Outcome 1: Website http://www.uib.no/acohum. Started September 1996, continuously updated.
Outcome 2: Conference. A large international conference on The Future of the Humanities was held in Bergen on September 25-28, 1998. (Copies of the conference poster/brochure are included as an appendix). The conference was a major international event addressing many issues related to curricula, international cooperation, computational resources, changing discipline boundaries, ODL and relations with partners in society. The program consisted of the following contributions:
Experimenting with innovations in humanities teaching at UC Berkeley: The Humanities and Technology project
RESHAPING HUMANITIES EDUCATION IN A DIGITAL AGE
Advanced computing in the humanities: Why should one bother?
SHARING CONTENT ACROSS INSTITUTIONS
SuperinformationhighwayS and IntelliMedia 2000+: Bringing together humanities, science, and engineering From Humanities Computing to Humanistic Informatics: Creating a Field of Our Own Designing an IT course for humanities students Can education bridge the gap between the cultures?
Art on the Internet: A modern approach that brings exhibits to life Digital resources and network learning: A course on art history in the UOC Digital archives - A way of integrating history teaching in Europe Challenges for libraries as humanities resources: IT and the convergence of archives, libraries and museums
CONSTRUCTING DIGITAL SITES
Computing for, in, and of the Humanities: An Oxford perspective
CURRICULUM INNOVATION - IMPACT ON DISCIPLINES
From on-line to on-target: Issues in the development and uptake of usable resources on the web Digital resources in Humanities education
COURSE DEVELOPMENT ON THE INTERNET
From the classroom to the Internet: Pedagogical and technological infrastructures for WWW-based learning Emerging multidisciplinary educational issues in the area of spoken dialogue communication Between Babel and bytes - The discipline of translation in the information age LETRAC - Language Engineering for Translation Curricula
USING DIGITAL TEXT RESOURCES
Teaching 'live' on the Internet Catalysing web-based teaching with tutorial components Internet and teaching: Lost in cyberspace or a dynamic junction? From cooperative learning towards the virtual class - An experience in composition techniques.
Research in language and literature - Old problems, new solutions? Standardization and automation in the production and management of electronic text resources The PRODICOS project The Orientalist Journal as multilingual corpus and pedagogical tool
Reincarnation or extinction of humanities in the digital age?
Towards the standardisation of curricula in computational linguistics in Europe International strategies in phonetics education Computing in Masters-level courses in the Humanities
Developing a model for academic collaboration using ICT Beyond European cooperation in speech communication sciences education Communication and cultural diversity in ODL: From a wired learner to a transnational citizen.
SCENARIOS FOR THE DIGITAL CLASSROOM
Beyond courseware as giftpaper: Computers as exploratory learning tools for the humanities
CO-OPERATION TOOLS FOR HUMANITIES
CALLMOO: An Internet platform for language learning Pedagogical programs - From testing to presentation of curriculum Information technology in the translation classroom The Maerlant-project on computer-assisted learning of historical skills: Can hypertext supersede programmed instruction?
Development of a Russian language learning system on the WWW A new, informational-cybernetic paradigm for the preparation of future teachers specialized in languages, literature, and art Building international communities of scholars and teachers: H-Net, the Internet, and the university of the 21st century FAQ: Computers and philosophy
Outcome 3: Book of abstracts. A 160-page book of extended abstracts of the conference was published in September 1998. The contents are the same as the program of the conference listed above. (Copies of this book are included with this application.)
Tracing student activity by web page reauthoring with a CGI script Publishing in the Internet Age: Examples in the humanities and social sciences sector Exploring the BNC with SARA Human speech production using interactive modules and the Internet - A tutorial for the virtual university Local and international achievements in speech and language processing Beyond the collection of data: A corpus of translations and its interactive use in research on cultural dynamics CHAMELEON and the IntelliMedia WorkBench: Integrating research from the humanities, science, and engineering Cratilo: A software package for the lexicographical analysis of texts
Outcome 4: Survey of Computational Linguistics Education in Europe. Results of the survey are published on the web (http://www.hd.uib.no/AcoHum/cl/cl-questresult.html), April 1999.
Outcome 5: Handbook of Computing in Humanities Education. This product is scheduled for publication in August 1999.
Outcome 2, the conference, addressed a wide range of objectives but has been an activity limited in time. It could be considered repeating this conference on an annual or biannual basis in order to reach a larger audience, but the current timescale in this application does not allow for sufficient preparation time.
Outcome 3, the book of abstracts, addresses the same wide range of objectives as the conference but, being a written record of a one-time activity, it cannot easily be disseminated in its current form. A publication of full papers in book form has been considered but was not thought to the most effective means for reaching a wide range of audiences. However, elements of the book can be integrated in other forms of dissemination (see below).
Outcome 4, the survey results, are a useful instrument for institutions offering computational linguistics, but would benefit from integration with other data from Non-European Languages and Speech Communication Sciences to reach wider uses and target groups (see below).
Outcome 5, the handbook, is an excellent instrument for teaching staff as well as educational planners. However, it is being published as a book, not on the web. Transforming the information into a knowledge base on the web would increase maintainability and accessibility. At the same time, selective adaptation to new audiences allows efficient reuse of these existing materials.
The whole TNP was evaluated in 1998 by EEDS. The full evaluation report is available at http://gandalf.aksis.uib.no/AcoHum/eeds-eval.html. The summary of this evaluation report is copied below.
2. The starting point of the project was that learning in the Humanities was being influenced by ICT and that teaching has to adapt to these changes. This stemmed from a recognition that computers alter the way people learn and this affects the way they would need to be taught.
3. The project concept - that teaching and learning in the Humanities needs an approach to the application of new technologies which is critically different from that used in other areas of study - is a useful one.
4. The project size was very large and represents a level of transnationality that has few parallels in Europe. It brought together a knowledge-base of combined expertise that can otherwise only be found in the United States.
5. However, from the outset the project was constrained by limited resources from both the SOCRATES/ERASMUS programme and partner universities. This immediately restricted what might be possible and led to a reappraisal of the project objectives.
6. Limited resources meant that partners who could/would not support academic staff input dropped out, thus limiting the base of active participation.
7. The first phase of the project, which began in the academic year 1996/97 included an exchange of information on the need for advanced computing in languages, history literature, art and other humanities subjects. It also involved exchanges of information on how institutions were addressing the teaching of new skills in advanced computing in traditional humanities disciplines.
8. The first year was taken up with the organisation of the network and awareness raising both within partner universities and between partners.
9. The second year had four main objectives:
11. Network partners highlighted the following benefits from the project:
13. That the project had some successful outcomes was due to the individual commitment and enthusiasm from particular members of staff in several participating universities, and the early decision to have a three-tier management structure.
14. There is a need for universities to integrate computing technology with the teaching of humanities - so that they produce students better equipped to work in a society where integrated ICT skills are in great demand.
15. One major constraint was the inability of non-academic (ICT) institutions to access project funds. This limited participation by industry partners which is central to the employablity of students.
16. One benefit from the project was the cross-fertilisation of the computational linguistics project with other humanities disciplines.
17. Already the project has influenced changes in teaching and learning (in History) through the impact of ICT and the exchange of best practice in these areas.
18. However, many humanities students lack IT experience, and as well as subject specific applications there is a need for two core curriculum topics:
20. Particular projects were innovative in targeting new approaches to developing teaching material, and enabling students to acquire hybrid skills of value to industry.
21. The transnational element helped enrich the experience of partners, identify common problems and enhance cultural understanding, which in turn led to the development of multi-lingual projects.
22. The consensus from project partners was that the time scale of the project (two years) was too short to produce meaningful outcomes.
23. However, initial outcomes are sufficiently promising to suggest that further work is undertaken - in the form of
|Aug. 1, 2000||1||all (managed by each working group)||Knowledge base on web|
|May 1, 2000||2||CL, NEL (in cooperation with TNP on Speech Communication Sciences)||Joint document on language, speech and multilinguality|
|May. 1, 2000||3||TS, with ALLC||Guidelines on best practice for teachers|
|Feb. 1, 2000||4||TS, with ALLC||Detailed plan for training and retraining programme|
|June 1, 2000||5||all (managed by each working group)||Proposal for student awareness programme, materials on web|
|March 1, 2000||6||coordinator, ALLC||Policy document|
|Oct. 1999||TS, ALLC||planning of actions 3 and 4
plan for knowledge base, action 1
specifications for action 5
|Nov. 1999||CL, NEL (in cooperation with TNP on Speech Communication Sciences)||review cooperation between TNPs;
inventory of joint objectives;
strategy for common document, action 2
plan for knowledge base, action 1;
specifications for action 5
|April 2000||Steering Committee, ALLC||monitor progress;
work out policy document, action 6