Monthly Archives: January 2016

How to Create a Multiple Part Test in Google Forms

Yesterday, I posted a video in which I demonstrated how to impose a time limit on a Google Form. In response to that post someone on Facebook asked me if there was a way for students to save their progress on a Google Form and come back to finish it later. Unfortunately, there is not an easy way to do that. My suggestion is to break-up long tests into multiple Google Forms. At the end of each Form include a link to the next Form in the series. For example, instead of giving one twenty question Form to students I might give them two Forms containing ten questions each. In the video embedded below I demonstrate how to do this.


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PROJECT: Open Syllabus Project (post updated) < dh+lib: where the digital humanities and librarianship meet

In the New York Times, Joe Karaganis (Columbia University) and David McClure (Stanford University Library), announced the Open Syllabus Project, an open platform that aggregates more than 1 million syllabi and allows users to explore them via its Syllabus Explorer tool.

At present, the Syllabus Explorer is mostly a tool for counting how often texts are assigned over the past decade. There is something for everyone here. The traditional Western canon dominates the top 100, with Plato’s “Republic” at No. 2, “The Communist Manifesto” at No. 3, and “Frankenstein” at No. 5, followed by Aristotle’s “Ethics,” Hobbes’s “Leviathan,” Machiavelli’s “The Prince,” “Oedipus” and “Hamlet.”

Top articles? Garrett Hardin’s “The Tragedy of the Commons” and Francis Fukuyama’s “The End of History.” And so on. Altogether, the Syllabus Explorer tracks about 933,000 works. Nearly half of these are assigned only once.

[…]

Many academics are uncomfortable with this sort of numerical reduction of intellectual work. Taken in isolation, we share this concern. But there is a broader context here: At present, publication metrics basically involve counting the citations of a given academic work in other academic publications. And since it can take years for an influential work to accumulate citations, shortcuts have become popular, such as the “journal impact factor,” which scores journal articles based on journal rankings that are determined by the journals’ own frequency of citation in other journals.

 

Note from dh+lib Review editors: A previous version of this post referred to a blog post by David Weinberger. The post was updated to point to the OSP team’s announcement of the project in the New York Times and to clarify and recognize the project’s origin. Our apologies to the core OSP team, Joe Karaganis, David McClure, Dennis Tenen, Jonathan Stray, Alex Gil, and Ted Byfield for failing to acknowledge them in the original post.

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The state of museum technology? < Mia Ridge (Open Objects)

On Friday I was invited to Nesta‘s Digital Culture Panel event to respond to their 2015 Digital Culture survey on ‘How arts and cultural organisations in England use technology’ (produced with Arts Council England (ACE) and the Arts and Humanities Research Council (AHRC)). As Chair of the Museums Computer Group (MCG) (a practitioner-led group of … Continue reading The state of museum technology?

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Interactive Criticism and the Embodied Digital Humanities

“The tenacity of / writing’s thickness, like the body’s / flesh, is / ineradicable, yet mortal” (87). ~ Charles Bernstein, “Artifice of Absorption” Critical analysis is visceral. When I write it, the tips of my fingers tingle. When I speak it in a classroom, the hair on the back of my neck stands on end….

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Turning Digital Learning Into Intellectual Property

The world’s largest publisher of educational textbooks and resources, Pearson, recently extended its work into digital media and learning. As well as producing innovative new digital learning resources and platforms, Pearson is also positioning itself as a major center for the analysis of educational big data. This has implications for how learning is going to be conceptualized in the near future, and begs big questions about how the private ownership of educational data might impact emerging understandings and explanatory theories of the learning process itself. The Big Data Gatekeeper Originally established in 1844, by 2014 Pearson

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The Boundaries of Data Collection

I want to take a moment to examine how data collection has changed for us who teach and assess students. In the digitally augmented classroom, there should be concern for both corporate privacy and interpersonal privacy. While we have limited control over the corporate tracking and data-collection that takes place, it is possible to allow varying levels of interpersonal privacy in the digital classroom. To make participation highly visible, down to seeing who contributed what line in a paper or slide in a slideshow, brings in echos of the dreaded panopticon. Often, when I speak to

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