VLP Consulting Project, Part 1: The Project as Basic Unit

The Veteran’s Legacy Program is a Digital Humanities (DH) project that memorializes and honors veterans and brings history to life for those seeking to learn more about the Seminole Wars and World War I. UCF’s History department and Center for Humanities and Digital Research (CHDR) have been working collaboratively to create a variety of digital tools and teaching materials for educators in K-12 education. A project of this scope and longevity contains multiple moving parts, I want to focus on the types of players involved in this DH project, how it incorporates skillsets outside of academic research/training, and what this project stands to contribute to society.

Digital Humanities projects generally involve a large amount of collaboration. Generally this includes professors, students, professionals within the targeted field, educators, and volunteers. The VLP project involves most of these collaborators, though most of the work is conducted through UCF professors, employees, and students. The collaboration within this project largely depends on which prong of the project is involved: the main professors in charge of the project oversee every element of collaboration while other collaborators focus on their portion of the project. Students within the Text & Technology department will work closely with involved educators to develop exciting and appropriate materials for the classroom in the hopes of enticing students interest. Other students involved with digital tools and representations (such as Tableau) will work more closely with Dr. French and Dr. Giroux to ensure their representations of the data convey the information in an effective manner.

One of the lovely elements of any collaborative project is its incorporation of a variety of skillsets and backgrounds – and the VLP Consulting Project is no exception. The overall aim of the project is the preservation and spread of information to everyone – child and adult. By having CHDR fill a role in VLP development, this does ensure that the historical information is presented in new ways outside of books and journal articles (as might be expected from traditional history-based projects). Students involved in the creation of the AR applications and digital representation of data are also able to bring a wide pool of knowledge as well because they see the project from a different perspective than the professionals running the project: they are a different age demographic, have different perspectives and thoughts regarding what is effective in absorbing new information, and also bring different academic backgrounds to this interdisciplinary project.

VLP stands to make a large contribution to the fields of History and Digital Humanities, and to museums/curation. This project doesn’t focus on some far away location or far away time that has no connection to society today – this is part of our history. The methods used in this project can serve as a model for ways history education can be updated in this digital age so that future students don’t write it off as ‘boring’ or ‘not important’. The augmented reality app being developed offers an innovative way for visitors to the cemetery to engage with history as they are now able to directly access information about the individuals buried at each cemetery from their smart phone.

My background is filled with varied experiences in Anthropology and Linguistics, and now a majority of my time is spent incorporating my liberal arts/social skills into technology. I think I could best help this project through public outreach – either via social media or working on interactive data visualizations. I have experience in conducting research in different fields and in different countries, and this have given me a strong understanding of how to manage projects containing multiple individuals – the organization and communication needed. So even if I did not work on a forward-facing part of the project, I believe I would still be a strong asset for helping to manage the backend side of VLP.

Big Data and Data Visualization

This week we are exploring big data in Graham et al.’s work Exploring Big Historical Data: This Historian’s Macroscope. Throughout this text, the main theme was exploring the digital tools that can be used by today’s historians (or already are in use). Among these skills is Zotero – a tool that enables users to save and export citations, which can be a lifesaver for researchers. On page 6 of Big Historical Data Zotero is cited as a tool for finding commonalities: “Using a plugin, a little program or component that adds something to a software program, for the open source reference and research management software Zotero, Fred Gibbs at George Mason University developed a means to look at specific cases (e.g. those pertaining to “poison”) and look for commonalities…Through comparing differences in documents (using Normalized Compression Distance, or the standard tools that compress files on your computer) one can get the database to suggest trials that are structurally similar to the one a user is currently viewing.” This is one example of the tools historians are using to conduct big data research in order to gain a better scope of ‘the big picture’ in historical occurrences. Using tools such as Zotero (which I picked because I also use it in my work) have made it possible for big data research to be conducted without the headache-inducing amount of resources it would have required before the availability of open source tools.

As Graham et al. state, “There are three issues of critical importance to understanding big data as a historian: the open access and open source movements, copyright, and what we mean by textual analysis” (p.38). While this quote outlines the topics that a historian needs to understand in pursuing big data, it also shows the limitless potential those tools possess to a historian capable of seeing ways of reimagining data to catch a person’s attention. Up until a short time ago, information was only reported with fairly uniform methods: in itemized tables and lists with accompanying reports arranged by topic (generally chronological). Now it has become acceptable to display data in new ways that can spark understanding in a variety of observers. Data is being analyzed and displayed into word clouds, in line graphs, and scatterplots (at times using colors to contrast different topics and their frequency) – these new means of data visualization allows historians to reach many more people. And this new incorporation of data visuals increases comprehension in users.

An excellent example of the applications of big data research and data visualization for historical research is the Viral Texts project. This project has several components: the Love Letter Exhibit, Fugitive Verses edition, and a visualization of the network of “Viral Text” sharing from 1836-1899 – these are a few examples of the work the Viral Texts project has done. Among these, I want to focus on the visualization for the “Viral Text” network: this interactive graphic allows users to zoom into the image and select nodes from within the mass of connections in order to isolate one node in order to see its information and which nodes with which it connects. Users are able to zoom in and out of the image to get a better view of the hundreds of nodes. I think interactive visualizations like this are able to communicate more information than a written report ever could – the interactive component is far better for keeping a user’s attention (especially if the user is not a history major and may have come across the website by coincidence).

The Digital Humanities is a field that is rapidly expanding, though I don’t think everyone knows what to do with it. Projects such as the Viral Texts project give in insight into what historians others within the Humanities can do to integrate their work into the ever growing tech world. By incorporating tools such as Zotero, Tableaux, AntConc, and Voyant Tools when publishing research, historians can better claim a platform in this digital age.

The Purpose of a History Manifesto

If there is one thing I have learned throughout my education it is that almost every published academic has their own way of perceiving society and the large-scale choices being made. In their book, The History Manifesto, Guldi and Armitage argue for the need for a return to viewing events in a long-term fashion rather than focusing solely on the short-term effect a choice will have (i.e. climate change, politics). As Guldi and Armitage argue on page 125, “It may be little wonder, then, that we have a crisis of global governance, that we are all at the mercy of unregulated financial markets, and that anthropogenic climate change threatens our political stability and the survival of species. To put these challenges in perspective, and to combat the short-termism of our time, we urgently need the wide-angle, long-range views only historians can provide.” This statement has the bluster and urgency one would expect in a manifesto, though I wonder why Guldi and Armitage only view historians as being capable of shifting this temporal perspective? Wouldn’t change be more expedient if it were a collaboration between different fields? Historians can play a large role in this, and may need to be ones leading the initial charge, however if they push forward alone they will be outnumbered by the rest of the population. Collaborating in this effort with anthropologists, sociologists, political scientists, environmentalists, and others would provide a stronger chance of success. Throughout the text are various examples of information distribution that attributes to society’s focus on the short term (i.e. online news sources, fake news). I do see their point – before the internet (and the corresponding increased flow of information 24/7) information could be released with slightly more order and news was fact-checked before being aired. With the internet and the rise of fake news, information is released the moment someone decides to say it with no regard for its accuracy and this can cause people to act out of fear instead of rationality.

This does not mean that their argument is accurate either, The History Manifesto received criticism after its release from the AHR Exchange. As they state in their review, “What we object to are the arguments (and where they present any, the evidence) that Guldi and Armitage offer in their attempt to persuade everyone else to follow their own chosen path. When the underpinnings of their manifesto are examined, the supporting evidence either is nonexistent or mandates just the opposite conclusion” (p.530). The main takeaway of this point for me is the need for supporting evidence, which is a cornerstone of social science research as well as all other branches of scientific research: any assertion requires evidentiary support. Also, their critique points out that The History Manifesto’s claim of the need to return to a long-term approach to history instead of focusing on short-term is unfounded because there are many already looking in the long-term. So what is the point of Guldi and Armitage’s argument? Why write this manifesto and offer it for free? In one response I found online, the authors remind everyone that the point of a manifesto is to provoke thought – which they certainly seem to have done.

As I stated earlier, almost every academic I have seen throughout my education has a unique way of perceiving society and uses it in various ways: some inspire students to deeper thought, and some attempt to inspire as many people as possible to at least briefly see the world through their lens. While The History Manifesto does not follow a research structure that would have appealed more to my research senses (having a central premise, carrying out research, and evidence to support or disprove that premise) its overall purpose is still achieved: it inspires readers to think of how information is being used and is effecting society. An average reader could read this text and afterwards think more carefully in the future when looking through news websites and blogs to look for deeper trends and long-term effects instead of accepting the news at face value.

Website referenced:

https://academic.oup.com/ahr/article/120/2/543/45575

Kuhn – Understanding Structure of Scientific Revolutions

In Kuhn’s work, The Structure of Scientific Revolutions, he reviews the history of the science field and the elements within it that culminate into the overarching field and the many subfields within it. Kuhn uses a metaphor of a constellation to organize science and those within it on pages 74-75: “If science is the constellation of facts, theories, and methods collected in current texts, then scientists are the men who, successfully or not, have striven to contribute one or another element to that particular constellation.” This combination of elements (i.e. people, research, publications, education) is not wholly unique to science, which makes Kuhn’s work even more valuable. When examining the history of most (if not all) academic fields there are similar patterns that can be identified: new theories are published that are either accepted or denied by those within the field, research on pre-existing theories is built upon, academic researchers and professors within the field build their careers on the research/theory they believe has the most promise. All of these are dependent on there being accepted paradigms within the field, such as Kuhn identified within science as “accepted examples of actual scientific practice—examples which include law, theory, application, and instrumentation together—provide models from which spring particular coherent traditions of scientific research” (p.111).

When contemplating this book’s relevance to the study of science, technology, culture, and society it is my opinion that its value is in its highlighting the key occurrences that happen within academia in general even while focusing it within the scientific field. Science has always been a highly valued field in terms of employment, prestige, and value to society – while other fields have not been as highly valued (i.e. Liberal Arts fields such as Anthropology and Sociology) because the applications of these fields are not as valued financially by society. One of the strokes of genius in Kuhn’s work is that he highlights the creation of paradigms (and their use within science) and in its essence I believe humanists see the similar use of paradigms within other academic fields. For example, within Linguistics, Chomsky’s work can be seen a largely utilized paradigm within Linguistics research.

In regards to my research interests, The Structure of Scientific Revolutions makes me think of how research within technology is almost like a race that is impossible to catch up with. Specifically in examining Digital Media research (and my intended focus on Augmented Reality and Digital Media), the research being done is often a blending of AR with pre-existing work/art/technology. In designing research within the Text and Technology program (and Digital Media/AR), my task usually involves researching pre-existing theorists within both technology (AR) and the humanities because the research is usually a blend of technology with humanities. As a result of combining these very different fields, it can lead to applying paradigms from one field to another field – resulting in interpretations of theory that do not always follow the framework within either field the research falls into.

For example, in a study measuring the effectiveness of a digital tour of a Peruvian Textile Museum and weaving community this would involve researching already established research in Peruvian weaving, digital curation and information systems design in order to have a well thought-out hypothesis before carrying out the study. As technology and science have advanced and the applications of these research fields have been realized, encouraging pursuing a college education has become more present in American education. A prime example of this is the STEM movement in education: Science, Technology, Information, and Math. It is important to also incorporate art into education (rather than cutting it out), which led to STEM becoming STEAM (Science Technology Engineering Art Technology). I see this as a subtle yet firm way to remind society that Art should not be undervalued (even though it is not as immediately profitable in the workforce as science-related fields are).

Ultimately, my takeaway from reading Kuhn is that the structure he outlines for science in terms of paradigms, achievements, normal science, the politics within that field – these are not unique to science. Instead, these can be applied to any academic field.

*Note: page numbers are based on the iBooks format

Leonardo to the Internet – thoughts and perspective

In Thomas Misa’s work, Leonardo to the Internet, Misa takes the reader through an examination of how technological advances in history were valued by those in power and were used to maintain power. Misa starts in the Renaissance period when cutting edge technology was being created by artists such as Leonardo da Vinci who had varied skills ranging from painting, sculpture, to using engineering to create war machines. Artists and creators with skills such as da Vinci were viewed as assets for wealthy patrons and created symbiotic relationships with patrons – artists were able to pursue their passion to create, patrons benefited from what the artists were able to create by gaining new art and technology that increased their power and prestige at national and (in some cases) global levels. As the wheel of time continued to turn, different nations came into power, but the approach to maintaining power has remained similar: the nation with the more advanced and functioning technology has usually being able to pull ahead for a time in global power.

Throughout Leonardo to the Internet it has repeatedly shown that the dominant nation in any given time period is usually the nation that is farthest ahead in technology. The Dutch republic aimed its technological efforts towards staying ahead in shipping and commerce, which resulted in the Dutch republic being renowned as the main power within that portion of trade. A key requirement of the power in developing new technology was being able to use that technology effectively before another nation also obtains the technology (or learns how to copy it). History has shown that nations that were able to create new advances in technology (while keeping these advances confidential) were able to hold onto power for longer periods of time.

The importance of putting technology to work, not only having the technology, is seen in the British Empire: it is not enough to be in possession of the technological advances (or having more advances than others, as could be argued with Britain’s imperialist expansion into India) if that technology is not patented or kept protected in some way instead of being flaunted. While British scientists did make a number of discoveries that were not necessarily created with the purpose of capitalizing on the discovery, but for the joy of discovery. As a result, these discoveries spread to other nations more freely where others were able to apply the technology to a business and increase their power in that field (within the nation or globally).

Within my own research field of augmented reality (AR), Leonardo to the Internet has been a lesson in the importance of staying aware of current technology. I have grown up watching technology advance at a startling rate and seeing its importance in daily life increase as the general public’s interest has increased. A key element of being a valuable employee is in understanding how technology is being utilized in a field and anticipating how that can change as new technology is developed. I am most interested in augmented reality technology and how it is being applied to pre-existing fields. For example, my primary research project is the development of an augmented reality fantasy game that is set within UCF. My main role is to research how this game can utilize educational theories to be a more effective tool for future UCF students for purposes such as feeling more acquainted with the campus and having a deeper connection with UCF. In order to answer these questions, it is important for me to gain a deeper understanding of augmented reality, and how it is currently being used in the educational field as well as in other fields (in case those applications could be used in education). As it was during the times of da Vinci, being able to blend creativity with science is one of the most important elements in obtaining power in today’s world: power and prestige goes to those who are able to think ahead and create the technology able to show how things could be done rather than how they have always been done.

Headrick’s When Information Came of Age

Through Headrick’s work, When Information Came of Age: Technologies of Knowledge in the Age of Reason and Revolution, 1700-1850, Headrick details six systems that were used for organizing and distributing information on a localized and global scale. Headrick highlights that during this period of history there was a large need for communicating information accurately and widely because people were moving to the Colonies and traveling more widely, and as a result different forms of documenting information were standardized and adapted around the world – or at least some would try to utilize them. Headrick highlighted the language classification systems used in science, statistics, maps/graphs, dictionaries/encyclopedias, and postal systems as the numerous ways human worked to fulfill that need to communicate the knowledge they had gained into an information system that could be readily understood by a greater amount of people (either their peers or the public).

Spanning events such as Linnaeus developing a taxonomic classification system, the use of graphs to visually communicate information to the public, to the implementation of the metric system – as people have grown and sought out ways to gain more knowledge they have also sought out ways to organize and share their knowledge in order to seek recognition from their peers and from the public. Before researchers had a desire to be recognized as the first to have made a discovery, standardized measurement and documentation systems would have been of little importance. As research went from being isolated within countries to being spread globally, competition between colleagues grew, as did the need for standard measuring and classification systems.

Information was not only being spread among the world’s universities, but among the general public as well – especially in politics. Using numbers and statistics became an incredibly popular method for spreading information once people started to realize that numbers could be used to analyze populations, health, illness, nature, and even divine Providence (p.60). During this spread of information, statistics were used in a way termed “political arithmetic” in order to support a city or country’s political agenda. For example, the depopulationist idea[1] was used to show a government’s success or failure even though it often did not have strong statistical evidence to support it. This is one example in which statistical ideas were used to further a political agenda during this time period.

Out of the systems covered by Headrick, I was most intrigued by the information about maps and graphs (chapter 4). The development and improvement of maps reflects the spreading worldview of the time period – the world was no longer flat, and Europeans were curious about what there was in the rest of the world. What did the other continents look like? Were they different from Europe? What about the people? Newspapers were now reporting on this information and whatever else it could learn from agents abroad and printing updated information in the papers as quickly as possible. Supplementing written pieces with maps and graphs spread information even further to parts of the population that was less educated, and increased understanding of drier information overall.

This chapter on maps and graphs intrigued me because it is an example of using information (and the technology of the time) to shift a population’s reality. I am most interested in learning about augmented reality (AR) to expand a user’s understanding and enjoyment of a subject, and in the 1700-1850’s the spread of information was continually shifting the European population’s understanding of reality: their world was expanding, academic knowledge was spreading, information about health and population density was becoming a reality – and people near and far wanted to know about it.

Text discussed in this post:

Headrick, Daniel R. When Information Came of Age: Technologies of Knowledge in the Age of Reason and Revolution, 1700-1750. New York: Oxford University Press, 2000.

[1] “What made the depopulationist idea so popular, despite the lack of supporting evidence, was its political implications. Many philosophes believed that a growing population was a sure sign of prosperity, and prosperity was the result of good government. Hence, if the population declined, that was proof that the government was bad” (p.66)