[Humanist] 29.606 events: pedagogy; emotions

Humanist Discussion Group willard.mccarty at mccarty.org.uk
Sat Jan 9 11:35:01 CET 2016

                 Humanist Discussion Group, Vol. 29, No. 606.
            Department of Digital Humanities, King's College London
                Submit to: humanist at lists.digitalhumanities.org

  [1]   From:    Carl Vogel <vogel at cs.tcd.ie>                             (126)
        Subject: EMOT Workshop at LREC 2016 (Emotions, Metaphors, Ontology &
                Terminology) during disasters

  [2]   From:    Hannah L Jacobs <hannahlj at gmail.com>                      (39)
        Subject: Symposium on Digital Pedagogy & Research in Art History,
                Archaeology & Visual Studies

  [3]   From:    Ray Siemens <siemens at uvic.ca>                             (17)
        Subject: CFP: Innovations in Digital Humanities Pedagogy @ DH2016 (11
                July 2016, Krakow PL)

        Date: Fri, 8 Jan 2016 16:30:14 +0000
        From: Carl Vogel <vogel at cs.tcd.ie>
        Subject: EMOT Workshop at LREC 2016 (Emotions, Metaphors, Ontology & Terminology) during disasters

1st Call for Papers

Workshop on EMOT (Emotions, Metaphors, Ontology & Terminology) during disasters

Language Resources and Evaluation Conference (LREC) 2016
Portoroz, Slovenia 

EMOT at LREC 2016 will look at how emotions are articulated in text-based
communications where there are many senders (and receivers) of messages
communicating on a single emotive topic over a short period of time --“
usually a few days. Disasters of a great variety, including financial
crises, weather-related events, and terror-motivated incidents, motivate
senders and receivers to exchange news and views through formal media and
lately through social media. These news and views comprise considerable
emotive content; use of emoticons in text messages is an innovative device.
The news includes alerts and warnings from the authorities to the actual and
potential victims of a disaster, and now social media allows victims to send
information to their cohorts and to the authorities. The views are in
opinion columns of newspapers and in blogs and twitter messages –
mainly from the victims to the authorities, to affirm the messages sent by
others and to criticise the news and views.

Metaphors are used in these communications: avalanches, earthquakes, floods
and tsunamis, are used in all the above mentioned disaster communications
for example; and metaphors of freedom, liberty and tyranny are used across
the disaster typology. Metaphor is also used to communicate indirectly about
events, euphemistically and dysphemistically. Disasters have to be
classified if only to distinguish a major disaster from a minor disaster:
the classification and categorisation process requires an ontological
understanding of disaster in the first place. Ontology of disaster is an
evolving subject and needs clarifications and understanding. An ontological
understanding helps in creating terminology of a specific disaster where
terms used elsewhere are elaborated with a different nuance emphasising one
aspect of the disaster, focusing on victim needs, or dealing with the needs
of the rescuers. The harvesting and analysis of social media has led to open
questions about the rights and wrongs of such activities: The ethics of
social media usage is equally important for this workshop

This workshop will look at the collection and analysis of social media-based
communications during major disasters. Emotive and metaphorical words are
used during disasters by the disaster victims and their rescuers. The
rescuers come from different backgrounds – medics, fire services,
police, civil protection agencies – and each uses terminology that has
a unique ontological commitment. The processing of social media based
communications is fraught with the limitations of bandwidth on the one hand
and with the potential of the technology for surveillance. It is important
that language technologies be used to ensure due anonymity of the people
involved and to ensure the existence of checks and balances.


Social media now plays a major role in almost all communications, including
disaster communications, and allows for a multi-way communication between
the large groups of people, especially victims and their rescuers. Language
is used not only to transmit written and spoken language excerpts but also
for annotating still and video images. Disaster management systems require
natural language processing platform that have in-built privacy measures.
The multi-disciplinary nature of the rescuers requires a harmonisation of
terminology and an understanding of ontologies used by different rescue
agencies. Special language techniques are required for ensuring minimal
ambiguity in disaster communications. The key topics are:

emotive and metaphorical language;ontology of evolving subject domains;
terminology of multi-disciplinary subjects
social media analytics;
disaster communications;
cybersecurity for social media communications;
 legal and ethical issues in large scale
collection of personal data during a disaster. 


This half-day workshop will deal with recent advances in social and legacy
media analytics, emotive and metaphorical language --“ both verbal and
non-verbal -- and the attendant cybersecurity, legal and ethical issues in
large scale exchange and collections of data through social and legacy media
during events such as natural disasters. It is necessary to examine what
aspects of communication social and legacy media analytics aims to capture,
and establish how and in what way this may be evaluated.

The use of social and legacy media is instrumental in disaster monitoring
and management during natural disasters. Systems largely rely on textual
information, but the advent first of the internet and then of social media
has increased the number of texts, images/videos that can be circulated
quickly and need to be analysed to provide emergency relief. Communication
through social media is no longer one-way, i.e. from citizens to emergency
management (EM) organisations, but rather two-way, from citizens to EM
organisations and from the latter to the former. There is always a risk that
information can go viral and spread panic, while the broader legal, ethical
and human rights impact is increasingly debated with reference to media
comprising information about people, places and events in situations as
intrusive as disaster and emergency relief. This workshop will bring
together experts in, and users of, intelligent information gathering and
processing. The topics covered will include:

- emotive and figurative language in all types of social and legacy media
communication; - automatic extraction of emotions and metaphors; - creation
and evaluation of multidisciplinary ontology and terminology; - effective
multicultural communications using social and formal media; - trust-building
cybersecurity processes including non-disclosure of sensitive data for
purposes other than disaster mitigation and relief; - emotive language use
in disaster communications: early warning systems, disaster monitoring and
mitigation, and post-disaster emergency relief - legal, ethical and human
rights issues in large scale collections of personal data during a disaster.

The workshop will provide a welcoming forum for presenting advances in
analytical methods of verbal and non-verbal communication. It is intended
for academics in information extraction and text analytics, disaster
management and communication professionals.


The workshop will have four sessions: Emotive and metaphorical language;
Terminology and Ontology; Language for leveraging image data; Ethical, Legal
and Human Rights Issues



Authors are invited to submit full papers on original, unpublished work in
the topic area of this workshop.

The language of the workshop is English and submissions should conform to
LREC 2016 paper submission instructions. We will accept submission of both
long (up to 8 pages) and short papers (up to 4 pages) to be presented as
long or short oral presentation at the workshop.

The papers of the workshop will be published as online proceedings. The
reviewing of the papers will be blind and the papers should not include the
authors' names and affiliations. Each submission will be reviewed by at
least two members of the program committee. Accepted papers will be
published in the workshop proceedings. Abstracts should be submitted
electronically no later than 15th February 2016. The only accepted format
for electronically submitted abstracts and papers is Adobe PDF.

Please submit your paper on the LREC site:

Deadline for submission of abstracts: 15th February 2016 Notification of
acceptance of abstracts: 29th February 2016 Final submission of manuscripts:
31st March 2016

kahmad at cs.tcd.ie


        Date: Fri, 8 Jan 2016 14:24:56 -0500
        From: Hannah L Jacobs <hannahlj at gmail.com>
        Subject: Symposium on Digital Pedagogy & Research in Art History, Archaeology & Visual Studies

Apps, Maps & Models: Digital Pedagogy and Research in Art History,
Archaeology & Visual Studies

February 22, 2016
Nasher Museum of Art, Duke University
Durham, NC, USA

Free & open to the public. Registration required:

This one-day symposium will examine how digital tools prompt new approaches
to teaching and research in art and architectural history, as well as in
archaeology and visual studies. Databases, mapping, modeling, animations,
and websites are also transforming the ways in which scholars and museums
can communicate information to the public. Above all, digital tools
stimulate entirely new types of research questions on the production and
dissemination of works of art and material culture, the construction of
buildings and cities, and issues of process and change over time.

The Wired! Group at Duke University (http://www.dukewired.org ) started
experimenting in 2009 with digital technologies that are appropriate for
art, architectural, and urban history, developing a model of courses to
integrate digital tools with historical materials, as well as a series of
ongoing research initiatives to engage students at all levels.
Additionally, the Wired! Group has offered week-long digital workshops at
Duke University and in Venice since 2009 and introduced a Master’s degree
in Digital Art History in Fall 2014.

The symposium provides an opportunity for the Wired! Group to reflect on
its mission and to highlight the important digital work that is underway in
many universities and museums across the country. We will hear about a
variety of approaches to digital scholarship across a range of artistic
periods and geographic areas in teaching, research, and museum displays
from ancient through modern and in western and non-western art.

*Sponsored by the Department of Art, Art History & Visual Studies and the
Wired! Lab.With generous support from the Duke University Office of the
Vice Provost for Research, Office of the Dean of Humanities, Office of the
Vice Provost for the Arts, and the Nasher Museum of Art at Duke University*

Hannah L. Jacobs
Multimedia Analyst, Wired! Lab, Duke University

        Date: Fri, 8 Jan 2016 21:02:52 +0000
        From: Ray Siemens <siemens at uvic.ca>
        Subject: CFP: Innovations in Digital Humanities Pedagogy @ DH2016 (11 July 2016, Krakow PL)

Innovations in Digital Humanities Pedagogy:
Local, National, and International Training

A mini-conference and member meeting sponsored by the
International Digital Humanities Training Network / ADHO Training Group

     11 July 2016 @ Digital Humanities 2016, Krakow PL

     Applications Due: 15 February 2016

     Acceptance Notification: 15 March 2016

Context: Only recently have the digital humanities begun to take firm root in the humanities curriculum, with institutions around the world now committing significant resources toward developing DH and integrating it in standalone courses, graduate degrees and undergraduate majors and minors within and across departments. With this commitment comes the realization that such formal implementation of DH and its siblings (e.g. digital social sciences, digital media, etc.) at a degree-granting level requires articulation of core requirements and competencies, identification and hiring of faculty who are capable of teaching DH in a variety of learning environments (coding, systems, application of methods), evaluating a broad spectrum of student work, and beyond. It also changes the foundational principles of the work of those in our network, as training increasingly involves learning how to teach competencies at the same time as we ourselves develop and maintain them in light of fast-paced advances.

     The International Digital Humanities Training Network is comprised of organizers of Digital Humanities training institutes and schools worldwide, formalised as the ADHO Training Group. Our gatherings include a member meeting of the International Digital Humanities Training Network / ADHO Training Group as well as mini-conferences devoted to specific topics that are important to our mission.

     Our gathering at DH2015 in Sydney facilitated reporting on innovations in the practice of DH pedagogy across borders. At this meeting, further needs were identified, particularly related to collaborating on and sharing programmatic materials, syllabi, rubrics and assessment metrics. Our meeting at Digital Humanities 2016 continues this important work.

2016 Focus, and Call for Proposals: For our 2016 mini-conference and meeting, we invite proposals for lightning talks and points of discussion from all those involved in DH training on all topics relating to DH training.  We welcome proposals with a focus on

●      ways in which individual universities, colleges, and other educational institutions are extending DH in the classroom.

●      implementing DH pedagogical frameworks locally and working across institutions and training institutes to develop and collaborate on materials that can inform ways in which DH offerings and programs are formalized.

●      assessment techniques in DH curriculum. What types of assessment should occur in digital humanities courses? And, significantly, how might these assessment practices challenge existing university or community-based outcomes? We particularly desire talks that include involvement of students who have been assessed.

●      discussion of pedagogical materials, pre-circulated for critique and consideration. We are particularly interested in the submission of specific syllabi, tutorials, exercises, learning outcomes, assessment and rubrics that attendees might complete during the workgroup portion of the mini-conference.

●      any topics that might further inform our discussion about DH training.

Please send proposals of 1-2 pages with the subject heading “DH Pedagogy” to Ray Siemens, siemens at uvic.ca<mailto:siemens at uvic.ca>, by 15 February 2016.

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