every kind of institution focusing on critical teaching practice, the political economy of education, and institutional struggles, solicits articles for an upcoming special issue devoted to teaching and technology. We welcome articles that focus centrally on critiques of teaching and technology, problematizations of technology, both in the classroom and at a macro, the institutional level, and articles that contribute to an increasing understanding of how to use technology for radical political change and resistance in a range of settings. We are especially interested in discussions of ways such work, when addressed in educational contexts, deepens students' understanding of the social realities that affect their lives and shapes their willed ability to intervene in these realities. Focused on teaching and anchored in concrete examples, articles may concern an entire course, a unit within a course, or a project that takes place outside the traditional classroom. We especially invite submissions from contingent faculty, graduate students, librarians, and academic technologists who are often particularly marshaled in support of digital teaching initiatives. Possible topics might include:
* Classroom deployments of digital tools such as blogs and microblogs (e.g., Twitter), wikis, video, and other digital and new media technologies to enhance or encourage radical teaching.
* The implications of changing forms of digital labor in the academic environment, including demands to build technology skills, learn software packages, contribute intellectual material to university-owned and/or commercial databases, creating and populating online learning environments, etc.
* How to harness technologies for their empowering potential, including supporting and training students to be active users of technology.
* Commodification of intellectual material, including the modularization and "just in time" delivery of teaching material via commercial courseware on university-owned servers.
* The surveillance and control of teachers and students when learning takes place in digital environments.
* The ethical implications of the underlying political and ethical logics we teach when we use technology in our instruction and research.
* Limitations on material and other types of access; or when "One Laptop Per Child" is simply not enough.
* Demands on instructors to provide vocational training for careers to students; training them to use commercial software packages and delivering a labor force that skilled in technology, as opposed to having support, space and resources for the teaching of academic material.
* The lopsided funding of technology projects over all else in academic institutions over the past decade and a half, and the collusion of academic institutions with high-tech business on joint ventures and for-profit activities.
* The relationship between contingent labor and on-line teaching.
* The relationship between technology and assessment.
* Classroom and institutional use of open source and noncommercial softwares (e.g., Drupal) as alternatives to privatized and for-profit technologies.
Inquiries, proposals, and drafts should be sent to Emily Drabinski, J. Elizabeth Clark and Sarah Roberts, editors, at firstname.lastname@example.org. Completed submissions are due September 15, 2010. Essays for Radical Teacher should be approximately 4,000 to 5,000 words and written in accessible prose. For more information, see "Submission Guidelines," http://www.radicalteacher.org/submit.asp. Radical Teacher is published by the University of Illinois Press.
We are pleased to invite you to:
High Throughput Humanities
A satellite meeting at the European Conference on Complex Systems
Lisbon University Institute ISCTE in Lisbon, Portugal
Wednesday, September 15, 2010
The High Throughput Humanities satellite event at ECCS'10 establishes a forum for high throughput approaches in the humanities and social sciences, within the framework of complex systems science. The symposium aims to go beyond massive data aquisition and to present results beyond what can be manually achieved by a single person or a small group. Bringing together scientists, researchers, and practitioners from relevant fields, the event will stimulate and facilitate discussion, spark collaboration, as well as connect approaches, methods, and ideas.
The main goal of the event is to present novel results based on analyses of Big Data (see NATURE special issue 2009), focusing on emergent complex properties and dynamics, which allow for new insights, applications, and services.
With the advent of the 21st century, increasing amounts of data from the domain of qualitative humanities and social science research have become available for quantitative analysis. Private enterprises (Google Books and Earth, Youtube, Flickr, Twitter, Freebase, IMDb, among others) as well as public and non-profit institutions (Europeana, Wikipedia, DBPedia, Project Gutenberg, WordNet, Perseus, etc) are in the process of collecting, digitizing, and structuring vast amounts of information, and creating technologies, applications, and services (Linked Open Data, Open Calais, Amazon's Mechanical Turk, ReCaptcha, ManyEyes, etc), which are transforming the way we do research.
Utilizing a complex systems approach to harness these data, the contributors of this event aim to make headway into the territory of traditional humanities and social sciences, understanding history, arts, literature, and society on a global-, meso- and granular level, using computational methods to go beyond the limitations of the traditional researcher.
In addition to a number of keynotes we are looking for a number of TED style contributions spanning a wide spectrum of fields in relation to High Throughput Humanities. A podium style scientific discussion will conclude the day.
The deadline for submissions is April 30, 2010.
Notification of acceptance will be sent out by May 31, 2010.
The meeting takes place on September 15, 2010 in Lisbon, Portugal.
Proposals may be submitted using the EasyChair system at https://www.easychair.org/login.cgi?conf=htheccs2010 The submission should be a one page PDF, consisting of an abstract, not exceeding 300 words, your most striking figure, and preferably a link to a relevant website.
Maximilian Schich, CCNR Northeastern University, USA.
Sune Lehmann, IQSS Harvard, USA.
Riley Crane, MIT Media Lab, USA.
Gourab Ghoshal, CCNR Northeastern University / DFCI Harvard, USA.
Confirmed Programme Committee Members:
Albert-László Barabási, CCNR Northeastern University, USA.
Guido Caldarelli, INFM-CNR Rome, Italy.
Gregory Crane, Tufts University, USA.
Lars Kai Hansen, Technical University of Denmark.
Bernardo Huberman, HP Laboratories, USA.
Martin Kemp, Trinity College, Oxford, UK.
Roger Malina, Leonardo/ISAST, France.
Franco Moretti, Stanford University, USA.
Didier Sornette, ETH Zurich, Switzerland.
High Throughput Humanities http://hth.eccs2010.eu
Attendees must register for ECCS'10 – European Conference on Complex Systems at http://www.eccs2010.eu.
You can contact us via mail. If you would like to be added to the list of interested people, please drop us a mail with the subject "Please add me to the High Throughput Humanities list" at email@example.com
MLA 2010 Special Session (deadline: 3/20/2010) Digital Humanism and English Studies
Humanism is traditionally defined as a moral philosophy that attaches primary importance to humans, to their dignity, concerns, and capabilities. What happens when we include the digital in this definition? Is “digital humanism” an oxymoron? Or is there room for reconceiving the relationship between digital computing and knowledge production—especially in, but not limited to, the discipline of English studies—in a way that harnesses human potential in the pursuit of humanistic ends? The print revolution played an essential role in the rise of Renaissance humanism. Can the spread of digital computers stimulate a digital humanism?
N. Katherine Hayles (1999) has argued that in this age of DNA, computers, and artificial intelligence, information has lost its body and the liberal humanist subject has given way to the “posthuman.” Charles Traub and Jonathan Lipkin (2003) respond to this situation by calling for the emergence of a “creative interlocutor” capable of using digital computers to reinvent historical ways of interacting, thinking, and creating that reinforce what makes us human. Franco Moretti (2005) argues that computation allows humanists to answer questions that, due to their physical limitations as readers, could only be asked before.
These viewpoints raise the question of whether we are reinventing the human in the computer’s image or the computer in our own. Disciplinarily speaking, has the move by English studies toward computing moved it closer to or further from humanism?
In addition to the questions posed above, you may want to consider:
• What is digital humanism? What is a digital humanist?
• What is the relationship between digital humanism and the digital humanities?
• How might digital humanism allow us to reconceive the humanities, in particular the English studies discipline (both literary studies and composition studies)?
• How might digital humanism allow us to reconceive the computer sciences?
• How does the emergence of the posthuman affect our notion of humanism?
• What is the relationship between digital humanism and the various historical humanisms?
• How does the focus on the human element in product design contribute to a conception of digital humanism?
• How does the view of digital computing as a socially embedded activity contribute to a conception of digital humanism?
• How does the view of computing as a fundamentally rhetorical activity contribute to a conception of digital humanism?
• What is the relationship between digital computing and the pursuit of democracy and human rights?
• How has Matthew Arnold’s concept of culture as “the best that has been thought and said” been affected by the digital computing revolution? Is there still room in digital humanism for the value of human excellence?
Please send a 250-word abstract to John Pedro Schwartz firstname.lastname@example.org or Olin Bjork email@example.com by March 20, 2010.
Where's the Pedagogy in Digital Pedagogy? (MLA 2011; abstract deadline 3/15/2010)
Nirmal Trivedi / Georgia Tech
What is digital pedagogy? What does it offer? Does it promote more engaged learning, greater information literacy, or critical engagement with technology? The term "digital" invokes blogs, wikis, content-management systems--in other words, a host of tools. In light of this emphasis on tools, what happens to the pedagogy? What role, if any, should these tools play in our teaching of literature and composition? Do these new digital tools require or enable new teaching strategies, or do they simply provide a different platform for replicating traditional methods?
We are inviting scholars, teachers, and other professionals to join a roundtable session on how to define--or perhaps redefine--"pedagogy" in a digital context. We welcome discussions of how digital pedagogy intersects with other topics of current interest, such as engaged/service learning, critical information studies, information literacy, portfolios/assessment. How does digital pedagogy enable or encourage (or foreclose or discourage) these and other teaching strategies/methodologies?
250-word abstract due 15 March; firstname.lastname@example.org.
MLA 2011 -- Liberal Learning Online
Description: Papers may discuss the effect of online teaching on liberal arts education, examine implications of (a)synchronous methodologies, and determine effective assessment measures.
Submission Requirements: 1-page abstracts and 2-page vitae Deadline: 15 Mar. 2010
Organizer: Tena L. Helton (email@example.com) and Donna Bussell (firstname.lastname@example.org)
CALL FOR SUBMISSIONS: Virtual Education
Virtuosity: Dedicated to Virtual Education
Virtuosity is a new, blind peer-reviewed e-journal focusing on distance education, hybrid learning and teaching experiences. As a third party service provider dedicated to serving educational institutions and their virtual world needs, Education Services Management Group has assembled a number of virtual world educators and administrators to serve as editors and peer reviewers for an audience of virtual teachers, administrators, and students. The journal is expected to publish quarterly, beginning on the 15th day of April. Therefore, we are soliciting pieces for this new, ongoing education e-journal with a rolling deadline.
In recognition of the growth of distance education and hybrid learning, this e-journal brings the voices of instructors, administrators, and students together in an effort to inform distance educators, programs, and institutions about virtual education. Virtual experiences in education come in many forms and take place throughout the curriculum. While virtual education and immersive technology have developed tremendously throughout the last ten years, it is only appropriate to reflect on how old challenges have been overcome and to share our knowledge as we face new challenges that have developed. The journal accepts submissions referencing any 3-dimensional, virtual reality program, such as Second Life, Heritage Key, Reaction Grid and others.
We encourage instructors, administrators, and students to reflect on their virtual reality teaching, administrative, and learning experiences. For their convenience, we are providing a partial list of topic areas that might be considered for submission. This list is only a beginning; please feel free to expand as your imagination allows:
i. Getting “buy in” from administration (pros or cons)
ii. Uninformed colleagues and related experiences
iii. Students and their desire/reluctance to participate
iv. Building a virtual environment for your department/institution
v. Incorporating additional technology in a virtual environment
vi. Meeting ADA requirements
vii. Training teachers/students to use a virtual world
viii. Lesson plans
ix. A personal experience in a virtual world
x. Avatars: what they represent and to whom
xi. How-to articles (open range)
xii. How real should virtual reality be?
For submission of articles and lesson plans, please use MLA formatting and send:
* Completed article or lesson plan (2000-4000 words)
* Abstract (100-200 words)
* 3 to 5 Keywords
* Brief CV
For submission of short story, please send:
* Short story (1500-2000 words)
* Abstract (100 words)
* 3 to 5 Keywords
* Brief CV (students send instructor referral contact information)
For submission of Book Review, please use MLA formatting and send:
* A link to the e-book or a copy of the book reviewed
* Word-limit: 200-500 word
* 3 to 5 Keywords
For submission of Video Review, please use MLA formatting and send:
* A link to the online video/TV program or a copy of the video/DVD reviewed
* Word-limit: 200-500 word
*3 to 5 Keywords
We cannot guaranty that an author or reader will respond, but recognizing that your voice deserves to be heard, we are happy to engage in this opportunity. Please remain collegiate in your attempt to communicate.
*Specific reference to the article discussed
* Word-limit: 150-250 word
* 3 to 5 Keywords
For a How-to Request, please send:
We cannot guaranty that we can answer your questions or find someone who can, but we recognize that your request might actually represent the voice of many; thus, we encourage you to send your request.
*Specific request, including the virtual reality platform you are referring to
*Word-limit: 150-250 word
*3 to 5 keywords
*Please use MS Word
*Send your submissions as attachments
*Have a cover letter with your contact information as a first page
*Do not include your name on any other pages
*Send to: email@example.com
Website address: www.virtualworlded.com
Please send submissions and queries to: firstname.lastname@example.org
DEADLINE FOR SUBMISSIONS: rolling deadlines
ANTICIPATED DATE OF FIRST PUBLICATION: April 15, 2010