| sect. | title & contents | author | time | q |
|---|---|---|---|---|
| 0 | executive summary | |||
| 1 | The teaching of humanities computing across Europe | Orlandi | see draft | 40k |
| 1.1 | overview of the different ways in which humanities computing
is taught in Europe, with different interdisciplinary links
(e.g. Alfa-informatica in the Netherlands has strong focus on
logic and linguistics, Humanistisk informatikk in Norway has
strong focus on hypermedia and cyberculture, etc.).
(put list of web sites, appendices) |
"" | ||
| 2.2 | a large variety of approaches - need for a common frame? | "" | ||
| 2 | Defining Humanities computing methodology | |||
| 2.1 | computing as a theoretical discipline | Thaller | see draft | 18k |
| 2.2 | computation and formalization in the humanities | "" | ||
| 2.3 | methodological implications | "" | ||
| 2.4 | in which respect is computing in the humanities different from computing elsewhere? | "" | ||
| 2.5 | advantages in including computing in the humanities (added value) | Kropac | see draft | 2k |
| 3 | Procedures and discipline specific methodologies: cases in point | |||
| 3.1a | information and image processing | Thaller | See draft | 4+4k |
| text processing | Burnard | See draft | 4k | |
| sound processing | De Smedt | See draft | 4k | |
| 3.1b | critical edition | Buzzetti + Kropac | See drafts | 3k |
| authorship attribution and stylistic studies | De Smedt | See draft | 1k | |
| 3.1c | Character encoding, pattern recognition, databases, OCR | Bell | see draft | 8k |
| 3.2 | multimedia and the dissemination of information | Souillot | See draft | 5k |
| 4 | Conclusions and recommendations | |||
| 4.1 | So wide and dynamic a field, that it should be recognized as essential for the training of students in the 21st century, organized and institutionalized, keeping it (computer humanities) as part of the humanities | |||
| 4.2.1 | Minimum set of competences for teachers - must be institutionally recognized in the academic framework | |||
| 4.2.2 | training of those teachers:
- summer schools: stress on methodology, but practical skills essential though - people from computer linguistics - tutorials at conferences - feedback from industry, teachers can be taught by people from the industry - recruitment of the qualified teachers - lifelong training for teachers, accessible to non already trained teachers | |||
| 4.3 | Structures
- European infrastructure: centres of excellence, competence centres, university labs, departments, groups of people covering several departments - European resource structures, certification of the resources/data, distribution (for free?), migration of book libraries to virtual libraries: an issue to be addressed - European Master’s degree: certification, core curriculum (depending on 4.4), IF NOT RIGHT AWAY: guide lines for curricula, students mobility, sharing teaching competences accross borders, postgraduates studies |
|||
| 4.4 |
- societal needs
- jobs, professional profiles (international) - mechanisms which should be in place: industry/university relations stimulate the participation of the industry include a compulsory stage in the curriculum of students |
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