Tag: Students as Makers (Page 1 of 5)

I am Open (and so can you!)

The book cover for Stephen Colbert's book I am America and so Can YouFor the next few weeks, I will be taking a history course, something I thought I would never do again after I finished my dissertation. Shawn Graham is teaching an online digital history course at Carleton University and has opened it up for non-matriculating students.

The entire design of the course is fantastic for open learners. Rather than just allowing us to watch from the rafters, Shawn has set up a Slack team and is active in the channels. Shawn asks that students blog for the course and use github to keep a record of their progress in the coding exercises. The course readings are all openly accessible and Shawn has asked that the students use Hypothes.is so that their reading notes are open (you can find them in the Hypothes.is stream with the tag hist3814o).

For the first week, Shawn has assigned a set of readings on the concept of open notes research within history and the humanities more broadly. Open notes research is more commonly practiced in the sciences. Jean Claude-Bradley was advocating for the concept in chemistry as early as 2006. Open notes science improves reproducibility and verifiability of results, and it also opens up the vast array of information that is gained during research but never published.

Open notes research has been slow to catch on, and it doesn’t take long to brainstorm possible objections. Publications are the coin of the realm in academia, and sharing your research notes could possibly allow someone to scoop your ideas. However, I agree with the readings that Shawn has curated and his push during this week of the course that open notes research is the best practice. Clearly, as I am writing this blog, I feel that sharing my thought processes helps me to clarify my thoughts and develop my understanding of my research. Sharing our reading notes with Hypothes.is and collecting our code in GitHub take this a step further. We’re thinking, reading, and experimenting (coding) out loud.

I am taking Shawn’s course, because I want to see how he uses Slack, and because I think the course design is fantastic. I’m already a convert for open notes research and have blogged about it repeatedly hereherehere and in many other posts. This site as a whole is an argument for open notes research and the related ideas of getting rid of disposable assignments and empowering students to contribute to a broader knowledge community. However, I did enjoy the week’s readings, especially Caleb McDaniel’s post that turned me on to open notes research a few years ago. I look forward to joining in for the exercises next week (this week everyone was learning MarkDown and Git). Most of all, I want to encourage any readers in the ed tech world who have not taken a digital history or digital humanities course to at least poke around Shawn’s course to see the wonderful overlap between that knowledge domain and the current ed tech focus on digital literacy and citizenship.

2017 Creaties

This past Friday we held the second annual Creaties to recognize some of the best new sites created by OU students, staff, and faculty. The event went great thanks to the University Club here at OU. The venue, food, and drinks made for a great setting for people to show off their work and chat with other makers.

Last year, we were trying to promote OU Create by showcasing sites built on the platform. This year, we expanded the scope a bit to include sites built in SquareSpace, Wix, and the like. The point of Create and similar Domain of One’s Own projects is to make it easier for people at the university to be digital makers. As long as people are out there making great stuff, it doesn’t matter what platform their using.

Keegan Long Wheeler did a great job documenting the event on our twitter account @OU_Create:

For the event we opened up nominations on our website and emailed all of the Create users and digitally inclined folk here at OU to ask for submissions. It was great to see so many students sites nominated:

In addition to the student blogs and portfolios, we also had faculty portfolios, course sites, and an open textbook. Perhaps the most unique site was a scheduling app that can help departments identify conflicts between required parts of their curriculum:

The 2017 Creaties were great, thanks to the wonderful makers on campus. As soon as the event ended, I was thinking about next year and a couple conversations I want to start or continue. Rob Carr pointed out the opportunity to promote accessibility with the event.

I would like to see about either creating a prize or making accessibility part of our rubric for all prizes. This is also a great venue for conversations about OER, multi-modal communication, and privacy. Can’t wait for next year.

Digital Note-taking in the History Classroom

One of the projects I’ve been most excited about this semester revolves around an effort to teach history students how to take notes using an online database. The central point of my own digital history project, Situating Chemistry, is that we as historians should be sharing notes, both to accelerate historical research and to model our practices for students. For this course project, I have built a Drupal database specifically for upper level undergraduates to take notes on primary sources related to Spanish colonial history.

I posted a while back about the original conceptualization of this project. Now, we have an operating site:

Screenshot of Spanish Borderlands

The students in Raphael Folsom’s Spanish Borderlands course read primary sources on a weekly basis. Rather than taking notes on 3×5 index cards as we did when I was a kid, the students take the same type of note in the Drupal system. They fill out some basic bibliographic information about the source, write a short summary of the source, and then take a note about an interesting facet of the text.

Screenshot of the Add Note Card form.

Once the student has completed their note card, they can duplicate it and take a new note on the same source without having to reenter the bibliographic information.

There are several reasons why I like this project. The first is that it puts primary sources and note taking at the center of the course. Rather than focusing on lecture or textbooks, students are doing the practice of history.

Secondly, it teaches students how to take notes. Raphael can give formative feedback on the note cards themselves and share best practices. Class time can also be used to discuss the ontology of historical evidence and the epistemology of critical reading and constructing valuable notes.

Screen shot of the CardStack in Spanish Borderlands

Finally, when it comes time to draw on the notes, students can draw on the total Card Stack: the pool of notes for a given source, a set of sources, or even all the sources in the system. They cite each other as the originator of a thought about a source, emphasizing the communal construction of understanding about a historical event. They also cite the original source itself preserving the bibliographic practices at the center of traditional historical practice.

Developing skills is a key part of upper-division courses, but one that can be a bit opaque for history and other humanities courses. We have students read, but actually modeling note-taking and the synthesis of source material can be difficult. This project centers students in the making of a digital resource and the remolding of history into an open and collaborative practice.

Please note: For more information on some of the technical crafting of the site, please read Digital note-taking, part 2. Currently, the course site is behind a login wall to give the students some time to get comfortable, and give us, the designers, some time to work out the kinks. It will be made public later in the semester. 

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