Social Networking – Page 4

Building Research Capacity Across the Humanities

On Monday I gave a talk at the German Institute for International Educational Research (DIPF) on:

Building Research Capacity Across the Humanities and Social Sciences:Social Innovation, Community Engagement and Citizen Science

The talk began with the sorry state of public support for the humanities. We frequently read how students shouldn’t major in the humanities because there are no jobs and we worry about dropping enrolments. The social contract between our publics (whose taxes pay for public universities) and the humanities seems broken or forgotten. We need to imagine how to re-engage the local and international communities interested in what we do. To that end I proposed that we:

We need to know ourselves better so we can better present our work to the community. It is difficult in a university like the University of Alberta to know what research and teaching is happening in the social sciences and humanities. We are spread out over 10 different faculties and don’t maintain any sort of shared research presence.
We need to learn to listen to the research needs of the local community and to collaborate with the community researchers who are working on these problems. How many people in the university know what the mayor’s priorities are? Who bothers to connect the research needs of the local community to the incredible capacity of our university? How do we collaborate and support the applied researchers who typically do the work identified by major stakeholders like the city. Institutes like the Kule Institute can help document the research agenda of major community stakeholders and then connect university and community researchers to solve them.
We need to learn to connect through the internet to communities of interest. Everything we study is of interest to amateurs if we bother to involve them. Crowdsourcing or “citizen science” techniques can bring amateurs into research in a way that engages them and enriches our projects.

In all three of these areas I described projects that are trying to better connect humanities research with our publics. In particular I showed various crowdsourcing projects in the humanities ending with the work we are now doing through the Text Mining the Novel project to imagine ways to crowdsource the tagging of social networks in literature.

One point that resonated with the audience at DIPF was around the types of relationships we need to develop with our publics. I argued that we have to learn to co-create research projects rather than “trickle down” results. We need to develop questions, methods and answers together with community researchers rather think that do the “real” research and then trickle results down to the community. This means learning new and humble ways of doing research.

The Cult of Sharing

Mike Bulajewski has written an excellent critique of the The Cult of Sharing. He describes the way ideas of community and sharing are being exploited by a new type of cult-like company like Airbnb and Uber. Under the guise of sharing and building community these companies are bypassing employment and labor legislation. What’s worse is that they are painting basic labor rights as the outdated way of doing things.

That’s because they’ve adopted a kind of cultural critique of capitalism. For them, the problem with capitalism is not the system itself, but rather depraved contemporary Western culture, which is greedy, individualistic, selfish and acquisitive, and rewards greedy, corrupt, ill-intentioned individuals. The opponents of the so-called culture of greed see the behavior of Black Friday shoppers and Wall Street bankers as equal manifestations of the same general phenomenon, and perhaps believing that we get the leaders we deserve, conclude that the public’s moral flaws makes them in some way responsible for the greed of Wall Street.

The sharing economy is clearly not the kind of economy where wealth and prosperity is shared between rich and poor. On the contrary, it worsens income inequality and concentrates wealth in the hands of those who need it the least. Progressive advocates are well aware of this, but they also see an upside: these startups teach their workers moral lessons about sharing, community, giving and service with a smile.

I’m not sure this is going to be the problem Bulajewski thinks it will be, but he has me worried. I hope that that shine of sharing will wear off and consumers/sharers will begin to treat this as any other industry. I also think the media will soon start reporting the downside of staying on someone’s couch or getting a ride with someone who isn’t licensed. It’s like the internet, which we all thought was a nice sharing community, until it wasn’t.

Blended Learning Award for GWrit

The Game of Writing (Gwrit) project that I am part of just got support through a University of Alberta Blended Learning Award. See the 2014 Selected Courses. This award is going towards creating a flipped version of Writing 101, a service course that is being scaled up to support large sections by Roger Graves and Heather Graves. With the Blended Learning Award support from the Centre for Teaching and Learning and with Faculty of Arts funding we are redeveloping GWrit to be used in large sections of Writing 101. Here is part of the abstract of the proposal,

Research suggests that by creating a rich online environment for students to connect and interact with instructors and peers they can improve as writers. We are currently building a gamified online writing environment, The Game of Writing (GWrit), for Writing Studies 101 (WRS 101) that can support student writers and alumni. WRS 101 is a high demand service course required for many degree programs across the University. We are creating a large class version that blends face-to-face with gamification strategies. In GWrit students will choose and work on assignments or quests that are part of the course. Their progress on these assignments or quests will be shared with peers and instructional staff; in this way all students can see who is working on the same quests, and they can ask for help or advice from them. Informal assessment will be available online from peers in the class; from paid peer tutors; from GTAs; and from alumni. This represents a significant expansion of the informal assessment available in traditional face-to-face courses, where peers and sometimes the instructor give informal feedback. We also intend to invite alumni to post assignments/quests that come from a workplace writing context. Students who complete WRS 101 will continue to have access to GWrit throughout their undergraduate careers and as alumni.

GWrit started as a prototype developed with support from GRAND. The original idea was an open writing environment where folks could challenge each other to compete at writing and where you could get analytics on your writing (number of words written, tasks completed, and visualizations like word clouds.) This research prototype is now being completely redeveloped by the Arts Resource Centre as a learning tool that can be used by students of our courses. We are adding commenting features so that students (and later alumni) can provide writing guidance in a structured fashion.