Essays
Evan Ratliff at Salon's Machinist blog asks if the Internet is making us lose our memory. Building off of Nicholas Carr's provocative Atlantic article entitled Is Google Making us Stupid and the discussions that have resulted therein...here and here, Ratliff wonders what happens to our brains when we never develop the need to remember certain items, like remembering phone numbers, an task that online personal databases has rendered obsolete.
In this new media age, online games are making their way into the classrooom. But with all those titles out there, how do you know what to use or how to use it? Todd Bryant breaks down the game world for class use and offers a wide range of ideas and resources on finding games that enhace student learning.
While Nicholas Carr is decrying the
supposed effect Google is having on our brains, he stumbles through a quote by Nietzsche to a friend on the effect a typewriter was having on his writing. The intriguing part of the quote is “our writing equipment takes part in the forming of our thoughts.”
Daniel Sullivan, the president of St. Lawrence University, recently published an essay in the Educause Review entitled "Why IT Matters to Liberal Education" . In the face of the latest backlash against bulging IT budgets reinforced by books such as Nicholas Carr's "Does IT Matter?" , Sullivan's essay is useful because it articulates not only why IT does matter for higher education in general, but specifically looks at the connections that exist between the goals of liberal education and the instrumental value of various technology, services, and facilities that can help achieve those goals. My favorite quote from the essay has to be
"The role of technology in liberal learning is decidedly as complex as the university's mission" which at one level seems like a dodge, but at another level explains why the activity of explaining why IT matters requires more time and attention than many have to attend to. He goes on to document the particular challenge of doing IT on a small campus (lack of economies of scale), but suggests that even in the face of that challenge, it is a critical mistake to not understand the strong connections between IT and the evolving 21st. century liberal education.
Made possible by dramatic advances in networking technologies, cyberinfrastructure promises to combine new computing capabilities, massive data resources and distributed human expertise to enable qualitatively different creative product from new generations of "knowledge environments." Introducing this timely collection of observations on how this will affect liberal arts disciplines and institutions, David Green reviews the distance we've come in the last 15 years and identifies the main themes of the essays, interviews and reviews that follow.
This computer-scientist champion of digital libraries and humanities computing provides an overview of paradigm changes in the sciences; a similar review of humanities achievements show that they still stop short of developing a new kind of scholarship.
Scientists were not always good collaborators. In pondering the "unprecedented convergence of interest across C.P. Snow's Two Cultures in the promise of cyberinfrastructure and of data-driven research," the computer scientist/digital librarian Sayeed Choudhury and medieval scholar Timothy Stinson propose a new relationship between humanities scholars, their resources and their colleagues.
This gripping account describes what the process and products of a new cyberscholarship might look like in the age of the Semantic Web, in which cyberinfrastructure’s potential as a "facilitator of a vast social process of meaning making" might be further developed.
Three art historians discuss how their most urgent needs might be addressed by cyberinfrastructure. While they hold themselves responsible for fostering new forms of scholarship as they appear, the bottom line, they agree, is that CI will be useless if it can not revolutionize image access and metadata management, and cannot help us think differently about vision and objects: "what kind of image work is the work that matters most?"
The director of Skidmore College's Tang Museum proposes a dynamic new relevance for the college museum, whose tasks of addressing students' visual literacy and in more effectively deploying the multisensory exhibition in global curricula could be dramatically facilitated through cyberinfrastructure.