At the top of the show Adam mentions wanting to ask the question of his students “What are you subscribed to?” as a means of getting to know them and their viewpoints on the world. I find this an interesting question in general, but I suspect many people would fib about what they’re actually watching and listening to. Media is an externally important thing in expressing one’s identity that way. It makes me wonder how much “faux” signaling people are doing when they talk about the media that they consume?
I’m sure they don’t, as very few people do, but I’m curious what Adam and Ralph’s watch and listen posts would look like on an expanded version of social media. I think it would be an interesting supplement to their podcast if they did. I do wish more people would keep feeds of these things for better discovery the way I do: watch posts, listen posts.
Ralph Beliveau discusses a trip to a pop culture conference, which sounds like a fun thing to do, it also makes me think that this sort of area (and perhaps podcast) in which Kimberly Hirsh would have some interest.
There was also a mention of the show John from Cincinnati as being an exemplar of the surf noir genre. I’ll have to take a look at it. It also reminds me that I need to go back and finish reading Kem Nunn’s Tapping the Source. I wonder if there are exemplars of this genre that precede this?
When: Wednesday, October 25, 2017, from 4:30 PM – 6:30 PM PDT
Where: UCLA California NanoSystems Institute (CNSI), 570 Westwood Plaza, Los Angeles, CA 90095
While there is no mathematical formula for writing television comedy, for the writers of The Simpsons, Futurama, and The Big Bang Theory, mathematical formulas (along with classic equations and cutting-edge theorems) can sometimes be an integral part of those shows. In a lively and nerdy discussion, five of these writers (who have advanced degrees in math, physics, and computer science) will share their love of numbers and talent for producing laughter. Mathematician Sarah Greenwald, who teaches and writes about math in popular culture, will moderate the panel.
The event will begin with a lecture by bestselling author Simon Singh (The Simpsons and Their Mathematical Secrets), who will examine some of the mathematical nuggets hidden in The Simpsons (from Euler’s identity to Mersenne primes) and discuss how Futurama has also managed to include obscure number theory and complex ideas about geometry.
Tickets: Tickets are $15 each and seating is limited, so reserve your seat soon. Tickets can be purchased here via Eventbrite (ticket required for entry to the event).
A limited number of free tickets will be reserved for UCLA students. We ask that students come to IPAM between 9:00am and 3:00pm on Friday, October 20, to present your BruinCard and pick up your ticket (one ticket per BruinCard, nontransferable). If any tickets remain, we will continue distributing free tickets to students on Monday, Oct. 23, starting at 9:00am until we run out. Both your ticket and BruinCard must be presented at the door for entry.
Doors open at 4:00. Please plan to arrive early to check in and find a seat. We expect a large audience.
Okay math nerds, this looks like an interesting lecture if you’re in Los Angeles next Wednesday. I remember reading and mostly liking Singh’s book The Simpsons and Their Mathematical Secrets a few years back.
The hard core math crowd may be disappointed in the level, but it could be an interesting group to get out and be social with.
My review of The Simpsons and Their Mathematical Secretsfrom Goodreads:
I’m both a math junkie and fan of the Simpsons. Singh’s book is generally excellent and well written and covers a broad range of mathematical areas. I’m a major fan of his book Big Bang: The Origin of the Universe, but find myself wanting much more from this effort. Much of my problem stems from my very deep knowledge of math and its history as well as having read most of the vignettes covered here in other general popular texts multiple times. Fortunately most readers won’t suffer from this and will hopefully find some interesting tidbits both about the Simpsons and math here to whet their appetites.
There were several spots at which I felt that Singh stretched a bit too far in attempting to tie the Simpsons to “mathematics” and possibly worse, several spots where he took deliberate detours into tangential subjects that had absolutely no relation to the Simpsons, but these are ultimately good for the broader public reading what may be the only math-related book they pick up this decade.
This could be considered a modern-day version of E.T. Bell‘s Men of Mathematics but with an overly healthy dose of side-entertainment via the Simpsons and Futurama to help the medicine go down.
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.
Consider the Fork: How Technology Transforms the Way We Cook and Eatby Bee Wilson was one of my favorite Christmas presents this year. It covered my loves of history, gadgets, food, technology, entomology, popular culture and even evolution and anthropology. The major broad themes were very interesting and enlightening while being very well researched.
There were a few short sections on individual technologies which did feel a bit throw in almost as afterthoughts or which were related to the bigger topics, but just didn’t stand up on their own. Fortunately these didn’t detract from the overall work, though I did feel a bit more on these could have been written.
This is one of the most interesting books on food which I’ve had the pleasure of reading.