In this 90-minute workshop, we will discuss the essentials for starting a 3D printing initiative. This includes the types of spaces, hardware, and software required. It also includes possibilities for supporting courses, faculty research, and initiatives across the university campus. We will demonstrate a free, simple, but powerful CAD toolset for students, that can be incorporated into most courses without substantial syllabus modification. And of course we’ll bring along Mordecai, one of our 3D printers, and have it running during the event!
Chelsea Gunn and Liz Monk
University of Pittsburgh
Traditional data education often includes computers, software, and/or spreadsheets, which can create a barrier to engagement. In a quest to make data more accessible, enjoyable and playful, we have created an Art + Data workshop.
@@ -204,7 +204,7 @@Jacob Gordon
Penn State University
For the Fall 2023 semester, a Google Drive collection was populated with over forty textual descriptions of two- and three-dimensional artworks published prior to 1920 and digitized and uploaded to HathiTrust and the Internet Archive. These works were shared with two studio art classes that were tasked with the challenge of recreating specific elements of the artwork such as color palette, time frame, stylistic conventions or interpreting it spatially. By working with just texts, participants could use generative artificial intelligence art tools. One instructor offered students the option of using Adobe Firefly for inspiration but required them to document this usage. This presentation will detail the locating and selection of artworks, the legal and ethical concerns of using artificial intelligence models, the two class assignments, and showcase some of the original artworks and those created by both students and artificial intelligence.
@@ -322,13 +322,13 @@In addition to providing a space for public recognition, the open FOODWAYS platform forms a robust pedagogical resource for undergraduate students who, in addition to utilizing the site for in-class discussions and assignments, co-curate it by collecting archival materials, such as oral histories, photos, etc. through virtual and/or in-person experiential learning opportunities. Presenters will thus share various methods of assessment that have been designed around the project in order to create a student-centred experience that promotes interactivity and networked engagement with cultural heritage artifacts.
R.C. Miessler and Greg Lord
Gettysburg College and Northeastern University
Game jams, such as Ludum Dare, are improvisational attempts to build a game from scratch, usually within a limited time frame and a specified theme. To facilitate a history-based game jam in the classroom, the presenters have developed an online tool, StoryGame/GameStory, that a facilitator uses to randomly roll
parameters, from which small groups of students must sketch out the idea of a game that will convey historical concepts. GameStory starts with genre and mechanics (such as kart racing
and randomly generated
), while StoryGame starts with historical setting and primary sources (such as the fall of the Berlin Wall
and nearly illegible handwritten letters
). After deliberation, students present their pitch for their game and get feedback from their peers. While both instructors and students in the undergraduate history classroom are likely familiar with video games, their attitudes about the legitimacy
of games as scholarly output will vary depending on their experiences. The game jam workshop allows the classroom to engage with the how and why historians do
history, albeit in a non-traditional format. This presentation will demonstrate how to facilitate a successful game jam using the StoryGame/GameStory engine and how to customize the tool’s options to fit the needs of the class.
R.C. Miessler and Bill O'Hara
Gettysburg College
Since 2018 we—a faculty member and a librarian at a Pennsylvania liberal arts college—have collaborated on a series of courses including an introduction to video game music, and first-year seminars focused broadly on methods and questions in the digital humanities, and on video games as cultural artifacts in particular. Despite little institutional support for game studies or Digital Humanities, we have collaborated to incorporate both into the classroom. In both our scholarship and teaching, we are particularly interested in the archival quirks
that games provide when introducing them as primary sources to undergraduate students. Video games inhabit a space that is both physical and digital, both art and commodity. While they can be observed and interpreted on their own, the nature of games demands a playful, embodied encounter. This requires a holistic approach to the student-game encounter in the classroom. We ask students to investigate what makes a game a game by reviewing their significant properties not only as objects for play, but as significant cultural artifacts. From the perspective of game preservation and access, students appraise video games and their surrounding ephemera—boxes, manuals, contemporaneous sources—through artefactual, informational, and folkloric frameworks (Owens 2018). We do this by exploring classic video game platforms as obsolete technologies; using teaching collections to create a video games humanities lab
for our students to explore; transforming gaming and computing magazines into datasets for visualizations; and undertaking traditional archival research that uses video game development documentation to shed light on the economic, technological, and cultural conditions of video game design and production. In this presentation, we demonstrate how these courses encourage students to find connections between video games, archival practices, and humanistic inquiry, providing direct examples of class sessions that tie these themes together. Examples include conducting archival research in both traditional and internet-based forms and interacting with and evaluating original video game artifacts against modern efforts at emulation, and other available facsimiles. We will close by acknowledging some of the challenges the approach of video games as archives
present, such as access and copyright, and ideas we have for the future of these activities.
In the final section, the paper deals with the exploration of the immersive environment offered by OASIS in producing augmented humans
through varied sensorial experiences (Papagiannis, 2017). The augmentation of human is explored in the novel through haptic and visual experiences offered by different devices such as controllers, gloves, visors, and consoles. The exploration of the thematic trope of augmentation befits the subgenre of LitRPG as video game literature is a productive site to consider embodiment
(Farris, 2017). The trope will also help achieve a nuanced understanding of the interaction of the human with the computer-based technology in the narratives of a Science Fiction novel.
Jason A. Reuscher
Penn State University Libraries
Years ago, the University of Pittsburgh’s Special Collections librarians reached out to the online world through Tumblr to solve a manuscript mystery that was confounding their attempts at providing more detailed cataloging. Unsure about the provenance or the specific contents of the tome, they knew two things: 1. that it was two manuscripts of recipes bound as one (and thus entitled, Dieses Kochbuechs), and 2. that it was probably written in Kurrentschrift, a cursive form of Fraktur letters prevalent in German-speaking lands from the early modern period to the beginning of the Second World War.
diff --git a/_site/index.html b/_site/index.html index 47c4f9a..5888f35 100644 --- a/_site/index.html +++ b/_site/index.html @@ -149,7 +149,7 @@Quantifying Kissingerproject: a scholarly archive designed for 3D abstract interactive immersion via game engine technology.
Embracing the Glitch, will address supporting Extended Reality (XR) across the curriculum, and will feature student work from her course +
Embracing the Glitch, will address supporting Extended Reality (XR) across the curriculum, and will feature student work from her course (Virtual Bodies, Virtual Worlds).
Designing and Building a VR Game for Primary Source Literacy, building on her work with the Virtual Bloxson project.
Quantifying Kissingerproject: a scholarly archive designed for 3D abstract interactive immersion via game engine technology. -* Licastro's presentation,
Embracing the Glitch, will address supporting Extended Reality (XR) across the curriculum, and will feature student work from her course +* Licastro's presentation,
Embracing the Glitch, will address supporting Extended Reality (XR) across the curriculum, and will feature student work from her course (Virtual Bodies, Virtual Worlds). * Clark will present
Designing and Building a VR Game for Primary Source Literacy, building on her work with the Virtual Bloxson project.