NYCDH Week Reflections.

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3 Leave a comment on paragraph 3 0 I attended two events offered through the Grad Center. One was an introduction to physical computing with Arduino Solo and the second was an introduction to GitHub. GitHub work struck me as the more complicated endeavor but that may be because it requires fiddling with network stuff. For example, setting up my own GitHub account and linking a repository to a folder on my laptop? Not too bad. Figuring out how to prompt another user to accept my addition to their repository? Egh. Collaboration is the essential selling point of GitHub – without it keeping track of changes on large projects would be require a lot of needless work. What made GitHub so great was that it was rewarding to learn, not unlike learning a programming language. I also attempted place ASCII art in the proctor’s tutorial folder which begs the question: Can I use GitHub for memes?

4 Leave a comment on paragraph 4 0 Arduino experimenting was definitely more fun in part because it’s so simple and immediate. I was able to begin going off-course from the tutorial almost immediately because all that was required of me to do so was simply moving some cables. The immediacies of experimenting with physical computing offer certain affordances that tinkering with software cannot. I don’t know how easy collaborative work on Arduino projects would be. Perhaps uploading schematics to GitHub for others to see and makes changes to would be a way to achieve that.

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  1. Posted July 16, 2017 at 9:45 am | Permalink

    very good seminar..

  2. Posted July 16, 2017 at 9:46 am | Permalink

    very good seminar..

  3. Posted July 16, 2017 at 9:46 am | Permalink

    very good seminar..

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    Encouraging students think about the impact advancements in digital technology have on the future of scholarship from the moment they enter the Graduate Center, the Digital Praxis Seminar is a year-long sequence of two three-credit courses that familiarize students with a variety of digital tools and methods through lectures offered by high-profile scholars and technologists, hands-on workshops, and collaborative projects. Students enrolled in the two-course sequence will complete their first year at the GC having been introduced to a broad range of ways to critically evaluate and incorporate digital technologies in their academic research and teaching. In addition, they will have explored a particular area of digital scholarship and/or pedagogy of interest to them, produced a digital project in collaboration with fellow students, and established a digital portfolio that can be used to display their work. The two connected three-credit courses will be offered during the Fall and Spring semesters as MALS classes for master’s students and Interdisciplinary Studies courses for doctoral students.

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