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This wiki space contains archival documentation of Project Bamboo, April 2008 - March 2013.

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Education and Training

Table of Contents

Questions and concerns

Plenary notes

Group 10

  • How can Bamboo develop training programs that will be of optimal use/relevance to faculty's research/teaching, programs that will catch the interest/commitment of humanities researchers, many of whom don't have much experience with IT.

Group 8

  • What does education mean? Marketing? Outreach? Consciousness raising? Teaching and learning?
  • What new forms of teaching and learning might Bamboo generate? - challenging model that education comes from faculty down; some might come from students up
  • What forms of teaching might get choked out by this initiative?

Group 2

  • Desire to be careful about language used to frame the activity
  • Shift from education/training to mentoring/outreach/communication
  • Graduate student education and outreach to faculty colleagues
  • Can we develop a rich, attractive dig hum culture by mainstreaming e-scholarship methods, practices and educational opportunities into traditional disciplines
  • Easier for scholars whose work is primarily methodological to engage with digital humanities, vs. those doing interpretive work

Group 9

  • What forms should education/training/outreach take?
  • Through what processes will B help people discover each other/tools/resources?
  • What would training look like? Most effective form? Should PB specialize or generalize?
  • Who should PB be training? Every faculty/student? Admin? IT staff? Collaborators?

Group 4

  • Relationship between education and research.
  • How do we create a method that encourages multi-directional flow of teaching and learning, colleague to colleague? (In some of the language, suggests faculty need to learn stuff from technologists/librarians; there needs ot be learning going in multiple directions)


Discussion: should "Education" be split?

DAG: Is this still one direction? Or two, with a focus on outreach and another on a focus on teaching/mentoring?
-How to integrate tech into pedagogy is a different question than how to get colleagues in the humanities to make more intelligent use of technology in research and teaching
-Our group would disagree; we wanted to transform grad education, take a longer view and look at next generation of faculty
-Group 10 agrees with breaking them apart; distinction between undergrad pedagogy (and some graduate) different than relationships between faculty and IT specialists
-Group 8 agrees with splitting them

-The word "training" is a bad word; concerned with grouping along with professional development
Part of what PB's got to do is come up with productive ways of using technology in humanities work
Training is incidental to that - you have to show them what button to click on, but you're not training people in the big picture, people are learning and internalizing methodologies
Training is a reductive term

(vote: Some in favor of dropping training, others not)

CJK: Two groups, same data
One: education and training
Other: Education
Then have a discussion tomorrow.

-Main distinction is between education of students and professional development of faculty within/across institutions
-It's not only faculty that need development; it's librarians, technologists, all support structures too
-With or without the term "training", keep operations out of all discussions; any words alluding to "how" institutions do things will get a lot of pushback

-Important to think about grad students; they're in both worlds, and a key player
-Have information on interface and usability
Undergrad and grad education has research component; the best academic technology is that which feeds into teaching that facilitates research of the scholar
Powerful undergrad education is undergrad research
Neophyte vs. expert researchers - tools that respond to skill level
-Instead of going in opposite directions, think of it as two sides to the same coin - there's a relationship that's sometimes oppositional, but not severed

CJK: Where does this leave us?
DAG: Opportunity for people to structure two working groups; one with a deeper connection to undergrad education, another to rich forms of professional development for everyone in Bamboo - find some way for those working groups to talk to each other



Group 10 notes

Participants:
Lisa
Alan Hanson
Kent Hooper
Arno Bosse
Rick Peterson
Adrian Burton
Ray Larson

To what degree can we anticipate that humanities scholars will be receptive to Bamboo offerings?
Is this Bamboo education or bringing together training providers?
Will Bamboo be of interest to scholars and to what degree?
What are the good models from other education projects?
How will this work in terms of it staffing for smaller institutions? How might this be different from large R1 institutions?
How can we connect people at r1 institutions to smaller institutions?
Worried about training for faculty. Need something more meaningful--not just learning software. Training if it's needed is a bad sign. Clearing house of success.
As for training, faculty are willing to invest a lot of time if its close to their research. There needs to be trust that services will be stable. We are not afraid to do hard work but do not want to waste our time.
Can Bamboo develop training programs that will be relevant to research and teaching?
What is the relevant training for humanities and arts faculty that Bamboo can bring?



Group 2

This group included representatives from Brown, University of Virginia, California Digital Library, Open University, USC, and others. (scribes, Elli Mylonas and Bethany Nowviskie)

fundamental need to reach out to scholars to demonstrate transformative elements of digital scholarship -

how to demonstrate value, an outreach component

need to remove the word training, add "outreach/communication"

how do we develop digital humanists - how to expand the circle, integrate this into graduate training

design principles for digital scholarship - how to design tools so that they are more intuitive for traditional scholars?

the methodological turn - digital humanities was easy for scholars who came from textual studies - anything methodological (editing, corpus linguistics, prosopography). Not so easy for scholars who are working more consciously from theoretical and interpretive standpoints. How to get at this?

how to get digital scholarship into graduate education? need to mainstream or integrate.

  • (coming from a concern about the language used to frame this direction) How can we shift the focus of this direction from "education and training" to mentoring, outreach, and communication?
  • (addressing grad student education and outreach to faculty colleagues) Can we develop a rich, attractive digital humanities culture by mainstreaming e-scholarship methods, practices, and educational opportunities into the traditional disciplines? (in part, this question comes from a sense that it has been easier for scholars whose work is methodological rather than primarily hermeneutical or interpretive to engage with the digital humanities)



Group 4

How does teaching/education build upon and rely on the tools and repositories?
Other tools are necessary to serve the pedagogical need of the individual faculty member. How can we serve the needs faculty have rather than primarily having faculty find the need?
How do we bridge the research uses of information with the pedagogical approaches? 
How do we connect the people who are aware of the ways to do interesting research and pedagogical uses with those who have a need? (is this education and/or networking?)
Assuming we have a set of tools and services, how do we help move these into the research uses and teaching of faculty?  This depends on the credibility of the providers
Multi-tracked: Student/Faculty, team,
What models of partnering can address time pressures and the fact that processes depend on multiple types of contributions?
Who does the teaching colleague to colleague?

2 questions:
While we recognize that Education in this instance is focusing on educating the faculty and the staff, how can we keep a focus in Bamboo on pedagogy in addition to research?
How do we create a method that encourages multi-directional flow of teaching/learning colleague to colleague broadly construed?Can bamboo provide an exemplar how they use tools in related ways?



Risks, rewards and plan

Plenary notes - risks and rewards

Combined undergrad and faculty training groups

Rewards

  • economy of scale would be greatly increased by reaching out to faculty who are otherwise untrained/uninterested in digital humanities
  • Scholarly and pedagogical tools not so separate from each other; reaching out to students would increase number of people this project could benefit

Risks

  • Remain aware of differences in levels of support (resources, will to pursue Digital Humanities initiatives) that are extant at different institutions/kinds of institutions

Scope

  • Traveling training, telling people to use different ideas Bamboo developed - out of scale
    Project in this area could be creating an active clearinghouse for identifying, collecting, disseminating best practices in DH; respect idea that there are profound differences between what different humanities disciplines do

Priorities

  • How to raise awareness (undergrad/faculty education/training) of value of DH for faculty members, ways in which they could expand/enhance their scholarship/teaching; ways they use
  • How maintain connections between contributing institutions
  • Address how to develop templates for matters like best training practices, how universities could report on their digital projects, what worked, didn't, etc; report template for clearinghouse



Plenary notes - plan

Building skills/knowledge transfer are key in e-Humanities
Scope is important: what should PB do?
Strong partnership with institutions responsible for development is a good way forward
Program of work that could be successful
Teaching and research - key activities of humanists; inseparable in many ways, particularly re: skills you need and knowledge transfer
Imparting to students your research methodologies - need to look at teaching along with research
How to go forward: skills development and knowledge transfer, so what skills and how?
Need examples as a way to start to raise the awareness/skills
Examples: success stories, project reports, use cases, scenarios
Want to see what kind of training materials/programs there already are
Templates for lots of things
Clearinghouses
Knowledge of what kind of tools there are
For research, there's a lot of different ways of doing it (discover, aggregate, annotate...)
Don't want to think about all the possible skills, knowledge, etc. between now and workshop 3, so we're choosing "annotate" as an area of focus
A demonstrator here - for scholars who want to use annotation, what would be some examples? What kind of training materials are there? What could there be? Who's doing what? What kind of templates? Clearinghouses, tools, etc.?
Don't have enough water or heat to make a full pot of rice, but we'll take a couple grains and see what it takes
Didn't want to go all the way with a solution, but imagined a website or wiki that had all this info would be a great place for researchers, support staff, etc. to look in
If the whole PB community had a place to share this knowledge and skill, even if it's just links to courses, that'd be a great help
Similar kind of matrix and skills development for teaching - course planning?



Group notes

Student education and development (later merged into Faculty education)

Questions that need to be addressed to shape this direction

  • How can Bamboo develop training programs that will be of optimal use/relevance to faculty's research/teaching, programs that will catch the interest/commitment of humanities researchers, many of whom don't have much experience with IT.
  • What does education mean? Marketing? Outreach? Consciousness raising? Teaching and learning?
  • What new forms of teaching and learning might Bamboo generate? - challenging model that education comes from faculty down; some might come from students up
  • What forms of teaching might get choked out by this initiative?
  • Desire to be careful about language used to frame the activity
  • Shift from education/training to mentoring/outreach/communication
  • Graduate student education and outreach to faculty colleagues
  • Can we develop a rich, attractive dig hum culture by mainstreaming e-scholarship methods, practices and educational opportunities into traditional disciplines
  • Easier for scholars whose work is primarily methodological to engage with digital humanities, vs. those doing interpretive work
  • What forms should education/training/outreach take?
  • Through what processes will B help people discover each other/tools/resources?
  • What would training look like? Most effective form? Should PB specialize or generalize?
  • Who should PB be training? Every faculty/student? Admin? IT staff? Collaborators?
  • Relationship between education and research.
  • How do we create a method that encourages multi-directional flow of teaching and learning, colleague to colleague? (In some of the language, suggests faculty need to learn stuff from technologists/librarians; there needs ot be learning going in multiple directions)

Faculty education and development

Questions that need to be addressed to shape this direction

  • How can Bamboo develop training programs that will be of optimal use/relevance to faculty's research/teaching, programs that will catch the interest/commitment of humanities researchers, many of whom don't have much experience with IT.
  • What does education mean? Marketing? Outreach? Consciousness raising? Teaching and learning?
  • What new forms of teaching and learning might Bamboo generate? - challenging model that education comes from faculty down; some might come from students up
  • What forms of teaching might get choked out by this initiative?
  • Desire to be careful about language used to frame the activity
  • Shift from education/training to mentoring/outreach/communication
  • Graduate student education and outreach to faculty colleagues
  • Can we develop a rich, attractive dig hum culture by mainstreaming e-scholarship methods, practices and educational opportunities into traditional disciplines
  • Easier for scholars whose work is primarily methodological to engage with digital humanities, vs. those doing interpretive work
  • What forms should education/training/outreach take?
  • Through what processes will B help people discover each other/tools/resources?
  • What would training look like? Most effective form? Should PB specialize or generalize?
  • Who should PB be training? Every faculty/student? Admin? IT staff? Collaborators?
  • Relationship between education and research.
  • How do we create a method that encourages multi-directional flow of teaching and learning, colleague to colleague? (In some of the language, suggests faculty need to learn stuff from technologists/librarians; there needs ot be learning going in multiple directions)

Top priorities to address by W3 (Jan 2009)

THESE ARE MY NOTES FROM EXERCISE 3 (morning break-out session); they are cut and pasted and in no particular order.

* •    *educational training of faculty, students, and how to train faculty to train students are all inter-related...and training to USE the IT is a separate category
•    education, then, will span many different groups of people: library, IT, backstage people who are involved with performance...depending on which field you are in
•    question is: who is the target audience? Bamboo would have a different program of work for a different audience---what are the core skills are we trying to develop?
•    we should also think about levels---think about different levels of intervention? workshops or summer course?
•    important to note it's not just a problem of IT asking faculty what they need, what they want to do...in fact faculty need to first know what's available to them
•    Bamboo needs to catalogue all the tools that are out there---faculty need to be aware of all the tools that are out there to give them ideas about what tools are available to be trained in

How can Bamboo be structured?
•    one of the rewards of Bamboo pursuing this direction will be that it will lighten the economy of scale---if these tools are used in both teaching and scholarship, expands it many times
•    risks: Bamboo needs to keep in mind very different institutional situations
•    thus, how does Bamboo come up with a structure that answers these needs?
•    perhaps have a clearing house of structures; concern is how to engage students---perhaps a clearing house of educational activities/models; would include scholarly and pedagogical projects
•    however, it's important to know that there is a difference between working on an individual project and making that project publicly available; everything needs to be thought about whether it's reusable or not
•    question, then: why would Bamboo do something that's already being done at a particular institution?
•    need to have a mutual learning process going on between faculty, IT, students etc.; thus, Bamboo could try to design how this process might take place
•    if there were a set of recommended set of tools, activities, this might be most useful - acting as an advisory group
•    advantage of having a set of tools exist outside of institution is not being subjected to whims of institutions---tools provided by Bamboo?
•    however, perhaps Bamboo would not create passive collection of tools, but actively communicate to institutions best kinds of tools and best uses of those tools
•    how to do this so that it will have an impact? simply offering training seminar usually doesn't work
•    think about putting together a scalable model---

•    Bamboo needs to recognize best practices on multiple levels; to serve as an advisory body rather than coming up with new tools; will be enormously helpful for students and faculty
•    what skills are important for students to have?
•    BUT, we need to learn to speak to people in humanities---not use terms like "best practices" but need to get an initiative through Bamboo to bring about this
•    Bamboo could advocate, through a consortium of faculty, for digital humanities literacy---it could put forward vetted proposals for teaching/research methods
•    perhaps we need to ask ourselves what does a humanities scholar need to learn now that they didn't learn 20 years ago? what particular kinds of literacy does it need to advocate?
•    thus, we can imagine Bamboo would establish and disseminate standards and practices for digital humanities
•    it could come up with standards of best practices, or awareness-raising programs, associated with different categories in Bamboo (ie annotat) etc.
•    consider having a formal way of coming together regularly to talk and then go out to professional organizations and carry out workshops or units

THUS:
•    how to collect and establish best practices in digital arts and humanities?
•    how to maintain connections between different members of Bamboo and make it practical for them to train students and facult in these practices?
•    how do we raise awareness of the capacities of these tools so that people will be interested?
•    consider having several different modules in Bamboo, one for arts, for humanities etc....even within a single field people are doing radically things
•    Bamboo, then, might then not develop new tools but rather to develop an infrastructure that the tools would sit on;
•    they might build a new training curriculum---educational models, interpretive tools,
•    Bamboo could be making a framework for instructional models as much as a framework for technical tools---thus, pick your institutional needs and find on Bamboo the model that fits
•    might also develop a template for institutions to report on their activities, for structuring programs, education/teaching/training



Flipcharts

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W2-Education-1
See diagram