A teaching philosophy in practice
My field nowadays is the digital humanities; I started my academic life as an archaeologist. In between, I’ve taught in continuing education, distance education, secondary education to troubled students, and started a business. My philosophy of teaching has evolved continually as a result of these disparate experiences.
I was attracted to archaeology by the hands-on nature of the field, by the materiality of it. I became interested in distance education and continuing education for how these two modes opened up academia to broader audiences than a standard undergraduate experience. Working with troubled teens (students whom the system had otherwise failed), I saw both of these strands come together in a program that offered a hands-on experience leading to a vocational diploma. Starting a business taught me that I had to relearn everything I thought I already knew. I recount these experiences to explain where I am coming from.
I first encountered the idea of ‘uncoverage’ in a blog post on Profhacker by Mark Sample. This phrase neatly encapsulates what I have come to believe. In Sample’s post, he defines ‘uncoverage’ by contrasting it with how we normally use the phrase in course syllabi: “…this course will cover the evolution of American public life from the publication of the Federalist Papers to…”. In the race to cover everything on the syllabus, we necessarily end up covering in the sense of ‘protect or conceal, to hide from view’ (Sample, citing Wiggins and McTighe 106). We do not teach understanding; rather we slip and slide over the top of the deeper issues that make these topics worth studying in the first place. For Sample, ‘uncoverage’ then is a kind of digging downwards, to reveal the assumptions and principles that we would normally cover. There is an obvious connection here with archaeology. In archaeology, one begins with the most recent layers and works backward, peeling away the events that form a site, understanding their associations and connections both in terms of breadth and depth. In the same way one would plan an archaeological excavation backwards from the idea ‘what do we wish to learn from this site?’ I implement backwards-design philosophies into my classes: in order to uncover that which is important, what must students understand as a result of having been in this course?
My ambition in every course is to teach for uncoverage. This has the effect of making my research and teaching two sides of the same craft. As a craftsman, I want my work to be visible, public and appreciated. My students therefore are both objects of my craft, and independent craftspeople in their own right. I seek out opportunities for my students’ work to become visible as together we work through the implications of digital media for historical understanding. Digital history is public history: therefore my students’ work is never conceived of as being done for an audience of one. As I tell my students, ‘we’re working without a net, folks: everything we do, we do in public’. I have published papers, articles, blogs and projects with students as a result.
I have blogged my own teaching and research for five years now. I am committed to open access, making not only my process but also my data available to the wider community. Not every experiment results in success; indeed, the failures are richer experiences because as academics we are loathe to say when something did not work – but how else will anybody know that a particular method, or approach, is flawed? This idea that it is ‘safe to fail’ at something, that sometimes what we try just might not work, is something that I try to foster in my classes. If we try something, it does not work, and we then critically analyze why that should be, we have in fact entered a circle of positive feedback. This perspective comes from my research into game based learning. A good game keeps the challenges just ahead of the player’s (student’s) ability, to create a state of flow. Too hard, and the player quits; too easy, and the player drops the controller in disgust. If we can design assessment exercises in a class that tap into this state of flow, then we can create the conditions for continual learning and growth (see for instance Kee, Graham, et al. 2009). What is more important is that these can be tailored to an individual student’s abilities. Why should assessment in a class begin at 100 points and then work downwards? Why not begin at zero and allow the student to rise?
My approach to teaching has changed over the years, and it will no doubt evolve in the future. What I hope to make a constant though is a commitment to celebrate in public the excellent work that my students do, whether that is sharing their blog posts on Twitter, to finding opportunities to publish with them, to finding collaborative projects with the wider community. By teaching for uncoverage, and by exploring the affordances of digital media for historical representation and analysis, I am able to marry the strands of my own evolution as a student, research and teacher, into the best opportunities for my students.
Putting the digital into my humanities
HIST2809
I teach one of the History Department’s core courses in historical method, HIST2809: The Historian’s Craft. This class has a large enrolment of typically 120 students. Instead of surveying the many different ways historians write history and do historical research, I focus instead on cultivating a deeper understanding of the reflexive nature of historical work, so that when students encounter a new possible method or approach they do so with a critical understanding of not just what the approach offers, but also how it delineates what it possible to say or uncover. I emphasize that historical work is not done in a vacuum, but is done within a community of practice.
To support this teaching, I created a WordPress powered website that I extended with the Buddypress plugin. Buddypress allows for the customized creation of a social network platform – a HIST2809 Facebook, if you will. Then, I ‘gamified’ this space by creating ‘achievements’ that students could work towards, with their progress being visible to other members of the classroom. This approach was written about by Nick Ward in This Week in FASS:
‘I wanted students to have more opportunities to practice the ‘craft’ of being an historian, beyond the formal assessments in the class. Obviously, I could’ve assigned weekly exercises, but that would’ve gone against some of the spirit of what I was trying to inculcate in my students-that being an historian is about being part of a community, that there is joy and surprise and discipline in being an historian, and that most of all, one has to want to do these things – to that end, the achievements system was entirely voluntary (but with a healthy dose of competition).’
In this gamified approach, the students started at zero and tried to collect as many points as possible. All participants would get a small bonus to their participation grade, proportional to the number of points they’d collected. Some of the game challenges included transcribing lines of ancient papyrus, learning the rhetorics embedded in computer code, completing tutorials on logical fallacies, learning some Latin, and participating in online crowdsourcing history projects (including HeritageCrowd.org, Graham’s own experiment in crowdsourcing local cultural heritage knowledge).”
As a result of including participation in the running of some of my own research projects into the achievements system, some of my students became involved in community digital history projects. One student is now a lead author on the writing of a regimental history for one of Ottawa’s military units. Another student became a co-author with me on a case study of the project to crowd-source local history.
An ancillary use of technology in this class is my virtual excavation project in the Carleton Virtual Campus. This excavation is designed to make ‘real’ the metaphors of archaeology. Through interaction with this virtual excavation – where it is safe to make mistakes – students get the chance to explore how archaeological knowledge is created. This excavation is still in a prototype phase, and so it hasn’t been fully incorporated into this course yet. It represents another facet though of how the careful use of game-based elements can enhance one’s teaching and learning in class.
(I also presented my approach to gamification to my colleagues at an EDC brown-bag lunch. As a side note, I used ‘Prezi’, a piece of online presentation software that uses as its dominant metaphor the idea of ‘zooming’ into data. This is in stark contrast to Powerpoint, whose dominant metaphor is the 35 mm slide. I use both pieces of software in my classes to highlight the ways the media we use structure the stories we are able to tell. There is no ‘right’ way to interact with digital 1s and 0s. In a way, we are all disabled in this regard.)
http://www2.carleton.ca/fass/2011/playing-with-history
http://prezi.com/nfla–pmtgn2/adventures-in-gamification-shawn-graham/
FYSM1405a Digital Antiquity
I have been teaching a first year seminar for two years. In the first iteration of the course, which was then subtitled ‘digital history’, I sought to explore a variety of digital media with my students to explore how these media structure our understandings of history. As part of that course, I partnered with the Council of Heritage Organizations of Ottawa to use their Ottawagraphy website to tell stories about Ottawa’s history. One of these students later became a co-author with me on the case study on crowd-sourcing local history. Another student is now a co-editor with me on a project to crowdsource the illicit trade in antiquities, heritage.crowdmap.com.
In the second iteration of this course, subtitled ‘Digital Ancients, Digital Moderns’, we focused more on ancient history and archaeology, and how both digital media and ‘traditional’ media create ways of understanding and patterns of power. One of the semester long assignments in this class was to write the Wikipedia. We looked at how Wikipedia articles are subject to a channelization effect, where the earliest structure of an article sets the stage for all subsequent alterations. My students selected an article related to ancient history consisting of only a single paragraph, and then set out to improve it. One such page is http://en.wikipedia.org/wiki/Mycenaean_pottery . Wikipedia pages now come with ratings, and as of March 2012, the consensus view of this page is that it is ‘well-written’ (in Wikipedia’s page rating shema). That first year students can be responsible for setting what is the de-facto Western memory bank for everything is a shocking experience for these students!
In the second part of this year’s course, I have partnered with the Museum of Civilization on a project to make ‘the Hidden Museum’ accessible to the public via augmented reality. As a result of some postings on my research blog, curators at the Museum contacted me to see if there was a possibility to partner. They opened up their storerooms to my students, and we began a project to create three-dimensional models of artefacts, using free software. The students ended up selecting a series of models related to Mesoamerica. The students then used Lulu, a print on demand service, to create a book which they are in the process of augmenting with smart-phone based augmented reality software (Junaio.com). In this way, they provide a ‘magic-eye’ like experience or pop-up book experience and liberate these museum pieces from the storerooms, providing a new way for the public to interact with them. The students also considered the ethical implications of displaying museum artefacts this way. This experience will be recounted at this spring’s Canadian Archaeological Association conference in Montreal as a case study. The museum curators and I have written a SSHRC application for a much larger study built on some of the themes related to this student work. Should we be successful in winning the grant, I intend to provide opportunities for these students to continue participating in the project.
Our work in this class was written up in the Charlatan Newspaper, Carleton’s Student newspaper, in January 2012.
http://www.charlatan.ca/2012/01/ancient-history-seen-through-digital-games/
HIST5702x
This year I have been teaching a graduate seminar in our public history program on digital history. http://dhcworks.carleton.ca/history5702/ The entire course is designed around the exploration of the historiographical issues implicit in digital history and the use of digital tools for historical research (the two are not necessarily the same thing). There was a wide range of ability and affinities for digital media amongst the students enrolled in the course. A significant worry for the students from day one was, ‘what if the project/tool x doesn’t work?’ For these students, my concern with making a project ‘safe to fail’ was paramount. I wanted to demonstrate to them that digital history, as public history, is as much about knowing what doesn’t work (and why) as it is with achieving any set result.
The course also was funded by the NiCHE, the Network for Environmental History. They wanted to know whether or not augmented reality was a feasible approach for telling environmental history in Canada. They provided funds allowing us to purchase some smart-phones and data-plans. In conjunction with an exhibit on the urban forest of Ottawa at the Bytown Museum, the students began exploring the ways history could be told in-place using geo-location and augmented reality. I had them chronicle their journey from being digital neophytes to the completion of the project (April 3rd). They did this on a group blog hosted by the Digital History at Carleton platform (a web-space for digital research and collaboration). Each time they posted, I have retweeted to my followers the location of their posts (~ 700 digital humanists, archaeologists, and online education professionals). As a result, important connections have been made between individual students and practitioners in the field, opening up new research avenues.
I encouraged each student to develop an individual project that would further their major research essays. The resulting panoply of projects and the discussion surrounding their implementation and implications, has made for an incredibly rich seminar. Some students are using interactive fiction platforms (Inform7); others using text-analysis (Voyant Tools) or topic modeling (Mallet) software; some are creating 3d models of artefacts from a museum perspective while others are using data mining of Youtube and Twitter. For me to support these projects has necessarily meant working hard to understand how they work, their possibilities and their perils.
I also hosted a Google+ hangout with PhD students and faculty in digital history and archaeology from the UK and the United States. I wanted the students to experience first-hand one of the hallmarks of the digital humanities, its ‘big-tent’ philosophy and its philosophy of ‘hacking as a way of knowing’. The openness of that experience was something commented on by everyone that week in their blog posts.
Independent studies
I am a thesis advisor for a student interested in exploring issues of power and identity in the Greek Bronze Age. We developed a methodology for him to study these power relationships through social network analysis using the open-source platform Gephi (http://gephi.org). He has been blogging his research approach ( http://zackbatist.com/ ) and has made very important connections with practitioners in the field, which he has been able to draw upon as he applies to graduate school. I’ve taken him to a digital humanities ‘unconference’, and he is helping in the planning of an unconference to take place at Carleton next fall.
I am also a collaborator on Jennifer Evans’ ‘Hate 2.0’ project that looks at online hate. I have been training a student funded by the I-Cureus programme in data mining and analysis to support this project. ( http://dhcworks.carleton.ca/onlinehate/ ).
So why are you sharing this?
Well, lord knows I’m not the best teacher out there – but I want to be better. How are you using tech in your classroom, to support your digital humanistic mission? Where are the flaws in my approach? Where are the strengths?
***
Kevin Kee, Shawn Graham, Pat Dunae, John Lutz, Andrew Large, Michel Blondeau, Mike Clare. ‘Towards a Theory of Good History Through Gaming’ Canadian Historical Review 90.2 (June 2009). Pp.303-326.
Mark Sample. ‘Teaching for Uncoverage’ August 23, 2011 http://chronicle.com/blogs/profhacker/teaching-for-uncoverage-rather-than-coverage/35459
Grant Wiggins and Jay McTighe. Understanding by Design. (Prentice Hall, New Jersey: 2005).
Review of Malkin, “A Small Greek World: Networks in the Ancient Mediterranean”
A Small Greek World
Networks in the Ancient Mediterranean
Irad Malkin
OUP USA
304 pages | 21 illustrations | 235x156mm
978-0-19-973481-8 | Hardback | 24 November 2011
Price: £40.00
http://ukcatalogue.oup.com/product/9780199734818.do
I was excited to obtain this book.
Unfortunately, this is a book about social network analysis in antiquity that does not, in point of fact, contain any social network analysis. Rather, Malkin uses concepts drawn from networks and theories of evolving networks as metaphors to reframe centre-periphery arguments about the emergence of the Greek world around the Mediterranean as a ‘small world’.
There is much that is good with this book, in terms of its description of colonization and the emergence of the Greek world. He offers up a theory of ‘backwards-propagation’ to explain how the colonies could often be more Greek than Greece. As a Canadian educated in the UK, I know that this is a very real – and timeless- phenomenon; it is indeed a useful concept to bring into the discussion. However, Malkin need never have invoked any network theories in order to use that concept. Peregrine Horden and Nicholas Purcell’s The Corrupting Sea achieved much by focusing on the idea of connectivity of micro-regions without invoking social network analysis; this work is essentially a deeper exploration of that idea.
The broad strokes of Greek colonization are well known; there is ample material there for network studies of many different kinds (including work that seeks to generate likely networks, for example as in Rihll & Wilson 1991, the work of Tim Evans, Ray Rivers, and Carl Knappett, my own Travellersim). Malkin lays out the groundwork of the relevant concepts in chapter 1. But on p18 and 19 one reads,
Graphic illustrations of wide-ranging Mediterranean networks in the form of connective graphs usually prove to be unhelpful. Two-dimensional representations of connectivity mostly turn out to be messy “spaghetti monsters” with very long verbal explanations that are needed to accompany them… I have opted for the larger canvass of what seems to me highly probable at the risk of not presenting statistics and formulae that I am incapable of offering due to the state of our sources of knowledge”
Malkin takes pains on p16 to distinguish between ordinary (whatever that may mean) ‘networks’ and the ‘networks’ of network analysis, as if the two were distinguishable. They are not. The only difference is that in one we are using a metaphor, and in the other, we have taken pains to try to outline as fully as possible the connections relevant to the question we are asking, to understand the implications of the topology (yes, the statistics) for what they might mean for history. To invoke a small-world (a precise concept in network terms) without actually measuring to see if small world conditions are fulfilled does damage to the concept and to the analysis.
Elijah Meeks has recently written about developing conventions for the representation of network data, drawing on the long history of cartographic literacy. As far as Malkin’s critique of the visualization of networks go, it’s well founded: but the visualization has never been the endpoint, the raison d’etre, for the exercise. It’s the statistics. If you don’t know the shape of the thing, the important nodes (cities, individuals, extra-urban sanctuaries, what have you), how can you claim to be doing any sort of network analysis?
Scott Weingart has written about ‘halting conditions’, about knowing where to draw the linewhen your data are necessarily complex and in practice, infinite:
The humanities, well… we’re used to a tradition that involves very deep and particular reading. The tiniest stones of our studied objects do not go unturned. The idea that a first pass, an incomplete pass, can lead to anything at all, let alone analysis and release, is almost anathema to the traditional humanistic mindset.
Herein lies the problem of humanities big data. We’re trying to measure the length of a coastline by sitting on the beach with a ruler, rather flying over with a helicopter and a camera. And humanists know that, like the sandy coastline shifting with the tides, our data are constantly changing with each new context or interpretation. Cartographers are aware of this problem, too, but they’re still able to make fairly accurate maps.
It is not acceptable for ancient historians to bemoan the incompleteness of our sources – to use that as a crutch for not doing something – and then to go on and write another 224 pages. We’ve been studying the ancient world for several centuries now. Surely we’ve got enough material to be able to draw a line, to map something out, yes?
Should you buy this book? By all means, yes. Its roundup of the major themes and ideas in network studies in chapter 1 is valuable, and will no doubt be useful for those wishing to do formal network analysis, insofar as it establishes network theory in the broader classicist conversation. I’ve focused primarily on the first chapter in this review, since much of my teaching and research at the moment explicitly concerns network analysis in antiquity. The materials presented in subsequent chapters (Island Networking and Hellenic Convergence; Sicily and the Greeks; Herakles and Melqart; Networks and Middle Grounds in the Western Mediterranean; Cult and Identity in the Far West) do indeed move the conversation on from stale center-periphery models, and should be lauded. It would perhaps have been better though if it had not been framed in terms of a theoretical/methodological framework that is not, in fact, used.
[disclosure: I asked Oxford UP for a review copy when I saw it in the catalogue, in the hopes that I could use it as a text in an upcoming course on digital antiquity. I do not think I will be doing so, given my issues indicated here.]
Digventures, Flag Fen, and Crowd-everything archaeology
On 29th February 2012, DigVentures, a social enterprise dedicated to funding sustainable archaeology projects, launched a 60 day funding round for Europe’s first ever crowdfunded and crowdsourced excavation, on the iconic Bronze Age site of Flag Fen.
Archaeology has had a long history of relying on volunteers and patronage (whether individual or institutional) for support. The first excavation I went on, as a college student, was largely funded that year by the members of my class. $3000 a pop, as I recall. That’s a typical model in North America (running one’s academic excavation from fees paid by your crew), which I was suprised to learn was not the case in the UK, when I arrived at Silchester as a grad student.
Digventures is a new spin on the model. Led by Brendon Wilkins, Digventures is trying to raise 25 000 pounds through a crowdfunding model that allows participation at a variety of levels. From ‘inside looks’ at the process to full on dig experience, it’s a nice way of allowing differing access to the process of archaeology:
At whatever level people choose to support, they will be taking part in a groundbreaking, game-changing archaeological experiment as a key member of the team. Every ‘Venturer’ will receive a copy of the site report with their name acknowledged in the front, topped off with an invitation to the End of Site party, where the initial results will be presented.
I really like that everyone involved will receive formal acknowledgement. That’s something that should happen much much more often in archaeology. What I would also like to see happen is that the interpretation of the site be crowdsourced too. David Wilkinson a number of years ago wrote in the IFA’s ‘The Archaeologist’ (I think; pulling from memory here) wrote about the ways all of the experiences of archaeology, the stories, should be incorporated into the overall interpretation. Will participants on the project contribute their own interpretations, experiences, responses to the process? Will these end up in the final report? With digital media, there’s no reason why not.
Good luck to Digventures! You can support the project at http://www.sponsume.com/project/digventures-flag-fen-lives-1
A quick scrape of eBay for Roman Antiquities
I scraped 400 items tagged as Roman antiquities from eBay.ca today. One was going for 1.9$ million; consensus on twitter was that it was a fake. Of the rest, the combined valued was ~ $50 000. Only 188 items had more than one bid on them. That subset had a combined value of $4000, so an interesting discrepancy there. The location of the sellers was as you’d expect – USA, UK were the top two. Next up: Germany and Slovenia. So I’d keep an eye peeled on Slovenia as a conduit for illicit materials from the Balkans.
first 400 roman antiquities on ebay march 1 2012

