Compliments of DigitalHumanitiesNow (@dhnow) on Twitter, I found this fascinating article by Paul Ford: “The Great Works of Software.” In addition to being this wonderfully designed article, where Ford utilized many different means of composing in order to present his argument, the article was really interactive. It was great reading other readers’ comments along the way and seeing collaboration at work (plus having the option to make a contribution, myself). It’s kind of powerful, as a reader, seeing the option “Leave a note for Paul Ford” on the screen as you read his piece about seeing software as an organic thing that is not only conducive to human interaction, but enhances it.
So, this is rather exceptional. I decided to use one of the tools on Tapor to visually see William Shakespeare’s Sonnet 116. Not only is this cool to look at, but it’s also rather helpful to see key words. I think my students would rather enjoy using this as we read through poems and perhaps even with Othello. They could see, in a simple visual image, what words were used more heavily than others and that could then add to their analysis. Why did the author use this term so much? What was he/she trying to show? What does it say that this term was key, as well? Or perhaps why this one was used a lot less?
Time to adjust my syllabus a bit!
I read “Learning to Let Go: Listening to Students in Discussion” today and thought I would share it. I have to say, I’m guilty of leading discussion to where I think it needs to go and trying to make my different course sections line up. Friend really puts forth some great arguments about the harm in “planning,” designing classes to be best for student learning/engagement, and the role of the educator.