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A guest post by Mark Braude, Postdoctoral Research Fellow / Project coordinator, Humanities + Design, Center for Spatial and Textual Analysis (CESTA), Stanford
An Overview of Palladio
Palladio (palladio.designhumanities.org) is a web-based platform that allows any researcher to upload, visualize, and analyze complex and multi-dimensional data, directly in a web browser. The Palladio visualization system combines a primary view with filters to make it easy to query a data set. There is no need to create an account and nor do we store any data. Any work done in the browser can be saved and shared as a Palladio Project, which takes the form of a .json file.Read More»
[This is a guest post by Akiyoshi Suzuki (Nagasaki University), with a summary of his Hestia@Birmingham presentation on the subject: ‘A Good Map is Worth a Thousand Words: 3-D Topographic Narrative of Haruki Murakami’]
The mapping of novels has been popular in Japan, either for simply providing a guide to fans wishing to follow the footsteps of the characters or else for bringing to the surface the unconscious, the blind spots or else the novel’s biopolitics. For readers of Murakami’s fiction, however, mapping is uncertain; the characters’ trails are strange and mysterious. And a constant refrain is heard, as when Naoko in Norwegian Wood asks, “Where are we?”.Read More»
This is the third and last of three posts reporting on the deployment of the Hestia toolkit to teach Herodotus’ Histories in two college classrooms at The University of Texas at Austin. The previous post described the design of an upper-division research seminar, intended for Ancient History, Classics, and Classical Archaeology majors, that integrated Hestia resources with training in historiography and network visualization. This post explores how that course design worked in practice, discussing successes and failures from the perspectives of both students and instructor. It’s a long post, but the conclusions are summarized at the end, so the impatient reader can jump to the bottom.
Most teachers are aware of the gap between the ideal version of a class created during the design process and the way that class unfolds in practice over a semester. For most of us, the practical version includes dead ends, failed experiments, course corrections, and — if we’re lucky — some unexpected successes. In some cases, elements that we initially saw as core components of the class turn out to be less important than aspects that we treated as peripheral when we designed it. In other cases, canonical core material crowds out digressions we hoped to spend time exploring. In this class — officially titled “Watching the Barbarians: Herodotus, Ethnography, and Archaeology” — both of these things happened. This isn’t at all unusual. But what makes this a particular interesting case study is the way digital technologies interacted with the arc of the course.Read More»
This is the second of three posts reporting on the deployment of the Hestia toolkit to teach Herodotus’ Histories in two college classrooms at The University of Texas at Austin. This post describes the integration of Hestia resources in the design of an upper-division research seminar intended for Ancient History, Classics, and Classical Archaeology majors. The seminar took the first four-and-a-half books of the Histories as a platform from which to explore historiography, ethnography, archaeology, and network analysis. The third and final post will discuss the successes and failures of this class from the perspectives of both students and instructor.
Adding the Hestia narrative timemap of Herodotus’ Histories to a large lecture course on Ancient Greece in the fall of 2013 was fairly straightforward. The interface itself was already in place, and had been finalized and stable for several years; it worked without any surprises. The course already covered Herodotus, and previous iterations already emphasized the work’s spatial aspect by requiring the Landmark edition and including map quizzes. Thus existing Hestia resources were layered onto an existing course, with minor adjustments to encourage the students to use them (see my previous post). I found this to be a useful experiment, but it fell far short of demonstrating the potential of the Hestia toolkit for student research and exploration. For students in the lecture course, the narrative timemap was still a platform for consumption, and I think that this explains their somewhat lukewarm response. As I argued in the previous post, real engagement with innovative digital resources is more likely to come when students are makers, not just users.Read More»
This is the first of three posts reporting on the deployment of the Hestia toolkit to teach Herodotus’ Histories in two college classrooms at the University of Texas at Austin (and to introduce the historian’s work to one high-school Latin class). This post focuses on the reaction of high-school and lower-division college students to the Hestia narrative timeline as a supplement to traditional instruction based on printed texts.
On June 6th, the Hestia2 project will hold the last of its four seminars: this one will focus on the use of digital tools in teaching and public engagement, and the connection of digital pedagogies with scholarly research. It therefore seems like an especially good time to discuss the results of a year-long experiment with the Hestia toolkit — primarily the narrative timemap, but also the ARK database — in one lower-division and one upper-division Classics course at The University of Texas at Austin.Read More»