Transcript view ppt - DART - Columbia University

DART: Digital Anthropology
Resources for Teaching
“. . . to initiate a meaningful and sustainable
transformation of undergraduate education and
professional practice in the field of anthropology.”
Caroline Ingram
Steve Ryan
The London School of Economics and Political Science
Ann Miller
David Millman
Columbia University
Issue 1: Overcoming barriers to
use of digital technology in
undergraduate education
“. . . principal difficulties encountered relate to
human capital, and by extension to institutional
culture.”
--E. L. Simpson, report for Centre for Sociology, Anthropology, and Politics
• New approaches to training and
professional development
• Institutional change
NSF/JISC December 2003—2
Issue 2: Developing potential of
digital library approach
•
•
•
•
Avoiding “reinventing the wheel”
Making complex resources searchable
Insuring reusability of digital assets
Allowing choice of assets appropriate to
specific classrooms
NSF/JISC December 2003—3
Issue 3: Meeting challenges in
teaching of anthropology
• Teaching students to draw connections
between everyday life and larger
processes and concepts
• Acquainting students with process
through which anthropological
knowledge is produced -- and strengths
and limitations of that process.
NSF/JISC December 2003—4
Project Staffing
• 2 Postdoctoral Fellows in anthropology
departments at each institution
• Portions of senior anthropology faculty
• Project Manager at each institution
• Learning Technologist (LSE)
• Web developer (Columbia)
• Existing technology and editorial staff
NSF/JISC December 2003—5
Issue1: Professional
development of Research
Fellows
• Encourage close and explicit links between
teaching and research activities
• A supportive framework for re-thinking
approaches to teaching
• Continuing and active engagement with other
team members
• Building confidence and competence in using
digital resources
NSF/JISC December 2003—6
Issue 2: Developing potential of
digital library approach
NSF/JISC December 2003—7
Individual Web-Environments vs.
Scalable Digital Library Resources
• Custom built individual digital
teaching tools
• Reusable libraries of digital
resources
• Broad range of approaches to
citation and permissions
• System to standardize citation
and track IPR
• Individual systems for tagging
content
• Consistent metadata enforced
by workflow rules
• Digital content organized for
individual class
• Automatic correlation of digital
resources to general
conceptual structures and
standards
• Reliable access and archiving
• Storage and access
dependent on individual author
NSF/JISC December 2003—8
Supporting Applications
• Editorial workflow manager
– track IPR, copyediting
– collect metadata
– repository deposit
• Metadata framework
– metadata participates in multiple schemas (DC,
MARC, IMS LOM)
– extract multiple levels of granularity, e.g., collection
level, or full content & structure: site-building
NSF/JISC December 2003—9
Supporting Applications
• Topic map indexing and navigation
– organization by multiple conceptual categories
• Access management
– support for Shibboleth transactions & attribute
policies
– multiple communities: publication subscribers,
University population, alumni, scholarly societies
– delegate authentication to appropriate community
– consistent authorization across distributed
collections
NSF/JISC December 2003—10
IPR & Workflow
NSF/JISC December 2003—11
IPR & Workflow
NSF/JISC December 2003—12
Metadata Framework
metadata
elements
author
title
caption
original title
restrictions
reference to image
reference to narrative
schema
MARC
OAI
site specific
...
NSF/JISC December 2003—13
Metadata Framework
OAI
elements can participate
in more than one scheme
MARC
site
site
NSF/JISC December 2003—14
Metadata Framework
export records as OAI (direct XML)
NSF/JISC December 2003—15
Metadata Framework
export records as MARC (XML parse)
NSF/JISC December 2003—16
Metadata Framework
export records to construct web site (XML to HTML)
NSF/JISC December 2003—17
Metadata Framework
NSF/JISC December 2003—18
Topic Map Index
• ISO 13250
• Round-trip XTM
• Automate site navigation
– multiple teaching methods for the same
content
– inter-linkage among multi-faceted content
NSF/JISC December 2003—19
Topic Map Index
NSF/JISC December 2003—20
Topic Map Index
NSF/JISC December 2003—21
Federated Access Management
• Shibboleth protocol
– federated administration
– privacy controls
– multiple communities & multiple content
providers
• Internet2 project
(shibboleth.internet2.edu)
NSF/JISC December 2003—22
Access Management
Community Identity Forwarding
F. Anderson
UCLA
origin
faculty,
research univ,
reviewer History
Columbia repository
G. Sellers
IEEE
origin
depositor,
chips collection
UW repository
S. Devine
J. Helm
California
public school
origin
Rand
origin
premium corporate
> $50M, reader
student,
grade level 4
LC repository
NSF/JISC December 2003—23
Architecture
• Maintain separate layers to manage
– content acquisition
– metadata attachment
– content storage
– persistent identifier
– access control
– interfaces
• Allows maximum distribution and
interoperation
NSF/JISC December 2003—24
Architecture
browser
interface
structural & descriptive metadata / indexing
access management
identifier/citation management
repository
NSF/JISC December 2003—25
Issue 3: Meeting challenges in
teaching of anthropology
NSF/JISC December 2003—26
Activities of the Columbia Fellows
• Enhance existing course: “South Asian
History and Culture”
• Develop new course for majors: “The
Ethnographic Imagination”
NSF/JISC December 2003—27
Basic Approach
• Conduct baseline evaluation to identify
student needs (observation, interviews,
student questionnaire)
• Conceptualize digital means of addressing
needs
• Create/compile library of digital resources
• Create specific assignments around digital
resources
NSF/JISC December 2003—28
South Asian History and Culture:
Student Needs
• Better grasp of important historical
processes and themes
• Sense of everyday life
• Ability to connect historical processes
and themes with contemporary life
• Better expository writing skills
NSF/JISC December 2003—29
South Asian History and Culture:
Digital Resource Ideas
• Generate key concept definitions, key figure
bios, maps, for 19th, 20th century South
Asian culture
• Choose/create multimedia digital content on
contemporary South Asian life (e.g., photos,
audio/video interviews, news stories)
• Integrate above types of digital assets in
digital library
• Develop questions around digital materials for
weekly essays and discussion sessions
NSF/JISC December 2003—30
Ethnographic Imagination:
Student Needs
• Grasp distinctive strengths of ethnographic
method, ethnographic writing
• Understand temporal/spatial limitations of
ethnographic method
• Understand problems, limitations of
ethnographic writing
• Develop better critical thinking, writing skills
NSF/JISC December 2003—31
Ethnographic Imagination:
Digital Resource Ideas
• Case study approach, on Sherpas of Nepal
• Compile digital library of materials (e.g.,
historical and contemporary ethnographies,
field notes, photos, film, Sherpa writings,
mountaineering literature)
• Develop “compare/contrast” writing
assignments
NSF/JISC December 2003—32
The work at the LSE
• Focus on pedagogic issues in anthropology
• Rethink the role of different course elements
that can be enhanced by digital technologies
• Develop a series of re-usable digital tools,
methods, and approaches to address the key
issues identified
• Embed tools in a digital learning environment
for wider use
• Allow for customized use across a wide range
of academic fields
NSF/JISC December 2003—33
An example: The video tool
• Designed to raise and share issues of
understanding and interpretation
• Three stages - each stage providing
more evidence for interpretation
• Structured activities and collaborative
work
• Tool embedded in a wider resource
environment
NSF/JISC December 2003—34
“What’s going on?” Tool
• Stage 1: View a short video sequence, taken from the
lecturer's own fieldwork. We provide some limited
background information on the sequence, and some
subtitled translation of the dialogue, representing one
month’s experience in the field. In other words, the
subtitles will be broken, only picking out greetings
and simple words, and the background information
will be limited and ambiguous. Each student will
attempt to interpret the events, and submit their
interpretation to a shared area on web. Then the
collection of analyses is reviewed and summarised
by a small group of students.
NSF/JISC December 2003—35
“What’s going on?” Tool
• Stage 2: The process is repeated, but
this time the background information
and subtitles are equivalent to roughly
nine months’ field experience. All
students submit their new analyses to
be synthesised by a new group of
reviewers.
NSF/JISC December 2003—36
“What’s going on?” Tool
• Stage 3: Repeat the process again, this
time providing the equivalent of
eighteen to twenty four months’
experience. A final discussion session
compares the three meta-analyses. Will
the students’ interpretations converge
with increased information?
NSF/JISC December 2003—37
Screen grab
NSF/JISC December 2003—38
Next stages
• Evaluation and reflection on work to
date
• Develop generic versions of tools
• Integration of LSE resources into
Columbia environment
NSF/JISC December 2003—39
Thank you - Comments and
questions
Caroline Ingram, LSE
Steve Ryan, LSE
Ann Miller, Columbia
David Millman, Columbia