I’ve been a proponent and user of a variety of mnemonic systems since I was about eleven years old. The two biggest and most useful in my mind are commonly known as the “method of loci” and the “major system.” The major system is also variously known as the phonetic number system, the phonetic mnemonic system, or Hergione’s mnemonic system after French mathematician and astronomer Pierre Hérigone (1580-1643) who is thought to have originated its use.
The major system generally works by converting numbers into consonant sounds and then from there into words by adding vowels under the overarching principle that images (of the words) can be remembered more easily than the numbers themselves. For instance, one could memorize one’s grocery list of a hundred items by associating each shopping item on a numbered list with the word associated with the individual number in the list. As an example, if item 22 on the list is lemons, one could translate the number 22 as “nun” within the major system and then associate or picture a nun with lemons – perhaps a nun in full habit taking a bath in lemons to make the image stick in one’s memory better. Then at the grocery store, when going down one’s list, when arriving at number 22 on the list, one automatically translates the number 22 to “nun” which will almost immediately conjure the image of a nun taking a bath in lemons which gives one the item on the list that needed to be remembered. This comes in handy particularly when one needs to be able to remember large lists of items in and out of order.
The following generalized chart, which can be found in a hoard of books and websites on the topic, is fairly canonical for the overall system:
Mnemonic for remembering the numeral and consonant relationship
s, z, soft c
“z” is the first letter of zero; the other letters have a similar sound
t & d have one downstroke and sound similar (some variant systems include “th”)
n has two downstrokes
m has three downstrokes; m looks like a “3” on its side
last letter of four; 4 and R are almost mirror images of each other
L is the Roman Numeral for 50
/ʃ/ /ʒ/ /tʃ/ /dʒ/
j, sh, soft g, soft “ch”
a script j has a lower loop; g is almost a 6 rotated
k, hard c, hard g, hard “ch”, q, qu
capital K “contains” two sevens (some variant systems include “ng”)
script f resembles a figure-8; v sounds similar (v is a voiced f)
p is a mirror-image 9; b sounds similar and resembles a 9 rolled around
Vowel sounds, w,h,y
w and h are considered half-vowels; these can be used anywhere without changing a word’s number value
There are a variety of ways to use the major system as a code in addition to its uses in mnemonic settings. When I was a youth, I used it to write coded messages and to encrypt a variety of things for personal use. After I had originally read Dr. Bruno Furst’s series of booklets entitled You Can Remember: A Home Study Course in Memory and Concentration1, I had always wanted to spend some time creating an alternate method of writing using the method. Sadly I never made the time to do the project, but yesterday I made a very interesting discovery that, to my knowledge, doesn’t seem to have been previously noticed!
My discovery began last week when I read an article in The Atlantic by journalist Dennis Hollier entitled How to Write 225 Words Per Minute with a Pen: A Lesson in the Lost Technology of Shorthand. 2 In the article, which starts off with a mention of the Livescribe pen – one of my favorite tools, Mr. Hollier outlines the use of the Gregg System of Shorthand which was invented by John Robert Gregg in 1888. The description of the method was intriguing enough to me that I read a dozen additional general articles on shorthand on the internet and purchased a copy of Louis A. Leslie’s two volume text Gregg Shorthand: Functional Method.3
I was shocked, on page x of the front matter, just before the first page of the text, to find the following “Alphabet of Gregg Shorthand”:
Gregg Shorthand is using EXACTLY the same consonant-type breakdown of the alphabet as the major system!
Apparently I wasn’t the first to have the idea to turn the major system into a system of writing. The fact that the consonant breakdowns for the major system coincide almost directly to those for the shorthand method used by Gregg cannot be a coincidence!
The Gregg system works incredibly well precisely because the major system works so well. The biggest difference between the two systems is that Gregg utilizes a series of strokes (circles and semicircles) to indicate particular vowel sounds which allows for better differentiation of words which the major system doesn’t generally take into consideration. From an information theoretic standpoint, this is almost required to make the coding from one alphabet to the other possible, but much like ancient Hebrew, leaving out the vowels doesn’t remove that much information. Gregg, also like Hebrew, also uses dots and dashes above or below certain letters to indicate the precise sound of many of its vowels.
The upside of all of this is that the major system is incredibly easy to learn and use, and from here, learning Gregg shorthand is just a hop, skip , and a jump – heck, it’s really only just a hop because the underlying structure is so similar. Naturally as with the major system, one must commit some time to practicing it to improve on speed and accuracy, but the general learning of the system is incredibly straightforward.
Because the associations between the two systems are so similar, I wasn’t too surprised to find that some of the descriptions of why certain strokes were used for certain letters were very similar to the mnemonics for why certain letters were used for certain numbers in the major system.
One thing I have noticed in my studies on these topics is the occasional references to the letter combinations “NG” and “NK”. I’m curious why these are singled out in some of these systems? I have a strong suspicion that their inclusion/exclusion in various incarnations of their respective systems may be helpful in dating the evolution of these systems over time.
I’m aware that various versions of shorthand have appeared over the centuries with the first recorded having been the “Tironian Notes” of Marcus Tullius Tiro (103-4 BCE) who apparently used his system to write down the speeches of his master Cicero. I’m now much more curious at what point the concepts for shorthand and the major system crossed paths or converged? My assumption would be that it happened in the late Renaissance, but it would be nice to have the underlying references and support for such a timeline. Perhaps it was with Timothy Bright’s publication of Characterie; An Arte of Shorte, Swifte and Secrete Writing by Character (1588) 4, John Willis’s Art of Stenography (1602) 5, Edmond Willis’s An abbreviation of writing by character (1618) 6, or Thomas Shelton’s Short Writing (1626) 7? Shelton’s system was certainly very popular and well know because it was used by both Samuel Pepys and Sir Isaac Newton.
Certainly some in-depth research will tell, though if anyone has ideas, please don’t hesitate to indicate your ideas in the comments.
UPDATE on 7/6/14:
I’m adding a new chart making the correspondence between the major system and Gregg Shorthand more explicit.
Furst B. You Can Remember: A Home Study Course in Memory and Concentration. Markus-Campbell Co.; 1965.
I’ve long been a student of the humanities (and particularly the classics) and have recently begun reviewing over my very old and decrepit knowledge of Latin. It’s been two decades since I made a significant study of classical languages, and lately (as the result of conversations with friends like Dave Harris, Jim Houser, Larry Richardson, and John Kountouris) I’ve been drawn to reviewing them for reading a variety of classical texts in their original languages. Fortunately, in the intervening years, quite a lot has changed in the tools relating to pedagogy for language acquisition.
The biggest change in the intervening time is the spread of the internet which supplies a broad variety of related websites with not only interesting resources for things like basic reading and writing, but even audio sources apparently including listening to the nightly news in Latin. There are a variety of blogs on Latin as well as even online courseware, podcasts, pronunciation recordings, and even free textbooks. I’ve written briefly about the RapGenius platform before, but I feel compelled to mention it as a potentially powerful resource as well. (Julius Caesar, Seneca, Ovid, Cicero, et al.) There is a paucity of these sources in a general sense in comparison with other modern languages, but given the size of the niche, there is quite a lot out there, and certainly a mountain in comparison to what existed only twenty years ago.
There has also been a spread of pedagogic aids like flashcard software including Anki and Mnemosyne with desktop, web-based, and even mobile-based versions making learning available in almost any situation. The psychology and learning research behind these types of technologies has really come a long way toward assisting students to best make use of their time in learning and retaining what they’ve learned in long term memory. Simple mobile applications like Duolingo exist for a variety of languages – though one doesn’t currently exist for classical Latin (yet).
The other great change is the advancement of the digital humanities which allows for a lot of interesting applications of knowledge acquisition. One particular one that I ran across this week was the Dickinson College Commentaries (DCC). Specifically a handful of scholars have compiled and documented a list of the most common core vocabulary words in Latin (and in Greek) based on their frequency of appearance in extant works. This very specific data is of interest to me in relation to my work in information theory, but it also becomes a tremendously handy tool when attempting to learn and master a language. It is a truly impressive fact that, simply by knowing that if one can memorize and master about 250 words in Latin, it will allow them to read and understand 50% of most written Latin. Further, knowledge of 1,500 Latin words will put one at the 80% level of vocabulary mastery for most texts. Mastering even a very small list of vocabulary allows one to read a large variety of texts very comfortably. I can only think about the old concept of a concordance (which was generally limited to heavily studied texts like the Bible or possibly Shakespeare) which has now been put on some serious steroids for entire cultures. Another half step and one arrives at the Google Ngram Viewer.
The best part is that one can, with very little technical knowledge, easily download the DCC Core Latin Vocabulary (itself a huge research undertaking) and upload and share it through the Anki platform, for example, to benefit a fairly large community of other scholars, learners, and teachers. With a variety of easy-to-use tools, shortly it may be even that much easier to learn a language like Latin – potentially to the point that it is no longer a dead language. For those interested, you can find my version of the shared DCC Core Latin Vocabulary for Anki online; the DCC’s Chris Francese has posted details and a version for Mnemosyne already.
[Editor’s note: Anki’s web service occasionally clears decks of cards from their servers, so if you find that the Anki link to the DCC Core Latin is not working, please leave a comment below, and we’ll re-upload the deck for shared use.]
What tools and tricks do you use for language study and pedagogy?
Learning any language involves acquiring a large amount of vocabulary. For this reason, I think it is very useful for Latin and Greek students to put time and effort into systematic vocabulary study.
I’ve added a copy of the DCC Core Latin Vocabulary to the Anki platform for those interested in utilizing it there instead of on Mnemosyne. The cards can be found/downloaded at: https://ankiweb.net/shared/info/1342288910. My personal thanks to the DCC for posting and sharing the results of their research and work in this manner. This is a brilliant example of the concept of digital humanities.
Not long ago, my alma mater Johns Hopkins University announced the creation of a task force on Academic Freedom. Since then, I’ve corresponded with the group on a few occasions and in the spirit of my notes to them, I thought I’d share some of those thoughts with others in the academy, science writers/communicators, and even the general public who may also find them useful. Toward that end, below is a slightly modified version of my two main emails to the task force. [They’ve been revised marginally for their appearance and readability in this format and now also include section headings.] While I’m generally writing about Johns Hopkins as an example, I’m sure that the majority of it also applies to the rest of the academy.
On a personal note, the first email has some interesting thoughts and background, while the second email has some stronger broader recommendations.
My First Thoughts to the Task Force
Matthew Green’s Blog and Questions of National Security
Early in September 2013, there was a rather large PR nightmare created for the university (especially as it regards poor representation within the blogosphere and social media) when interim Dean of the Whiting School of Engineering Andrew Douglas requested to have professor Matthew Green’s web presence modified in relation to an alleged anti-NSA post on it. Given the increasing level of NSA related privacy news at the time (and since as relates to the ongoing Edward Snowden case), the case was certainly blown out of proportion. But the Green/NSA story is also one of the most highlighted cases relating to academic freedom in higher education in the last several years, and I’m sure it may be the motivating force behind why the task force was created in the first place. (If you or the task force is unaware of the issues in that case you can certainly do a quick web search, though one of the foremost followers of the controversy was ArsTechnica which provided this post with most of the pertinent information; alternately take a look at what journalism professor Jay Rosen had to say on the issue in the Guardian.) I’m sure you can find a wealth of additional reportage from the Hopkins Office of News and Information which maintains its daily digests of “Today’s News” from around that time period.
In my mind, much of the issue and the outpouring of poor publicity, which redounded to the university, resulted from the media getting information about the situation via social media before the internal mechanisms of the university had the chance to look at the issue in detail and provide a more timely resolution. [Rumors via social media will certainly confirm Mark Twain’s aphorism that “A lie can travel half way around the world while the truth is putting on its shoes.”]
While you’re mulling over the issue of academic freedom, I would highly suggest you all closely consider the increased impact of the internet and particularly social media with regard to any policies which are proposed going forward. As the volunteer creator and initial maintainer of much of Hopkins’ social media presence on both Facebook and Twitter as well as many others for their first five years of existence (JHU was the first university in these areas of social media and most other major institutions followed our early lead), I have a keen insight to how these tools impact higher education. With easy-to-use blogging platforms and social media (Matthew Green had both a personal blog that was hosted outside the University as well as one that was mirrored through the University as well as a Twitter account), professors now have a much larger megaphone and constituency than they’ve had any time in the preceding 450 years of the academy. This fact creates unique problems as it relates to the university, its image, how it functions, and how its professoriate interact with relation to academic freedom, which is a far different animal than it had been even 17 years ago at the dawn of the internet age. Things can obviously become sticky and quickly as evinced in the Green/APL situation which was exacerbated by the APL’s single source of income at a time when the NSA and privacy were foremost in the public eye.
What are Some of the Issues for Academic Freedom in the Digital Age?
Consider the following:
How should/shouldn’t the university regulate the border of social media and internet presence at the line between personal/private lives and professional lives?
How can the university help to promote/facilitate the use of the internet/social media to increase the academic freedom of its professoriate and simultaneously lower the technological hurdles as well as the generational hurdles faced by the academy? (I suspect that few on the task force have personal blogs or twitter accounts, much less professional blogs hosted by the university beyond their simple “business card” information pages through their respective departments.)
How should the university handle issues like the Matthew Green/APL case so that comments via social media don’t gain steam and blow up in the media before the university has a chance to handle them internally? (As I recall, there were about two news cycles of JHU saying “no comment” and resulting bad press which reached the level of national attention prior to a resolution.)
How can the university help to diffuse the issues which led up to the Green/APL incident before they happen?
I hope that the task force is able to spend some time with Dr. Green discussing his case and how it was handled.
Personal Reputation on the Internet in a Connected Age
I also suggest that the students on the task force take a peek into the case file of JHU’s Justin Park from 2007, which has become a textbook-case for expression on the internet/in social media and its consequences (while keeping in mind that it was a social/cultural issue which was the root cause of the incident rather than malice or base racism – this aspect of the case wasn’t/isn’t highlighted in extant internet reportage – Susan Boswell [Long-time Dean of Sudent Life] and Student Activities head Robert Turner can shed more light on the situation). Consider what would the university have done if Justin Park had been a professor instead of a student? What role did communication technology and the internet play in how these situations played out now compared to how they would have been handled when Dr. Grossman was a first year professor just starting out? [Editor’s note: Dr. Grossman is an incredible thought leader, but most of his life and academic work occurred prior to the internet age. Though unconfirmed, I suspect that his internet experience or even experience with email is exceedingly limited.]
In a related issue on academic freedom and internet, I also hope you’re addressing or at least touching on the topic of academic samizdat, so that the university can put forward a clear (and thought-leading) policy on where we stand there as well. I could certainly make a case that the university come out strongly in favor of professors maintaining the ability to more easily self-publish without detriment to their subsequent publication chances in major journals (and resultant potential detriment to the arc of their careers), but the political ramifications in this changing landscape are certainly subtle given that the university deals with both major sides as the employer of the faculty while simultaneously being one of the major customers of the institutionalized research publishing industry. As I currently view the situation, self-publishing and the internet will likely win the day over the major publishers which puts the university in the position of pressing the issue in a positive light to its own ends and that of increasing knowledge for the world. I’m sure Dean Winston Tabb [Dean of the Sheridan Libraries at Johns Hopkins] and his excellent staff could provide the task force with some useful insight on this topic. Simultaneously, how can the increased areas of academic expression/publication (for example the rapidly growing but still relatively obscure area known as the “Digital Humanities”) be institutionalized such that publication in what have previously been non-traditional areas be included more formally in promotion decisions? If professors can be incentivized to use some of their academic freedom and expanded opportunities to both their and the university’s benefit, then certainly everyone wins. Shouldn’t academic freedom also include the freedom of where/when to publish without detriment to one’s future career – particularly in an increasingly more rapidly shifting landscape of publication choices and outlets?
The Modern Research University is a Content Aggregator and Distributor (and Should Be Thought of as Such)
Taking the topic even further several steps further, given the value of the professoriate and their intellectual creations and content, couldn’t/shouldn’t the university create a customized platform to assist their employees in disseminating and promoting their own work? As an example, consider the volume of work (approximate 16,000-20,000 journal articles/year, as well as thousands of articles written for newspapers (NY Times, Wall Street Journal, etc.), magazines, and other outlets – academic or otherwise) being generated every year by those within the university. In a time of decreasing cost of content distribution, universities no longer need to rely on major journals, magazines, television stations, cable/satellite television, et al. to distribute their “product”. To put things in perspective, I can build the infrastructure to start a 24/7 streaming video service equivalent to both a television station and a major newspaper in my garage for the capital cost about $10,000.) Why not bring it all in-house with the benefit of academic flexibility as an added draw to better support the university and its mission? (Naturally, this could all be cross-promoted to other outlets after-the-fact for additional publicity.) At a time when MOOC’s (massively open online courseware) are eroding some of the educational mission within higher education and journals are facing increased financial pressures, perhaps there should be a new model of the university as a massive content/information creation engine and distributor for the betterment of humanity? And isn’t that what Johns Hopkins already is at heart? We’re already one of the largest knowledge creators on the planet, why are we not also simultaneously one of the largest knowledge disseminators – particularly at a time when it is inexpensive to do so, and becoming cheaper by the day?
[Email closing formalities removed]
Expanded Thoughts on Proactive Academic Freedom
Reframing What Academic Freedom Means in the Digital Age
[Second email opening removed]
Upon continued thought and reading on the topic of academic freedom as well as the associated areas of technology, I might presuppose (as most probably do) that the committee will be looking more directly at the concept of preventing the university from impeding the freedom of its faculty and what happens in those situations where action ought to be taken for the benefit of the wider community (censure, probation, warnings, etc.). If it hasn’t been brought up as a point yet, I think one of the most positive things the university could do to improve not only academic freedom, but the university’s position in relation to its competitive peers, is to look at the opposite side of the proverbial coin and actually find a way for the university to PROACTIVELY help promote the voices of its faculty and assist them in broadening their reach.
I touched upon the concept tangentially in my first email (see above), but thought it deserved some additional emphasis, examples to consider, and some possible recommendations. Over the coming decades, the aging professoriate will slowly retire to be replaced with younger faculty who grew up completely within the internet age and who are far more savvy about it as well as the concepts of Web 2.0, the social web and social media. More will be literate in how to shoot and edit short videos and how to post them online to garner attention, readership, and acceptance for their ideas and viewpoints.
The recent PBS Frontline documentary “Generation Like” features a handful of pre-teens and teens who are internet sensations and garnering hundreds of thousands to millions of views of their content online. But imagine for a minute: a savvy professoriate that could do something similar with their academic thought and engaging hundreds, thousands, or millions on behalf of Johns Hopkins? Or consider the agency being portrayed in the documentary [about 30 minutes into the documentary] that helps these internet sensations and what would happen if that type of functionality was taken on by the Provost’s office?
I could presuppose that with a cross-collaboration of the Provost’s office, the Sheridan Libraries, the Film & Media Studies Department, the Digital Media Center, and the Communications Office as an institution we should be able to help better train faculty who are not already using these tools to improve their web presences and reach.
What “Reach” Do Academics Really Have?
I’ve always been struck by my conversations with many professors about the reach of their academic work. I can cite the particular experience of Dr. P.M. Forni, in the Department of Romance Languages at Krieger, when he told me that he’s written dozens of academic papers and journal articles, most of which have “at most a [collective] readership of at most 11 people on the planet” – primarily because academic specialties have become so niche. He was completely dumbfounded on the expanded reach he had in not only writing a main-stream book on the topic of civility, which was heavily influenced by his academic research and background, but in the even more drastically expanded reach provided to him by appearing on the Oprah Winfrey show shortly after its release. Certainly his experience is not a common one, but there is a vast area in between that is being lost, not only by individual professors, but by the university by extension. Since you’re likely aware of the general numbers of people reading academic papers, I won’t bore you, but for the benefit of those on the committee I’ll quote a recent article from Pacific Standard Magazine and provide an additional reference from Physics World, 2007:
Some Examples of Increased Reach in the Academy
To provide some examples and simple statistics on where something like this might go, allow me to present the following brief references:
As a first example, written by an academic about academia, I suggest you take a look at a recent blog post “Why academics should blog and an update on readership” by Artem Kaznatcheev, a researcher in computer science and psychology at McGill University, posting on a shared blog named “Theory, Evolution, and Games Group”. He provides a clear and interesting motivation in the first major portion of his essay, and then unwittingly (for my example), he shows some basic statistics indicating a general minimum readership of 2,000 people which occasionally goes as high as 8,000. (Knowing how his platform operates and provides base-line statistics that he’s using, it’s likely that his readership is actually possibly higher.) If one skims through the blog, it’s obvious that he’s not providing infotainment type of material like one would find on TMZ, Buzzfeed, or major media outlets, but genuine academic thought – AND MANAGING TO REACH A SIZEABLE AUDIENCE! I would posit that even better, that his blog enriching not only himself and his fellow academy colleagues, but a reasonable number of people outside of the academy and therefore the world.
Another example of an even more technical academic blog can be found in that of Dr. Terrence Tao, a Fields Medal winner (the mathematical equivalent of the Nobel prize), and mathematics professor at UCLA. You’ll note that it’s far more technical and rigorous than Dr. Kaznatcheev’s, and though I don’t have direct statistics to back it up, I can posit based on the number of comments his blog has that his active readership is even much higher. Dr. Tao uses his blog to not only expound upon his own work, but uses it to post content for classes, to post portions of a book in process, and to promote the general mathematics research community. (I note that the post he made on 3/19, already within a day has 11 comments by people who’ve read it close enough to suggest typography changes as well as sparked some actual conversation on a topic that requires an education to at least the level of a master’s degree in mathematics.
Business Insider recently featured a list of 50 scientists to follow on social media (Twitter, Facebook, Tumblr, YouTube, and blogs amongst others). While there are a handful of celebrities and science journalists, many of those featured are professors or academics of one sort or another and quite a few of them are Ph.D. candidates (the beginning of the upcoming generation of tech-savvy future faculty I mentioned). Why aren’t there any JHU professors amongst those on this list?
As another clear example, consider the recent online video produced by NPR’s “Science Friday” show featuring research about Water flowing uphill via the Leidenfrost Effect. It is not only generally interesting research work, but this particular research is not only a great advertisement for the University of Bath, it’s a great teaching tool for students, and it features the research itself as well as the involvement of undergraduates in the research. Though I’ll admit that producing these types of vignettes is not necessarily simple, imagine the potential effect on the awareness of the university’s output if we could do this with even 10% of the academic research paper output? Imagine these types of videos as inspiring tools to assist in gaining research funding from government agencies or as fundraising tools for Alumni and Development relations? And how much better that they could be easily shared and spread organically on the web, not necessarily by the JHU Corporate Umbrella, but by its faculty, students, alumni, and friends.
How Does the Academy Begin Accomplishing All of This?
To begin, I’ll mention that Keswick’s new video lab or the Digital Media Center at Homewood and a few others like them are a great start, but they are just the tip of the iceberg (and somewhat unfortunate that faculty from any division will have to travel to use the Keswick facility, if they’re even notionally aware of it and its capabilities).
I recall Mary Spiro, a communications specialist/writer with the Institute of NanoBioTechnology, doing a test-pilot Intersession program in January about 4 years ago in which she helped teach a small group of researchers how to shoot and edit their own films about their research or even tours through their lab. Something like this program could be improved, amplified, and rolled out on a much larger basis. It could also be integrated or dovetailed, in part, with the Digital Media Center and the Film and Media Studies program at Krieger to assist researchers in their work.
The Sheridan Libraries provide teaching/training on using academic tools like bibliographic programs Mendeley.com, RefWorks, Zotero, but they could extend them to social media, blogging, or tools like FigShare, GitHub, and others.
Individual departments or divisions could adopt and easily maintain free content management platforms like WordPress and Drupal (I might even specifically look at their pre-configured product for academia known as OpenScholar, for example take a look at Harvard’s version.) This would make it much easier for even non-technicalminded faculty to more easily come up to speed by removing the initial trouble of starting a blog. It also has the side benefit of allowing the university to assist in ongoing maintenance, backup, data maintenance, hosting, as well as look/feel, branding as well as web optimization. (As a simple example, and not meant to embarrass them, but despite the fact that the JHU Math Department may have been one of the first departments in the university to be on the web, it’s a travesty that their website looks almost exactly as it did 20 years ago, and has less content on it than Terrence Tao’s personal blog which he maintains as a one man operation. I’m sure that some of the issue is political in the way the web has grown up over time at Hopkins, but the lion’s share is technology and management based.)
The Provost’s office in conjunction with IT and the Sheridan Libraries could invest some time and energy in to compiling resources and vetting them for ease-of-use, best practices, and use cases and then providing summaries of these tools to the faculty so that each faculty member need not re-invent the wheel each time, but to get up and running more quickly. This type of resource needs to be better advertised and made idiot-proof (for lack of better terminology) to ease faculty access and adoption. Online resources like the Chronicle of Education’s ProfHacker blog can be mined for interesting tools and use cases, for example.
I know portions of these types of initiatives are already brewing in small individual pockets around the university, but they need to be brought together and better empowered as a group instead of as individuals working separately in a vacuum. In interacting with people across the institution, this technology area seems to be one of those that has been left behind in the “One Hopkins” initiative. One of the largest hurdles is the teaching old dogs new tricks to put it colloquially, but the hurdles for understanding and comprehending these new digital tools is coming down drastically by the day. As part of the social contract in the university’s granting and promoting academic freedom, the faculty should be better encouraged (thought certainly not forced) to exercise it. I’m sure there are mandatory annual seminars on topics like sexual harassment, should there not be mandatory technology trainings as well?
To briefly recap, it would be phenomenal to see the committee make not only their base recommendations on what most consider academic freedom, but to further make a group of strong recommendations about the University proactively teaching, training, and providing a broader array of tools to encourage the active expression of the academic freedom that is provided within Hopkins’ [or even all of the Academy’s] mighty walls.
[Email closing removed]
I certainly welcome any thoughts or comments others may have on these topics. Please feel free to add them in the comments below.
Since the beginning of January, I’ve come back to regularly browsing and using the website Rap Genius. I’m sure that some of the education uses including poetry and annotations of classics had existed the last time I had visited, but I was very interested in seeing some of the scientific journal article uses which I hadn’t seen before. Very quickly browsing around opened up a wealth of ideas for using the platform within the digital humanities as well as for a variety of educational uses.
Overview of Rap Genius
Briefly, the Rap Genius website was originally set up as an innovative lyrics service to allow users to not only upload song lyrics, but to mark them up with annotations as to the meanings of words, phrases, and provide information about the pop-culture references within the lyrics themselves. (It’s not too terribly different from Google’s now-defunct Sidewicki or the impressive Highbrow, textual annotation browser, but has some subtle differences as well as improvements.)
Users can use not only text, but photos, video, and even audio to supplement the listings. Built-in functionality includes the ability to link the works to popular social media audio services SoundCloud, and Spotify as well as YouTube. Alternately one might think of it as VH1’s “Pop-up Video”, but for text on the Internet. Ultimately the site expanded to include the topics of rock, poetry, and news. The rock section is fairly straightforward following the format of the rap section while the poetry section includes not only works of poetry (from The Rime of the Ancient Mariner to the King James version of The Bible), but also plays (the works of William Shakespeare) and complete novels (like F. Scott Fitzgerald’s The Great Gatsby.) News includes articles as well as cultural touchstones like the 2013 White House Correspondents’ Dinner Speech and the recent State of the Union. Ultimately all of the channels within Rap Genius platform share the same types of functionality, but are applied to slightly different categories to help differentiate the content and make things easier to find. Eventually there may be a specific “Education Genius” (or other) landing page(s) to split out the content in the future depending on user needs.
On even its first blush, I can see this type of website functionality being used in a variety of educational settings including Open Access Journals, classroom use, for close readings, for MOOCs, publishing in general, and even for maintaining simple-to-use websites for classes. The best part is that the ecosystem is very actively growing and expanding with a recent release of an iPhone app and an announcement of a major deal with Universal to license music lyrics.
General Education Use
To begin with, Rap Genius’ YouTube channel includes an excellent short video on how Poetry Genius might be used in a classroom setting for facilitating close-readings. In addition to the ability to make annotations, the site can be used to maintain a class specific website (no need to use other blogging platforms like WordPress or Blogger for things like this anymore) along with nice additions like maintaining a class roster built right in. Once material begins to be posted, students and teachers alike are given a broad set of tools to add content, make annotations, ask questions, and provide answers in an almost real-time setting.
MOOC Use Cases
Given the rapid growth of the MOOC-revolution (massively open online courseware) over the past several years, one of the remaining difficulties in administering such a class can hinge not only on being able to easily provide audio visual content to students, but allow them a means of easily interacting with it and each other in the learning process. Poetry Genius (aka Education Genius) has a very interesting view into solving both of these problems, and, in fact, I can easily see the current version of the platform being used to replace competing platforms like Coursera, EdX, Udacity and others in a whole cloth fashion.
Currently most MOOC’s provide some type of simple topic-based threaded fora in which students post comments and questions as well as answers. In many MOOCs this format becomes ungainly because of the size of the class (10,000+ students) and the quality of the content which is being placed into it. Many students simply eschew the fora because the time commitment per amount of knowledge/value gained is simply not worth their while. Within the Poetry Genius platform, students can comment directly on the material or ask questions, or even propose improvements, and the administrators (the professor or teaching assistants in this case) can accept, reject or send feedback request to students to amend their work and add it to the larger annotated work. Fellow classmates can also vote up or down individual comments.
As I was noticing the interesting educational-related functionality of the Rap Genius platform, I ran across what is presumably the first MOOC attempting to integrate the platform into its pedagogical structure. Dr. Laura Nasrallah’s HarvardX course “Early Christianity: The Letters of Paul,” which started in January, asks students to also create Poetry Genius accounts to read and comment on the biblical texts which are a part of the course. The difficult portion of attempting to use Poetry Genius for this course is the thousands of “me-too” posters who are simply making what one might consider to be “throw-away” commentary rather than the intended “close reading” commentary for a more academic environment. (This type of posting is also seen in many of the fora-based online courses.) Not enough students are contributing substantial material, and when they are, it needs to be better and more quickly edited and curated into the main post to provide greater value to students as they’re reading along. Thus when 20,000 students jump into the fray, there’s too much initial chaos and the value that is being extracted out of it upon initial use is fairly limited – particularly if one is browsing through dozens of useless comments. It’s not until after-the-fact – once comments have been accepted/curated – that the real value will emerge. The course staff is going to have to spend more time doing this function in real time to provide greater value to the students in the class, particularly given the high number of people without intense scholarly training just jumping into the system and filling it with generally useless commentary. In internet parlance, the Poetry Genius site is experiencing the “Robert Scoble Effect” which changes the experience on it. (By way of explanation, Robert Scoble is a technology journalist/pundit/early-adopter with a massive follower base. His power-user approach and his large following can drastically change his experience with web-based technology compared to the common everyday user. It can also often bring down new services as was common in the early days of the social media movement.)
Typically with the average poem or rap song, the commentary grows slowly/organically and is edited along the way. In a MOOC setting with potentially hundreds of thousands of students, the commentary is like a massive fire-hose which makes it seemingly useless without immediate real-time editing. Poetry Genius may need a slightly different model for using their platform in larger MOOC-style courses versus the smaller classroom settings seen in high school or college (10-100 students). In the particular case for “The Letters of Paul,” if the course staff had gone into the platform first and seeded some of the readings with their own sample commentary to act as a model of what is expected, then the students would be a bit more accepting of what is expected. I understand Dr. Nasrallah and her teaching assistants are in the system and annotating as well, but it should also be more obvious which annotations are hers (or those of teaching assistants) to help better guide the “discussion” and act as a model. Certainly the materials generated on Poetry Genius will be much more useful for future students who take the course in future iterations. Naturally, Poetry Genius exists for the primary use of annotation, while I’m sure that the creators will be tweaking classroom-specific use as the platform grows and user needs/requirements change.
In my mind, this type of platform can easily and usefully be used for publishing open access journal articles. In fact, one could use the platform to self-publish journal articles and leave them open to ongoing peer review. Sadly at present, there seems to be only a small handful of examples on the site, including a PLOS ONE article, which will give a reasonable example of some of the functionality which is possible. Any author could annotate and footnote their own article as well as include a wealth of photos, graphs, and tables giving a much more multimedia view into their own work. Following this any academic with an account could also annotate the text with questions, problems, suggestions and all of these can be voted up or down as well as be remedied within the text itself. Other articles can also have the ability to directly cross-reference specific sections of previously posted articles.
Individual labs or groups with “journal clubs” could certainly join in the larger public commentary and annotation on a particular article, but higher level administrative accounts within the system can also create a proverbial clean slate on an article and allow members to privately post up their thoughts and commentaries which are then closed to the group and not visible to the broader public. (This type of functionality can be useful for Mrs. Smith’s 10th grade class annotating The Great Gatsby so that they’re not too heavily influenced by the hundreds or possibly thousands of prior comments within a given text as they do their own personal close readings.) One may note that some of this type of functionality can already be seen in competitive services like Mendeley, but the Rap Genius platform seems to take the presentation and annotation functionalities to the next level. For those with an interest in these types of uses, I recommend Mendeley’s own group: Reinventing the Scientific Paper.
A Rap Genius representative indicated they were pursuing potential opportunities with JSTOR that might potentially expand on these types of opportunities.
Like many social media related sites including platforms like WordPress, Tumblr, and Twitter, Rap Genius gives it’s users the ability to self-publish almost any type of content. I can see some excellent cross-promotional opportunities with large MOOC-type classes and the site. For example, professors/teachers who have written their own custom textbooks for MOOCs (eg. Keith Devlin’s Introduction to Mathematical Thinking course at Stanford via Coursera) could post up the entire text on the Poetry Genius site and use it not only to correct mistakes/typos and make improvements over time, but they can use it to discover things which aren’t clear to students who can make comments, ask questions, etc. There’s also the possibility that advanced students can actively help make portions clear themselves when there are 10,000+ students and just 1-2 professors along with 1-2 teaching assistants. Certainly either within or without the MOOC movement, this type of annotation set up may work well to allow authors to tentatively publish, edit, and modify their textbooks, novels, articles, journal articles, monographs, or even Ph.D. theses. I’m particularly reminded of Kathleen Fitzpatrick’s open writing/editing of her book Planned Obsolescence via Media Commons. Academics could certainly look at the Rap Genius platform as a simpler more user-friendly version of this type of process.
I’m personally interested in being able to annotate science and math related articles and have passed along some tips for the Rap Genius team to include functionality like mathjax to be able to utilize Tex/LaTeX related functionality for typesetting mathematics via the web in the future.
Naturally, there are a myriad of other functionalities that can be built into this type of platform – I’m personally waiting for a way to annotate episodes of “The Simpsons”, so I can explain all of the film references and in-jokes to friends who laugh at their jokes, but never seem to know why – but I can’t write all of them here myself.
Interested users can easily sign up for a general Rap Genius account and dig right into the interface. Those interested in education-specific functionality can request to be granted an “Educator Account” within the Rap Genius system to play around with the additional functionality available to educators. Every page in the system has an “Education” link at the top for further information and details. There’s also an Educator’s Forum [requires free login] for discussions relating specifically to educational use of the site.
Are there particular (off-label) applications you think you might be able to use the Rap Genius platform for? Please add your comments and thoughts below.
For quite a while, primarily because of lengthy commute times in Los Angeles, I’ve been regularly listening to audio lectures from The Learning Company in their Great Courses series. Last fall I came across a four volume collection entitled How to Listen to and Understand Great Music taught by the dynamic and engaging professor Robert Greenberg. I was immediately entranced and have vowed to work my way through his entire opus of lectures. At the time I wasn’t quite sure how many there actually were, though I was aware of at least four others I’d come across on library shelves, and I prayed that there would be one or two more to carry me through a couple of years. If I needed to, I was fully prepared to listen to everything two or three times to really soak it all in the way I’ve done with repeated viewings of television shows like The West Wing.
When I was partway through the series, I made an update to my Goodreads.com reading list with a short snippet about my progress. This progress update fed through to Twitter whereupon I was pleasantly surprised to receive an encouraging comment by Professor Greenberg, who apparently takes the time to search social media for mentions of his work and to respond to students. A brief correspondence with him revealed that he’s recorded far more lectures than I could have dreamed – an astounding 26!
Robert Greenberg’s Curriculum Recommendation
Of course with such a fantastic and tremendously large list of what is sure to be brilliant material, the real question becomes: “How do I create a curriculum to wend my way through it all in the most logical manner!”
Via a most helpful Twitter conversation, Professor Greenberg recommended a curriculum for plowing through his material. For posterity, I’ll repeat it below for those who are interested in charting his recommended course of courses:
How to Listen to & Understand Great Music
The Fundamentals of Music
How to Listen to Opera
Bach & the High Baroque
Great Masters: Haydn
Great Masters: Mozart
Operas of Mozart
Chamber Music of Mozart
Great Masters: Beethoven
Symphonies of Beethoven
Piano Sonatas of Beethoven
Piano Sonatas of Beethoven
Great Masters: Schumanns
Great Masters: Liszt
Great Masters: Brahms
Music of Richard Wagner
Life & Music of Verdi
Great Masters: Tchaikovsky
Great Masters: Mahler
Great Masters: Stravinsky
Great Masters: Shostakovich
The 30 Greatest Orchestral Works
The 23 Greatest Solo Piano Works (October 2013)
Given the magnitude of his opus, this obviously may not be everything, but will provide the tyro as well as the expert a clearer path through some fascinating work. I’ve presently worked my way through 3 of his courses (72 lectures comprising 54 hours of material), so I’ve only barely scratched the surface, but I couldn’t be more enticed and satisfied with what I’ve consumed so far. His engaging lecturing style, the melodic quality of his voice (not too far from that of renowned announcer and voice artist Casey Casem – though with out the “big bottom” common to radio personalities of this type), and the dynamic range of his emotion make these series more entertaining that most of what is on television these days (and keep in mind I consume a lot of television). Even better, I’m always learning something while I’m listening. I would dare to say that even if he “phoned in” the remaining lectures, they’d still be at an absurdly high quality level, and I would still want to devour them all.
Follow Robert Greenberg
For others who are (or are soon sure to become) fans of Robert Greenberg, you can find him easily on Twitter and Facebook.
The Sheridan Libraries offers many tools to help you with your library research. While you can always stop at the Reference Consultation Office on M Level, use our Ask a Librarian service, or contact your liaison librarian with any questions you may have, we also offer workshops about specific tools. These tools include databases and citation management programs.
Refworks 2.0 Workshops Tues., Sept. 20, 2011, 11:00-12:00
Wed., Sept. 21, 2011, 4:00-5:00
One class can help trim hours off your time spent researching and writing. Come learn the secrets of organized citations and easy, quick bibliographies.
Citation and Organization Tools Wed., Sept. 28, 2011, 2:00-3:00
Wondering what tools can help keep you and your papers organized? We provide a comparison and overview of several popular tools. RefWorks, Mendeley, Zotero, and Papers will be included.
Scopus and Web of Science Wed., Sept. 28, 2011, 4:30-5:30
Help your research and save your time: learn to use these two powerful tools in the most effective ways. Feel free to bring topics that we can use as search examples!
Making the Best of Google Tues., Oct. 4, 2011, 4:00-5:00
You seek. But do you find? Join us for a tour of Google, Google Scholar, and Google Books. Learn how they really work and how to make the best use of each.
E-Books for Academics Wed., Oct. 5, 2011, 4:30-5:30
We love reading our fun fiction on our mobile devices, but the JHU libraries have 1 million academic e-books as well. Bring your e-readers, tablets, and any mobile device that you use to read books. Find out which e-books can/can't be downloaded directly to your e-device, and practice while the librarians are there to help.
Copyright and Fair Use Wed., Oct. 12, 2011, 10:30-11:30
With the increasing use of images, music, and other kinds of audio-visual resources as well as the delivery of course content through online course management systems like Blackboard, scholars and academic institutions are facing challenges as to what constitutes fair use and what does not. Therefore, the aim of this workshop is to create awareness about some of the challenges related to copyright and provide an electronic toolkit for the participants.
History Detectives: The Crystal Palace and the Great Exhibition Wed., Oct. 12, 2011, 6:00-7:00
Want to impress your friends and professors alike with research skills that would surpass those of Sherlock Holmes? Detective-Librarians Chella and Heidi will lead you on a madcap journey through Victorian London as we discover the secrets of the Crystal Palace. Gumshoes will have the opportunity to put together their own case files explaining the who, what, when, where, and whys of the Crystal Palace!
PubMed Wed., Oct. 26, 2011, 5:00-6:00
Great tips for using the tools within PubMed that will help you find exactly what you want, much more quickly. You'll be able to practice online, too, while the librarians are there to help!
I hope that some discusses LibX in some of these presentations. It’s my favorite new research tool!
We’re just past mid-summer. This means that most professors have just put in their book orders with bookstores for their fall courses if they haven’t already done so months ago. Enterprising students are either looking online for what those fall textbooks will be, or contacting their professors for booklists so they can begin pre-reading material.
The Chronicle of Higher Education’s ProfHacker Blog recently published an article by Erin Templeton entitled “Read Ahead to Get Ahead? Not so Fast” in which she stated a philosophy in which reading ahead might not be such a good idea. I certainly understand the point of view of withholding a reading list for the reasons mentioned particularly for fiction classes, though I would personally tend to use her spectacular advice given in the last paragraph. Unfortunately, for the broader topic of textbooks, I think it’s disingenuous to take such a narrow view as fiction (and similar) classes are a small segment of the market. If nothing, the headline certainly makes for excellent link-bait as the blogosphere would define it.
From the broader perspective, it is generally a good idea to get copies of the reading list early and get a jump start on the material. But more than this, there is actually a better way of approaching the idea of textbooks, particularly for the dedicated student.
It’s more than once been my experience that the professor chooses the worst text available for a particular course – perhaps because she doesn’t care, because it was the cheapest, because she liked the textbook salesperson, because it’s the “standard” text used by everyone in the field despite its obvious flaws, because it’s the legacy text prescribed by the department, because it’s the text she used in graduate school, because she wrote it, or simply because the deadline for ordering for the bookstore was looming and wanted the task out of the way. Maybe she actually put in a great deal of work and research choosing the book six years ago but hasn’t compared any texts since then and there are two new books on the market and her previous second choice has been significantly updated and all of them may be better choices now.
Historically, it used to be the case that the first job the student faced was to do some research to choose their own textbook! Sadly — especially as most courses have dozens of excellent potential texts available for use — this concept has long since disappeared. How can this travesty be remedied?
The first step is realizing that when the course guide says that a book is “required” it really means that it’s recommended. Occasionally, for some courses or in-class work (think literature classes where everyone is reading the same text because absolutely no alternates are available), actually having the required text may be very beneficial, but more often than not, not having the particular text really isn’t a big issue. One can always borrow a classmate’s text for a moment or consult a copy from a local library or from the library reserves as most colleges put their required textbooks aside for just such a use.
When taking a course myself, I’ll visit the library, local bookstores, and even browse online and pull every text I can get my hands on as well as some supplemental texts about a particular topic. I’ll cull through recommended reading lists for similar courses at other universities. Then I’ll spend a day or two browsing through them to judge their general level of sophistication, the soundness of their didactic presentation, the amount of information they contain, what other texts they cite, are there excessive typos, are they well edited, do the graphs, charts, or diagrams assist in learning, find out if the third edition is really better than the second to justify the eighty dollar price differential, and a variety of other criteria depending on the text, the class, and the level of difficulty. In short, I do what I would hope any other professor would do herself, as one can’t always trust that they’ve done their own homework.
Naturally I’m not able to do this research from the same perspective as the professor, and this is something that I take into account when choosing my own textbook. More often than not many professors are thrilled to engage in a discussion about the available textbooks and what they like and dislike about each and which alternates might be more suitable for individual students depending on what they hope to get out of the class. But doing this research certainly gives me a much broader perspective on what I’m about to learn: what are the general topics? what are the differing perspectives? what do alternate presentations look like? what might I be missing? how do the tables of contents differ? how has the level of the material progressed in the past decade or the last century? Finally I choose my own textbook for personal learning throughout the semester. I may occasionally supplement it with those I’ve researched or the one recommended (aka “required”) by the professor or may read library reserve copies or take the requisite homework problems/questions from them. I find that in doing this type of research greatly enhances what I’m about to learn and is far more useful than simply taking the required text and bargain hunting for the best price among five online retailers. In fact, one might argue that forcing students to choose their own textbooks will not only help draw them into the topic, but it will also tend to enhance their ability to think, rationalize, and make better decisions not only as it relates to the coursework at hand but later on in life itself.
Often textbooks will cover things from drastically different perspectives. As a simple example, let’s take the topic of statistics. There are dozens of broad-based statistics texts which try to be everything for everybody, but what if, as a student, I know I’m more interested in a directed area of application for my statistics study? I could easily find several textbooks geared specifically towards biology, economics, business, electrical engineering and even psychology. Even within the subcategory of electrical engineering there are probability and statistics books aimed at the beginner, the more advanced student, and even texts which are geared very specifically toward the budding information theorist. Perhaps as a student I might be better off using texts from writers like Pfeiffer, Leon-Garcia, or one of Renyi’s textbooks instead of a more broadly based engineering text like that of Walpole, Myers, Myers, and Ye? And even in this very small subsection of four books there is a fairly broad group of presentations made.
I think it’s entirely likely that a student studying a given topic will be much better motivated if she’s better engaged by the range of applications and subtopics which appeal more to her interests and future studies than being forced into using one of the more generic textbooks which try to cover 20 different applications. Naturally I’ll agree that having exposure to these other topics can be useful within the context of a broader liberal arts setting, but won’t the student who’s compared 20 different textbooks have naturally absorbed some of this in the process or get it from the professors lectures on the subject?
For the student, doing this type of choose-your-own-textbook research also has the lovely side effect of showing them where they stand in a particular subject. If they need remedial help, they’re already aware of what books they can turn to. Or, alternately, if they’re bored, they can jump ahead or use an alternate and more advanced text. The enterprising student may realize that the professor requires text A, but uses text B to draw from for lectures, and text C for formulating (often read: stealing) quiz and test material. Perhaps while using an alternate text they’ll become aware of subtopics and applications to which they might not have otherwise been privy.
Finally and fortuitously, it also doesn’t take more than a few moments to realize what wonderful and profound effects that such a competitive book choosing strategy will have on the textbook industry if it were widely adopted! I’d imagine there would be a much larger amount of direct competition in the textbook market which would almost necessitate newer and better textbooks at significantly reduced prices.
If you’re a student, I hope you’ll take the time for one of your upcoming classes to try this method and select your own “required” textbook as well as one or two recommended texts. I’m sure you’ll not only be more engaged by the subject, but that you’ll find the small amount of additional work well worth the effort. If you’re a professor, I hope you might not require a particular textbook for your next course, but might rather suggest a broad handful of interesting textbooks based on your own experience and spend 15 minutes of class time discussing the texts before making the student’s first assignment to choose their own textbook (and possibly subsequently asking them why they chose it.)
A portion of Charles Darwin’s vast scientific library—including handwritten notes that the 19-century English naturalist scribbled in the margins of his books—has been digitized and is available online. Readers can now get a firsthand look into the mind of the man behind the theory of evolution.
The project to digitize Darwin’s extensive library, which includes 1,480 scientific books, was a joint effort with the University of Cambridge, the Darwin Manuscripts Project at the American Museum of Natural History, the Natural History Museum in Britain, and the Biodiversity Heritage Library.
The digital library, which includes 330 of the most heavily annotated books in the collection, is fully indexed—allowing readers to search through transcriptions of the naturalist’s handwritten notes that were compiled by the Darwin scholars Mario A. Di Gregorio and Nick Gill in 1990.
Data analytics are changing the ways to judge the influence of papers and journals.
This article from earlier in the month has some potentially profound affects on the research and scientific communities. Some of the work and research being done here will also have significant affect on social media communities in the future as well.
The base question is are citations the best indicator of impact, or are there other better emerging methods of indicating the impact of scholarly work?
This is certainly worth the read for the high qualities of its translation and vocabulary. There are lots of great aphorisms and brilliant bits of advice. Some of the parts about patriotism and information about things like picking a wife are anachronistically funny to read 100+ years after they were written.