Catherine Bruen
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From Realising the Opportunities of Digital Humanities (#RODH2012), Oct 23-25, 2012, in Dublin and Maynooth, Ireland.
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Catherine Bruen
- 1. On Theory, Praxis and “Digital Humanities” Identifying a set of skills for lifelong and holistic Praxis….. • The role of the University in Society…..The role of the Academic in that society…. • Societal engagement, knowledge transfer & production Theory + Praxis Perspective 1: relationship of teaching, research and social service are independent of each other. Perspective 2: Integrity of the roles … academic work is not a single activity, but includes four interrelated components: discovery, integration, application and teaching….. Boyer, 1990
- 2. An Ecosystem for these skillsets moving to a collaborative model……, Open Science, “because it works Open Research Lindsay Lohan is our better in the current ecosystem, in the & now Open competitor…. We have Web-connected world.”……. Education to get her off the screen and get science there instead. Getting over Bora Zivkovic, Founder, Online the “Should Science Conference We Do It?”…moving …..nexus …Immersion in to the between scholarly open access to research results – practice….. Mechanics of research led both publications and research “How We Do teaching … data – is not just a luxury It?” Neelie Kroes, www.surf.nl/open2011 / “If we are to tap into this …..transforming Linked through potential, it will require the culture…..as reflected OERs…for in the alignment of gatekeepers and facilitators mandates NDLR of knowledge in the academic ...linked through world to embrace the open access concepts and practices research…via RIAN & DRI embodied by the Open “Properly organized open resources can underpin online learning for both private and Education Resources public education and ”leisure“ learning…fundamental infrastructure for learning and movement.” teaching…should be supported as such by funders and policymakers in the education, Sean Sherlock, NDLRFest research, and culture domains 2012 Malcolm Read, Educause Annual Conference, 2011
- 3. NDLR 3 stage model 37 SMART CoPs 50 National Projects 486 Local Projects Digital Learning in Ireland 2009 – 2012 • 21 Higher Education Institutions • <400 national & international digital learning events
- 4. Building blocks in place: Ireland
- 5. C18 Magazine of the Magazines Prof. Geraldine Sheridan, Dr. Michael Griffin, Yvonne Diggins, Zi Parker (ISSP Government of Ireland Scholar - PhD focussing on the content of the Magazine of Magazines) and Dr. Darren Kavanagh, TCD (developer of iMark). Link to project page: NDLR: http://www.ndlr.ie/view/view.php?id=416 UL Research Repository: http://ulir.ul.ie/handle/10344/461 Community: http://www3.ul.ie/ecrg/digitisation-magazine-of-magazines Research: http://www2.ul.ie/web/WWW/Services/Research/Research_Information_System C18 Research Group: • 2009 – iMark Project (TCD) • 2010 - University of Limerick Research Seed Fund and PRTLI 4 Funded Project to digitise and make openly accessible the Magazine of Magazines (230 resources developed) • 2010 - NDLR National Funded to develop interactive ebooks of the MoM using iMARK (230 resources developed) • April 2011 - Project launched by Minister Jan O Sullivan: http://www.facebook.com/media/set/?set=a.214261568606005.61082.138860602812769&type=3 • 2010-2012: UL Institutional Repository linking to the outputs: http://ulir.ul.ie/handle/10344/461 & National Library of Ireland linking to the outputs: http://catalogue.nli.ie/Record/vtls000145638 Research Outputs • : 2 research publications and 9 conference presentations: http://www.ndlr.ie/view/view.php?id=416
- 6. History of Art & Irish Heritage Trust Dr. Danielle O’Donovan, Dr. Yvonne Scott, Roger Stalley, (TCD), Jennifer McCrea, Kevin Baird, (irish National Trust) Link to project page: NDLR: http://www.ndlr.ie/view/view.php?id=416 TARA: Danielle O’Donovan 2009 - Local Innovation Project (TCD) 2010 – National Innovation Project 2011 - Fota Learning Zone 2011 – Gothic Past 2012 – Strokestown Learning Zone Research Outputs • http://discovery.dho.ie/collections.php
- 7. Convergence & Timing 2012 and the links to existing Open Access mandates are being joined up Open Education Autumn 2012 • 2011(Ghent), 2012 (Paris) Open Education – Ireland • May 2012 (NDLR FEST) • Impact studies report prepared for HEA & • 13 August 2012 to 13 November 2012 Dept. of Education, Skills and Minister of State – Public Consultation "Opening up Education – a proposal for a for Research and Innovation European Initiative to enhanceeducation and skills • The Digital Learning Revolution in Ireland : development through new technologies" Case Studies from the National Learning Resources Service, Sept 2012 Open Science & Open Research • National steering group on Open Access • Moving on from Open Access (BBB) Declarations: 2001 – Announcement at DRI Conference (Budapest), 2003 (Bethesa, Berlin) October 2012 • ERC Scientific Council Statement on Open Access (July – EU Commissioner 2012) • Clear directive on OER – DG Education & • July 2012 (ESOF 2012) Culture • European Commission Statement on Open Access • Review of Education for Europe Horizon “Scientific data: open access to research results will boost 2020 – EC framework programme 8 – c. 80 Europe’s innovation capacity” (July 2012) billion Euro committed – UK – UK Innovation Report – David Willets and Andrew Mitchell – UK Research Council
- 8. Convergence & Timing 2012 and the links to existing Open Access mandates are being joined up * Scientific data: open access to research results will boost Europe’s innovation capacity” ** "Opening up Education – a proposal for a European Initiative to enhanceeducation and skills development through new technologies" ***OER Congress passes Historic Declaration
- 9. Convergence & Timing 2012 and the links to existing Open Access mandates are being joined up • EU Workshop research-led- teaching • The Digital Learning Revolution UK • Clear directive on OER – DG in Ireland : Case Studies from Education & Culture NDLR, Sept 2012 • UK Innovation Report • Review of Education for • OER: NDLR Impact Report 2012 Europe Horizon 2020 – EC • David Willets & Andrew • National steering group on Open Mitchell framework programme 8 – c. Access 80 billion Euro committed • UK Research Council • POERUP Project EU Ireland Commissioner
Notas do Editor
- On Theory, Praxis and “Digital Humanities” I’ve seen DH defined (implicitly more often than outright) in a few different ways. Some define DH more along the lines of theory, and others more along the lines of praxis. Saying that one “does DH” can mean a variety of things:Some DH scholars don’t create any digital tools themselves at all, but rather, for example, read and theorize about literature that has been written in the digital medium, and/or that references the digital medium in some way. (pure theory)Other DH scholars don’t theorize at all, but instead, for example, might have a background in a “practical” discipline like Library and Information Studies (or a humanities degree they have “left behind”) and now work on creating digital reference or archival tools for use by humanities scholars. (pure praxis)Yet others do a mixture of both: for example a literature and media studies scholar creates a new media mapping platform to serve as a multi-purpose tool for both teaching and theorizing about city-spaces. (theory + praxis)Which of these scholars is the most authentic DH scholar? Or is DH all of these things? Is the DH scholar who can’t/doesn’t write code a true DH scholar? Or should she instead be called a literary and/or (new) media theorist?What about the scholar who creates digital tools for use by humanists but doesn’t theorize in the humanist tradition? While digital tools might enable humanities scholars to produce new knowledge, do the tools themselves constitute new knowledge, or are they, to quote Thoreau from Julie’s post, “just pretty toys” until and unless they are used productively? Good tools are invaluable to be sure, but perhaps they should be counted as work in Software/Platform Design, not the humanities per se.• Academics in the university are facing more conflicts and confusion of their roles under the new social context
- “If we are to tap into this potential, it will require the gatekeepers and facilitators of knowledge in the academic world to embrace the concepts and practices embodied by the Open Education Resources movement.”…..EVERYBODIES TALKING ABOUT ITDAVID WILLETS‘Open Science’ Challenges Journal Tradition With Web Collaboration - NY Times, 17/01/2012http://www.nytimes.com/2012/01/17/science/open-science-challenges-journal-tradition-with-web-collaboration.html?_r=1&pagewanted=allhttp://georgemaciunas.com/?page_id=2599“Properly organized open resources can underpin online learning for both private and public education and ”leisure“ learning. It is a fundamental infrastructure for learning and teaching and should be supported as such by funders and policymakers in the education, research, and culture domainsMalcolm Read, Educause Annual Conference, Philadelphia 2011http://www.educause.edu/E2011/Program/FS08 Open Science Open Research - It’s happening so strap in & enjoy the ride?!This is a rallying cryIrrespective of your institution , org – as a member of society that plays a role in societal engagement and knowledge transfer – you must engage.A typical academic activity model usually includes three core classes of activity, these are Teaching, Research and Administration. In many Universities it has been recognised that Academic staff are not able to contribute equal amounts of effort in all three and it is usually suggested that they make their major contribution to the institution in two out of the three classes. This might mean that they focus on teaching and administration or teaching and research. In the latter case there is a difficulty, if the institution aspires to use research in its curricula and an individual is not research-active or possibly is research-active but their research is not relevant to their teaching commitments, how can the teacher use research in this instance.One possible answer to this is the linkage of research and teaching through scholarship.
- Links to existing mandates are mounting up – E recommendations from Horizon 2020 report – announcement in Oct 2012 – which will be the single biggest deal changer…..where eu RESEARCH COUNCIL ARE ADPOTING A MANDATE FOR OPEN RESEARCH THAT WILL LINK TO HORIZON 2020 FUNDING The objective of the consultation is to explore the perceived need - mainly but not exclusively among education and training stakeholders – for EU action to promote the use of Open Educational Resources (OER) and of ICT in education.In November 2011, Commissioner MáireGeoghegan-Quinn announced Horizon 2020, the multi-billion euro programme for investment in research and innovation which will succeed FP7. Horizon 2020 is the EU’s new programme for research and innovation, incorporating the Innovation Union, a Europe 2020 flagship initiative. Running from 2014 to 2020 with an estimated €80 billion budget, this integrated programme is part of the drive to create new growth and jobs in Europe. The Commissioner's proposal is subject to negotiation at Council and Parliament before the final structure and budget is agreed by the end of 2013.
- Open Access (BBB) Declarations2001 (Budapest), 2003 (Bethesa, Berlin)Open Education2011(Ghent), 2012 (Paris)