This collection of essays from the Visible Knowledge Project is edited by Randy Bass and Bret Eynon, who served together as the Project’s Co-Directors and Principal Investigators. The Visible Knowledge Project was a collaborative scholarship of teaching and learning project exploring the impact of technology on learning, primarily in the humanities. In all, about seventy faculty from twenty-two institutions participated in the Visible Knowledge Project over five years. Participating campuses included five research universities (Vanderbilt University, the University of Alabama, Georgetown University, the University of Southern California, Washington State University, and the Massachusetts Institute of Technology), four comprehensive public universities (Pennsylvania’s Millersville University, California State University (CSU)–Monterey Bay, CSU Sacramento, Ohio’s Youngstown State University, and participants from several four-year colleges in the City University of New York system, including City College, Lehman, and Baruch), and three community colleges (two from CUNY–Borough of Manhattan Community College and LaGuardia Community College, and California’s Cerritos College). In addition to campus-based teams, a number of independent scholars participated from a half dozen other institutions, such as Arizona State and Lehigh University.
The project began in June 2000 and concluded in October 2005. We engaged in several methods for online collaboration to supplement our annual institutes, including an adaptation of the digital poster-tool created by Knowledge Media Lab (Carnegie Foundation), asynchronous discussion, and web-conferencing. For more detailed information, see the VKP galleries and archives at http://crossroads.georgetown.edu/vkp/. Note: You can find pdf files formatted for printing attached at the end of each article.