Screenshots from Unreal reconstruction of the Ruthwell Kirk

Project Co-Investigator James Graham and his research team have just released some demo screenshots from their Unreal-engine reconstruction of the Ruthwell Kirk Here are some highlights:    

Future Commons

Organisers

  • champieu@ohsu.edu
  • daniel.odonnell@uleth.ca

Questions


English 3401: What I did/did not know about medieval English culture (revised assignment)

Instructions

Read J. A. Burrow, Medieval writers and their work: Middle English literature and its background 1100-1500 and write a brief essay discussing some aspect of high Medieval English life, art, or culture that intrigues you. This might involve


Problems with Cisco Anyconnect on Ubuntu 14.04 (Breaks Internet Connections)

This blog is about resolving an issue I had after installing Cisco Anyconnect, the U of L’s VPN client.

This is an aide memoire for me, but might be useful to others. The information comes from, with the first being most useful for this particular case:


Problems with Cisco Anyconnect on Ubuntu 14.04 (Breaks Internet Connections)

This blog is about resolving an issue I had after installing Cisco Anyconnect, the U of L’s VPN client.

This is an aide memoire for me, but might be useful to others. The information comes from, with the first being most useful for this particular case:


About posters

I increasingly use posters in my classes as a way of encouraging collaboration and the development of a research community.

Although posters have long been used in the Natural Sciences, some Social Sciences, and the Digital Humanities, they are only beginning to appear in more traditional humanities disciplines.

This post provides some resources for discovering how to design posters and explains my general policies.

How to make posters

Although students make posters throughout Grade School, Middle School, and High School, research posters of the kind used at University are slightly different in format and design. Read the rest of this entry »


About blogs

In many of my courses you will be expected to maintain a blog. Postings will be required from you most weeks. And every so often you may be asked to review and/or comment on your blog postings and those of your class mates.

The following are some general notes on how I use blogs in my classes and what you will be expected to do. These notes are to be read on conjunction with the class syllabus, which may include additional instructions, rules, expectations, or limitations.


English 3901a: History of English (Spring 2015)

This is the syllabus for English 3901: History of the English Language.


Grading methods

I use several different types of grading in my courses. This post explains what they are and how they work.

A+ through F (Grade Point)

This is the traditional grading system used at North American Universities. I use this system primarily for grading summative exercises (i.e. Read the rest of this entry »


English 3401a: Medieval Literature (Spring 2015)

English 3401 introduces students to the study of Middle English literature (i.e. literature from roughly the twelfth through the end of the fifteenth centuries). The course is a companion to English 3601 Chaucer, and so this course concentrates on literature by authors other than Chaucer.

Read the rest of this entry »


Current academic policies

The following are my current academic policies. This site also contains older versions of these and other academic policies. Only the policies listed on this page are current, however.

This page and the pages it links to are considered a part of your syllabus. If you have any questions, please feel free to ask!

Current Policies


Late policy

Assignments are due at the date and time specified on the syllabus or discussed in class (Not attending class is not an excuse for failing to keep up to date on due dates). Unless I specifically note otherwise, however, you can almost always take a few extra hours without asking permission.

If you need a long extension than this, you should ask. As long as I haven’t started marking the exercise, I am usually fine with granting extensions. I am less able to accommodate extensions after I have begun marking the assignment.

If you are sick, have a family emergency, or face some other crisis, I am almost always willing to grant an extension. While I prefer to know in advance, I can accept retroactive requests when the nature of the emergency requires it. I do not normally need a doctor’s note or other evidence, though I reserve the right to ask. Read the rest of this entry »


Essay style: Some basics

The following are some core standards for formatting University-level essays and similar types of work in my classes. Not all apply to all types of work (for example, blogs, unessays, or in-class writing assignments). Feel free to ask if you think your work requires something different.

Most of these requirements will be shared by other instructors, especially in English; if you are not told otherwise by an instructor, you probably won’t get in trouble following these guidelines. Whenever I am aware that there are differences of opinion among instructors (or that different types of assignments might require very different formatting, I have indicated this).


KISS and tell grading

This is a long post in which I work out some new ideas I have about incorporating pass/fail formative grading in my courses.


Poster sessions: A great way of establishing a scholarly ecosystem in the classroom

For a few years now, I’ve included a poster session component in my assessment. I began using them while I was chair of the Text Encoding Initiative, inspired in large part by the poster slam organised by my friend Susan Schreibman (now of Maynooth, then of the University of Maryland).

Until this year, I didn’t treat them that seriously: students were assessed on a pass/fail basis with the pass threshold being simple submission of a good faith effort; I didn’t really give any instructions on how to make posters (something traditionally humanists have not done); and I didn’t neither evaluated the presentations nor (most years) provided time for students to look at each others’ posters outside of the slam presentation itself.

This year, however, inspired largely by Inge Genee’s practice in her linguistics class, I stumbled upon a much better and educationally valuable way of using them. We did the slam as in previous years, but then we broke the c Read the rest of this entry »


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