"Not surprisingly the focus on research methodology in the presentations was also explicitly articulated as an important aspect of drawing out a scholarly practice for the Digital Humanities. It was emphasized that the disclosure of the philosophical and technological rational behind a research methodology is important to develop a sort of academic accountability. These methodological choices are deliberate and meaningfully affect the results of a study.
The rigorous process of explaining and justifying the methodological process is in effect a safe guard against spurious use of computational and statistical tools. 'Big Data' will not allow for humanistic arguments to be proved statistically. Instead it is about producing a dialectic between analytic and anecdotal, such that the computational tools of computers can be assimilated into the process of humanistic scholarship. An important aspect of this is to develop meaningful visualizations to render data readable."
(Mark Turcato, 18 May 2012, Digital Humanities McGill)
"In the 50 years since US insurers organized the Insurance Institute for Highway Safety, car crashworthiness has improved. Demonstrating this was a crash test conducted on Sept. 9 between a 1959 Chevrolet Bel Air and a 2009 Chevrolet Malibu. In a real–world collision similar to this test, occupants of the new model would fare much better than in the vintage Chevy.
'It was night and day, the difference in occupant protection,' says Institute president Adrian Lund. 'What this test shows is that automakers don't build cars like they used to. They build them better.'"
(Insurance Institute for Highway Safety, 9 September 2009)
"The underlying logic of contemporary on–line learning and teaching environments has been informed by a systems approach to design. Despite the considerable effort devoted to their evolution and the focus of this effort on flexible learning, on–line learning and teaching systems appear to be limited to the task of transmitting information. In her essay on the evolution of ICT–based learning environments, Rosa Maria Bottino describes this orientation as, firstly one that sits in opposition to constructivist theories, and secondly one that fails to sufficiently accommodate social interaction and practice contexts within the learning and teaching environments. Bottino goes on to critique the information transmission model of ICT–based learning and teaching systems, and suggests that approaches that privilege learners as active participants should be pursued:
'One of the major forces which has driven change has been the assumption that meanings are lost if learning is simply seen as the transmission of information. Learning is progressively considered as being based on an active exploration and personal construction, rather than on a transmissive model' (Bottino 2004).
In the current milieu of on–line learning and teaching environments, ICT architects appear to be caught in a bind between a requirement to provide generalised system features and a will to embrace contemporary educational strategies. In the light of a systems approach to design, a compromise appears to have been made that privileges administrative robustness and security over (student) agency and engagement. Baltasar Fernandez–Manjon and Pilar Sancho have further described aspects of this problem as one where 'the requirements of a commercial learning environment are too diverse to be provided by a single monolithic system' (Fernandez–Manjon and Sancho 2002). The result is that the ability for students to collaborate and maintain autonomy within such centralised systems has been limited to superficial sharing of data over networks within closed publishing contexts. Without a serious interrogation of the underlying imperatives governing a systems approach to ICT design, learning and teaching within these environments is destined to remain locked in the administrative mode."
(Simon Perkins, 2005)
2). Perkins, Simon C. (2005) "Towards a socio–constructivist approach to learning and teaching within OLT environments". In OLT 2005 Conference, September 2005.