Call for Participation – Digital Methods Summer School 2014, On Geolocation: Remote Event Analysis (Mapping Conflicts, Disasters, Elections and other Events with Online and Social Media Data), 23 June – 4 July 2014
"The Digital Methods Initiative is a contribution to doing research into the 'natively digital'. Consider, for example, the hyperlink, the thread and the tag. Each may 'remediate' older media forms (reference, telephone chain, book index), and genealogical histories remain useful (Bolter/Grusin, 1999; Elsaesser, 2005; Kittler, 1995). At the same time new media environments – and the software–makers – have implemented these concepts, algorithmically, in ways that may resist familiar thinking as well as methods (Manovich, 2005; Fuller, 2007). In other words, the effort is not simply to import well–known methods – be they from humanities, social science or computing. Rather, the focus is on how methods may change, however slightly or wholesale, owing to the technical specificities of new media.
The initiative is twofold. First, we wish to interrogate what scholars have called 'virtual methods,' ascertaining the extent to which the new methods can stake claim to taking into account the differences that new media make (Hine, 2005). Second, we desire to create a platform to display the tools and methods to perform research that, also, can take advantage of 'web epistemology'. The web may have distinctive ways of recommending information (Rogers, 2004; Sunstein, 2006). Which digital methods innovate with and also critically display the recommender culture that is at the heart of new media information environments?
Amsterdam–based new media scholars have been developing methods, techniques and tools since 1999, starting with the Net Locator and, later, the Issue Crawler, which focuses on hyperlink analysis (Govcom.org, 1999, 2001). Since then a set of allied tools and independent modules have been made to extend the research into the blogosphere, online newssphere, discussion lists and forums, folksonomies as well as search engine behavior. These tools include scripts to scrape web, blog, news, image and social bookmarking search engines, as well as simple analytical machines that output data sets as well as graphical visualizations.
The analyses may lead to device critiques – exercises in deconstructing the political and epistemological consequences of algorithms. They may lead to critical inquiries into debates about the value and reputation of information."
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We're all passionate about The Student Room and our sister sites, and love working on them. Generally we see our role as facilitators, steering our sites forward in exciting ways, but we're under no illusions that it's the community of members that make The Student Room special and unique in the vast world of social media."
(Acumen Professional Intelligence, UK)
"the dominant learning technology employed today is a type of system that organizes and delivers online courses – the learning management system (LMS). This piece of [e–learning 1.0] software has become almost ubiquitous in the learning environment; companies such as WebCT, Blackboard, and Desire2Learn have installed products at thousands of universities and colleges and are used by tens of thousands of instructors and students. The learning management system takes learning content and organizes it in a standard way, as a course divided into modules and lessons, supported with quizzes, tests and discussions, and in many systems today, integrated into the college or university's student information system."
(Stephen Downes, 17 October 2005)
Downes, S. (17 October 2005). "E–learning 2.0." eLearn Magazine, an Association for Computing Machinery, Inc. publication.