May 31, 2008

Games/Gaming

Games in Teaching, games in general. Skeptics and enthusiasts.

Playing History. Many games are being developed, but there is little collaboration or peer review. Teachers at all levels need to know where to find games that relate to their topics. Teacher-centric metadata; free content; good/appropriate content -- these are the focuses of Trevor and Dave's Playing History concept.

One of the challenges in designing solid gaming experiences is that the real world does not always function in a algorithmical manner. Game designs are inherently algorithmic. With today's games, as much (if not more) of the experience is around the meta-gaming or the social interaction amongst players.

Research Methods

"The day will come, not that far off, when modifying humanities with 'digital' will make no more sense than modifying humanities with 'print'" -- Steve Wheatley, ACLS

What are the new Research Methods? In New methods for humanities research, John Unsworth wonders why we need new research methods. Last century, historian found things in archives and brought them out to the public. Now with the information deluge that's out there, is that still valid? One still needs expertise to find information, but it's not a "finding" expertise. It's now a filtering, sorting, selecting, categorizing, indexing, prioritizing expertise that is needed.

Discerning bias is another critical skill (sort of a sub-set of filtering). Familiarity with conceptual/theoretical approaches in the field is critical. Scholars need to work on alerting students to bias or problems with data. Students may not be aware that the open source web is only a part of the total internet -- that there is a whole bunch of legitimate data that is owned or otherwise controlled by people who want to make money off of it.

How do you cut across fields? Is there similarity between processes? How do you cross-fertilize from other fields? A tool called Pronetos is attempting to facilitate this kind of cross-fertilization. This kind of networking can help to identify and publicize data sets that are not online already (gasp! you mean not everything is in Google?!?).

Going back to the quote, is the adjective "digital" important? Does it add anything? Since we are so early in the "digital" game, "digital" helps to define us, to set us apart. And we are still actually defining what it means when one discusses "digital humanities." Other disciplines are struggling with defining "digital" as well. It remains to be seen what kinds of connections can be made.

The tools to follow research paths (like Zotero) and do "documentary triage" (reading several sources at once and trying to determine priorities) are still in development. (An analog database could be considered a table with several books laid out for comparison.) And humanitarians have to get over the fear of sharing their ideas -- the whole idea behind creative commons is to get your ideas out there and people will attribute it to you. Getting your name associated with an idea stakes your claim to the subject. It's important to do that so that you or others are not wasting your efforts working in parallel with someone else. Of course, the tenure process is currently working against this. But that's a bigger fight.

Do humanities departments who want to do "digital" right need to have a marketing department to make sure that the metadata is correct and in all of the formats and to make sure all of the search engines are finding it? Libraries do that now, to a certain extent. Does the humanities need a centralized "Facebook" to build networks? Or does peer review serve that purpose? See Nature's issues with on-line peer review, and please note that the group here generally disagrees with Nature's conclusions.

This was an excellent discussion, btw.

Dork Shorts

Best name for a session. Ever.

The idea being a series of short overviews of digital projects or code. Here's what was discussed:

World Digital Library, a joint project with UNESCO and Library of Congress. The objectives of the World Digital Library are to promote international and inter-cultural understanding and awareness, provide resources to educators, expand non-English and non-Western content on the Internet, and to contribute to scholarly research. Accessible in seven different languages.

Coding on New York Public Library's Digital Gallery. Trying to find the policy, code that makes this as accessible as possible to everyone. What's the api going to look like that allows digital access to the collection?

History Wired from the Smithsonian is about data visualization. This is a mashup using a mapping engine created for Smart Money magazine. Also from the Smithsonian, The Object of History website that created high school curriculum units about objects at the American History Museum.

Introduction to Omeka by Jeremy Boggs. Omeka is a web platform for publishing collections and exhibitions online from our own Center for History and New Media. Create collections of digital information. The Object of History (see above) is an example of a site created with Omeka. Also, Making the History of 1989.

American Social History online. Built a site with tools for digital historians, including collaboration tools. This site focuses on finding, gathering, and collecting distributed and disparate scholarly content in American Social History. Works with Zotero, Google Maps. Includes word clouds, federated search, etc.

Typographia is a very interesting project from an assistant professor a NC State. It's an exploration of Raleigh, NC through typography. He took pictures around town and digitized them with text. Worth a look.

JGAAP stands for Java Graphical Authorship Attribution. It is a Java-based,modular program for textual analysis, text categorization, and  authorship attribution. It is trying to figure out who wrote what.


Teaching Digital History

In this THATCamp session, there were several professors who discussed their adventures in teaching a class on digital history.

Jeff McClurken (at U of MD) taught a senior seminar down at my alma mater, University of Mary Washington, entitled Digital History. Among the projects produced by the different groups there is a collection of works by James Farmer.

Bill Ferster from UVA discussed his digital history seminar entitled Jefferson's Travels. That class produced a fascinating tool to help visualize a particular history called The History Browser.

And of course, Paula Petrik's History and New Media courses, to which this blog owes its origins.

Some of the overlapping issues:

  • Students are often uncomfortable with the lack of milestone grades.
  • The myth of the "digital generation" — students who are comfortable with the tools are few and far between. "There are many things not on Google" causes a crisis of faith.
  • Group dynamics is often as important as digital skills. This is a particular issue since historians don't necessarily play well together.
  • The tools change, the mindsets don't — we're teaching procedural thinking, and coding is a way to reinforce procedural thinking.
  • This is a new approach to learning, not just history.

We wrapped up with Patrick Juola and his idea that math is a base skill for digital history. He advocates for teaching math a different way, including an intro to advanced math concepts. This textbook/class hits the "septembers" of several advanced math syllabi.

The final thought was how do we build upon the skills and products of digital history? How do we get the academic institutions to accept the work of digital history? How do we assess the quality and/or acedemics of digital history? The collected group in the room seemed to be quite the digital history brain trust, so the feeling was that we should work together to help move the bar.

THATCamp

Funny name, serious thinking. This weekend finds me at THATCamp, an event conceived at GMU's Center for History and New Media. Short for “The Humanities And Technology Camp”, THATCamp is a BarCamp-style, user-generated “unconference” on digital humanities. The idea is that a bunch of people get together and bring ideas they want to hash out. There are 75 people here from all over the world, all wanting to discuss New Media and the humanities. Right now, we're working on figuring out what sessions will make the schedule. Then it becomes a more conventional conference, with sessions and conversations on a variety of topics.

What interests me is the dozen or so sessions on technology and teaching. I'll be back with more once we've settled on the sessions and I get an idea what today will be like.

April 27, 2008

It's funny how easy it is to get out of the habit

After two straight semesters of weekly blogging, I was sure it was an ingrained habit. Guess what? Not so much. And not even a summer break to blame it on. Well, here's my effort at starting again.

This semester (Spring 2008), I have yet again engaged Professor Petrik to learn me some history. She took a group of the "History and Cartography" class and decided to do a one-off, intimate readings-style class with us. The goal was to dig deeper into the conjunction of history and cartography with a digital twist. I have continued my research into American closets for this class, building on my work from last semester. My classmates, all veterans of Professor P, have settled on some very interesting topics: Ammon Shepherd is plotting the locations of Nazi tunnels in Germany, breaking relatively new ground on an under-researched story; Don Fields is doing some amazing work with isochrones (maps showing lines of equal time), and he taught himself the heavy-duty GIS application called ArcView, no mean feat; Marty McGuirk is mapping battlefield maps across time and showing the difference between different published maps of the Battle of Monmouth (American Revolutionary War); and Karin Hill is mapping the travels of a 19th century sailor through his tattoos.

The really interesting part about this class is our experiment with self-publishing. We are skipping the peer review process (gulp!) and going straight to press with our research. We will publish our book using the online publishing facilities of Blurb. The idea is to demonstrate how easy it can be for historians who can speak "digital" to get themselves some credibility. The question, of course, is how legitimate that credibility will be. Regardless, it will be showing up on my CV under "Published Author," so that will count for something.

To further legitimze our cred, we'll be presenting the results of both our research and our experiences in self-publishing at the 2009 AHA annual conference in New York City. We're all, needless to say, very excited about the opportunity! Stay tuned – the final project for the semester is due on 7 May.

December 13, 2007

Miller Time

I think I have finally recovered from the project. I have to say that this one was particularly enjoyable, as were all of the projects for this class. Just the right balance of creativity and historical craftsmanship, sprinkled with just enough challenge to make it interesting without being overwhelming. Hats off to Professor Petrik for putting together such a well done class!

Here are the pages of my atlas spread [warning, hefty download size!]:
Finalprojectpgs12Finalprojectpgs34


Download final_project_pgs12.pdf
Download final_project_pgs_34.pdf

I thought about extracting the text and pictures and arranging them here, but rejected that idea as too, well, last semester! Maybe I'll take on that task after Christmas has passed.

I have really enjoyed this class and my classmates this semester. I'm inflicting myself on Professor Petrick again next semester in a special readings class called HIST 798: Mapping History. Stay tuned, I'm sure I'll have a lot to blog about.

Happy and Peaceful Holidays to everyone!

December 04, 2007

What I've Got (not the Sublime song)

Here’s where the final project stands right now:

King_finalprojectpgs12_draftKing_finalprojectpgs34_draft 

These are the mockups because I really want some input from my classmates tonight in class. So I roughed-in the main essay and some of the supporting graphics. None of the floorplans are the final version and I’m still working on securing the quantitative data for the graphs. I’m also curious about how to cite sources in this kind of format. I know I need an additional caption or two. Heck, even the existing captions are really only in draft form.

But there it is, in all of it’s Adobe Illustrator glory. To quote Karin’s blog, fire when ready!

November 27, 2007

Closets (Please, spare me the smart comments!)

Here's where I stand on the closets issue.

  • I am fairly convinced that closets were not wide-spread in the late 18th century because of any kind of government-imposed tax (based on research into tax codes and an email with a prominant tax historian). Regardless of what the US Parks Service says!
  • I have found a half-dozen house floor plans that plainly show the growth of the closet as an integral part of houses (and bedrooms in particular), starting in the very late 19th century.
  • I am convinced that the growth of closets is a result of the Industrial Revolution and how it remade the world's perception of cloth and made everyone (eventually) generally wealthier.
  • Given another two semester's worth of research and work, I think I can actually prove it.

Now it's just a matter of the layout, right?

Hope everyone else is making progress!

November 20, 2007

The Point of Diminishing Returns and the Architectural Reconstruction Project

I definitely smashed through this point at some point after midnight last night. This project was the biggest time sink so far, on par with the final project for last semester. But John Henry put the bar high, and Don Fields made it look easy, so I found it hard to find a point where I was happy. Come to find out that your choice of architectural subject and the available background sources (pictures and drawings) makes all of the difference in the world!

My topic was the gunfight at the O.K. Corral, arguably the most famous gunfight in American history. I thought that utilizing a Sanborn fire insurance map of Tombstone, Arizona from about the time of the fight would reveal some details about the way the event played out. Thinking that a reconstruction of the buildings in and around the O.K. Corral would be useful, I set out to build as much of the city I could in the time frame of the project. I discovered that, as with most of Dr. Petrik’s projects, the devil is in the details.

Background
Around 3pm on 26 October 1881, in Tombstone, Arizona, the bad relations between the Earp brothers (backed up by the inimitable Doc Holiday) and the local crew of roughnecks collectively known as the “Cowboys” came to a head in a vacant lot near the corner of Fremont and Third Streets. In a short 30 seconds of shooting, over thirty shots were fired. As the smoke cleared, three of the five Cowboys lay dead or dying and two Earps and Holiday were wounded. Wyatt Earp and Doc Holiday were charged with murder since they were not lawmen (Virgil was the city marshal and Morgan was one of his deputies) but in a controversial hearing, the presiding judge and the grand jury determined that there was not enough evidence to bring the men to trial.

Ok_corral_from_north_details_2Sounds simple, right? But as the Wikipedia article notes: “The conflicts leading to the gunfight are complex: the two sides were related in two instances (in both cases related by strong family ties), but were in opposition due to politics, business concerns, and other ideological factors.” Wikipedia actually gives the incident a thorough treatment. And the controversy remains even to this day, as evidenced by this website, maintained by a distant relative of Ike Clanton (perhaps the central antagonist of Cowboys involved in the fight). Even HistoryNet has gotten in on the action, publishing three articles about the event. Perhaps I could add some more detail to the conversation about the shootout with a model of the immediate area of the vacant lot. (By the way, the fight did not become known as the “Shootout at the O.K. Corral” until several years after – a newspaper man decided that “Shootout in a vacant lot near the corner of Fremont and Third Streets” just didn’t have a good ring to it....)

Process
Once I had decided to investigate Tombstone, Arizona circa 1881, it was an easy trip to the Library of Congress Map Division Reading Room.  There I was quickly able to locate the Sanborn Fire Insurance Company maps of the town. Unfortunately, the oldest map extant is dated 1883. Normally, this wouldn’t be a problem, except that a fire in June 1881 destroyed the eastern side of Tombstone and another fire in May 1882 destroyed the western half of the city, including the O.K. Corral. And while it is obvious from comparing the Sanborn map with primary sources that some of the buildings were rebuilt on their pre-fire foundations (including the famous corral), some of the structures mentioned in the accounts of the fight do not appear on the Sanborn map.

Figuring it was too late to change track and as of yet undaunted, I forged ahead. Importing the digitized Sanborn map into SketchUp was easy. Then it was just a matter of building on the plots indicated by the Sanborn map. Learning the symbols on the map helped to determine the materials to paint onto the structures. For instance, an “x” indicates a wooden shingle roof, while a black circle (“●”) shows a composite roof and a open circle (“○”) specifies a slate roof. In addition, yellow structures are timber framed, brown designates adobe walls and red means brick. And while the Sanborn map showed the City Hall as the only brick building on the block, the brick City Hall building was not built until 1882.

Given the time constraints (this is a small project and only 15% of my final grade!), I decided that I would carry on with the Sanborn map reconstruction. If I were digging deep, I would probably start pouring over the newspaper accounts and other primary source material to determine what buildings were where. There are several pictures of Tombstone in the 1880s that helped me determine the shape of the buildings and the (wide variety of!) materials used to construct them.

Cribs
TentTombstone_city_hall_2

Then it was just a matter of plowing through the 33 buildings on the block. Again due to time constraints, I focused most of my detail work on Fremont St., the northern side of the block where the gunfight occurred. As a nice bit of detail, the sun is set for 3:00pm on 26 October, giving some idea of the role the afternoon sun would have played in the drama.

Ok_corral_from_north_2

Ok_corral_birdseye

Ok_corral_close_2   

Benefits
The cool factor is high on these, but I am not convinced that I learned anything new about the actual event from the model itself. In addition, the primary map source I found turned out to be misleading thanks to the May 1882 fire. Given the time and inclination, I am sure that I could do a true reconstruction of the town based on written descriptions and old photographs.

What I did gain is a deeper understanding of the town itself due to the time spent researching the buildings and the building materials. This increased my exposure to and the depth of my knowledge of the American West exponentially. I am not sure I would have spent as much time digging into the details without the need to reconstruct the town. I am also still encouraged by this line of visual thinking. I believe that there are historical questions that can be addressed in original ways with this kind of investigative tool.

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June 2008

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Architechtural Recon

  • 08 Sanborn, Tombstone 1883, Map 3
    One of the projects for HIST 615, History and Cartography

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