| 1. |
- Davis, Michael, et al.
(författare)
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BETEXT : Cross Institutional Cooperation in the Digitalization of Cultural Heritage Documents in XML
- 2002
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Konferensbidrag (refereegranskat)abstract
- The following describes a digitalization and on-line publication project, led by members of Blekinge Institute of Technology, located in the south of Sweden. The project aimed to create the foundation for a regional network of small cultural institutions that would develop, support and utilize on-line full text archives in the service of tourism, marketing and education. Its pilot project, The Chapman Archive, involved the digitalization, encoding with the TEI DTD in XML and web-publication of two rare 18th century texts of both regional and international importance.
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| 2. |
- Davis, Michael, et al.
(författare)
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Cultural Contact and Conflict : Teaching Argumentation through International Internet Conferencing
- 1998
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Konferensbidrag (refereegranskat)abstract
- In The Rhetoric of Reason James Crosswrite argues that, rhetorically conceived, all written argumentation is built upon a "communicative process" (51), a series of speech acts between a claimant and a critical interlocutor (81). It is generated in a combination of tolerant, exploratory dialog and a performance of both non-violent conflict and non-violent conflict resolution. As Crosswhite sees it, therefore, the notions of invention as the discovery of knowledge and the discovery of claims and reasons are fundamentally intertwined. Moreover, he maintains, the social function of invention and argumentative development-- the creation of shared knowledge and the potential for resolved conflict-- stands as one of the important and still undervalued elements of the writing process. Thus he concludes that we must focus our composition pedagogy, far more than we have done before, on the discursive relationship between claimant and interlocutor. This theoretical principle might not seem a radical one, especially to those who teach with electronic conferencing. However, the rhetorical importance that Crosswhite lends to the role of interlocutor ought to -- once taken seriously -- make the cultural relationship between claimant and interlocutor and the integration of discursive 'conflict' into the writing process far more fully conceived pedagogically by the CA instructor than these things usually are. Most electronic conferencing is shaped by an institutionally determined rather than pedagogically selected range of students, and, because they are not rooted in any clear methodology, most conference transcripts end up having only a vague relationship to student drafts. In our presentation, we will discuss how we have tried to create a virtual space that would correct both of these problems. It is a distance learning environment specifically designed to confront students with different ideologies, through direct dialog and debate with their peers in different nations, as well as designed to provide a methodology that would help these students take their explorations and confrontations into their formal arguments. We have called this space Cultural Contact and over the last two years it has served as a month long distance education site for quite distinct courses in quite distant locations: Ohio, Sweden and, during this Spring, South Korea. Through this site, using both the World Wide Web and electronic mail, students are assigned readings intended to highlight cultural differences in political ideology, cultural assumptions and argumentative stylistics. They then choose to join a virtual discussion group on a particular issue of debate, and finally-- by working in small project groups-- they are expected to discover from discussion transcripts the issues, claims, counterclaims, reasons, counter-reasons and calls for justification that make up the beginnings of a cross-culturally informed argumentative essay. We do not ask that the students come to agree on a single argument -- to renounce their differences -- but rather to agree on a common set argumentative loci, a shared outline of where their reasonable differences lie. In our presentation we intend to relate the development of our distance education methodologies, the practical problems of linking together different courses on different schedules with different institutionally imposed goals as well as the challenges of managing student debate and project work from very distant locations and different time zones. Ultimately we hope to present a theoretically informed examination of our experience trying to close the distances between discussion and argument, claimant and interlocutor, culture and culture.
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| 3. |
- Davis, Michael
(författare)
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Humanism, Humanities and Hypertext : Learning, Authority and Ethics in the Electronic Classroom
- 1999
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- “. . .it is impossible to strip the human element out from even our most abstract theorizing.”—William James (450) As Nicholas Negroponte, the founding director of M.I.T.’s Media Lab, sees it, information technology’s great contribution to education will be in multimedia. Multimedia assisted pedagogy will, according to Negroponte, bring sound and images into the classroom; it will allow for independent learning and, ultimately, it will bridge the gap, imposed by the traditional academic disciplines, between “technology and the humanities, science and art, between right brain and left” (81). Many of us teaching in the humanities might wonder about the role of written language in Negroponte’s vision and rightfully so. Neither he nor Bill Gates (or, for that matter, the popular press) are overly concerned with the fate of writing and the problems of teaching written texts. However, since the late eighties a great many academics have been teaching successfully with important text-based writing technologies, technologies that have dramatically effected, far more than multimedia CD-ROMs ever will, the web of human relationships that engage in them: reshaping the nature of the classroom, the role of the instructor and the activities of the students. In this essay I will introduce those technologies, discuss the pedagogical debates surrounding them and finally argue for a critical approach to their implementation. As you will hopefully agree, the lessons from nearly ten years of computer-assisted pedagogy are dangerous to ignore — particularly for those of us concerned with the ‘humanism’ of the humanities.
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| 4. |
- Davis, Michael
(författare)
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Humanisme, humanitet og hypertekst : Lareing, lederskap og etikk i det elektroniske klassrommet
- 1996
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Ingår i: Helhetlig Laering. - Oslo : Tano Aschehoug. - 8251835666
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- As Nicholas Negroponte, the founding director of M.I.T.'s Media Lab, sees it, information technology's great contribution to education will be in multimedia. Multimedia assisted pedagogy will, according to Negroponte, bring sound and images into the classroom; it will allow for independent learning and, ultimately, it will bridge the gap imposed by the traditional academic disciplines between "technology and the humanities, science and art, between right brain and left" (81). Many of us teaching in the humanities might wonder about the role of written language in Negroponte's vision and rightfully so. Neither he nor Bill Gates (or, for that matter, the popular press) are overly concerned with the fate of writing and the problems of teaching written texts. However, since the late eighties a great many academics have been successfully working with text-based writing technologies in their language, literature and writing classes, technologies that have -- far more than multimedia CD-ROMs ever will -- dramati cally reshaped the nature of the classroom, the role of the instructor and the activities of students. In this essay I introduce those technologies, discuss the pedagogical debates surrounding them and finally argue for a critical approach to their implementation. As you will hopefully agree, the lessons from nearly ten years of computer-assisted pedagogy are dangerous to ignore, particularly for those of us concerned with the 'humanism' of the textual humanities.
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| 5. |
- Davis, Michael, et al.
(författare)
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Interactive Presentation-- Scattered Leaves : A Different Introduction to Poetry
- 1997
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Konferensbidrag (refereegranskat)abstract
- A presentation of a multimedia CD-ROM in the works that would replace the old-fashioned, printed introduction to poetry text-book. The aim of the presentation was to generate feedback from English teachers with CAI experience while the product was at an early stage of development.
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| 6. |
- Davis, Michael
(författare)
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IT För Humanister HDA110 : Teaching Students to Teach Students Computers
- 1998
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Konferensbidrag (refereegranskat)abstract
- This was a presentation of a student-peer mentoring system for the training of incoming Humanities student in basic computer skills. The system is based upon a mentoring course and then a set of scheduled mentoring sessions. Presenation topics covered: 1. the departmental function of the course 2. the execution of the course 3. student perspectives on the course and on the student mentors
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| 7. |
- Davis, Michael
(författare)
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Teaching American Discourses : Using the Internet to Engage Students in the Conversations of American Culture
- 1999
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Ingår i: SINAS-NEWS: Newsletter, The Swedish Institute for North American Studies. - Uppsala : The Language Faculty, Uppsala University. ; 22:1
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Tidskriftsartikel (refereegranskat)abstract
- This article is based on a conference presentation given at the Conference of the Swedish Association of American Studies, Växjö (1999). It presents and discusses a means of transforming the study of American Culture as something given to the study of American Culture as a fluid set of constantly changing discourses using distance teaching methodologies.
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| 8. |
- Davis, Michael
(författare)
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Teaching with Computers in the Humanities : Some Practical Examples
- 1996
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Konferensbidrag (refereegranskat)abstract
- This presentation was intended as a basic introduction to the simple, pedagogical applications for: 1. the reading & writing of hypertext (WWW & HTML) 2. the use of synchronous & asynchronous conferencing technologies (IRC & E-Mail) 3. English language drill software Topics included: different methodologies, the kinds and amount of preperation involved for the teacher and students, the dangers of over-use and misuse, and finally the potential benefits for both student and teacher. The target audience was teachers at gymnasium level.
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| 9. |
- Davis, Michael
(författare)
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The Discourse of Oratory : The New Rhetoric and Romantic Writing in Eighteenth and Nineteenth Century Britain
- 1996
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The Discourse of Oratory: The New Rhetoric and Romantic Writing is a study of the cultural anxieties about the power of public speaking that pervaded the mid eighteenth to early nineteenth centuries. Its argument is that those anxieties formed a discursive center for two of the most important forces in the history of British letters and literary studies -- Romanticism and the New Rhetoric -- and that those forces engaged it primarily through a shared concern with the rise of religious evangelism.
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