Technology

In an ideal world, technology would just work. I’m pretty comfortable using technology in my life and work and strongly believe that part of my job is to teach my students some computer and internet literacy (you don’t really believe they are “born” digital, do you?). It’s really exciting that universities everywhere now support this notion and we see more and more gadgets and services created for education and more and more classrooms being made into “smart classrooms”. What drives me nuts, however, is that often these classrooms are not so smart. Nothing is as seamless as it should be.

Despite having one of these so-called smart classrooms with a podium with integrated computer that is built in and connected to the projector, internet, speaker system, etc, I lugged my laptop to class all of last year. Why? Well, I needed to run i>Clicker, have a few websites pre-loaded, my presentation set up so I figured it was easier to do it from my computer. Maybe it was a habit from the days I used Keynote from my presentations and needed my mac to run it properly.

This year I decided I would simplify my life, stop carrying so many things to class, and simply use the podium. I did my homework – I looked up how to run i>clicker from a USB, had everything I needed set up. And it didn’t work. First, it took me a while to log into everything I needed open – prezi and blackboard. Then i>clicker turned out to be too slow running on the USB stick. Then the i>clicker base would not run. So I had to fidget with the different USB ports. I copied the i>clicker software to the desktop.  Then it wouldn’t show on top of the Prezi presentation running off the prezi website. So I copied the presentation to the desktop. Then the new-fangled updated version of the i>clicker software simply refused to show results. ARGH.

That’s it. Back to lugging my laptop. Another reason I should buy an Air.

End in sight

[dusting off this blog]

Last sunday, I wrote this on evernote meaning to upload it here at the end of the day:

In about an hour, I’ll make my way to Robarts Library to work on some final cosmetic changes my supervisor suggested on the final draft of the dissertation. The plan is to finish these by tomorrow so I can pass on the dissertation to my other two committee members, who need to take a look before I officially submit it to the School of graduate Studies. SGS then sends it to external and internal reviewers wo write a report about it and we all meet at the defense, usually about 6-8 weeks after submission. Needless to say, I dont feel like it’s done yet. The defense seems too far away. I’ve always known, in a way, tha it would never feel done since a work of this nature is bound to have loose ends, opportunities missed, side roads not travelled. I am only too aware of all the issues I *could* have talked about but didn.t for one reason or another. There are also important finds that only happened late in the writing process and that could have made for a much more exciting dissertation if I had reestructured the whole thing around that issue. That would require yet another year of writing. Instead, we file it for the revisions later. Maybe for te book? It’s hard to tell at this point. All I can tell is that the end is finally in sight and exciting opportunities are lined up for te future.

It’s now five days later and I have handed in the dissertation to my other committee members. The focus now is to prepare for the first week of classes next week.

Locating Samuel Gracia

The following is a digital project I would like to put together in the near future and which I’d like to discuss in this year’s Roots and Routes Summer Institute here at U of T

The Archives of the Crown of Aragon contain hundreds of thousands of documents dealing with the history of the Jews in the territories under the control of the Catalano-Aragonese crown. Catalan and Aragonese rulers kept records from the earliest times, much of which survived the centuries.  The great territorial and political expansion that marked the reign of King Jaume the Conqueror (1213-1276) and the more complex bureaucracy necessary to manage Jaume’s new territories led to the creation of the Royal Archives of the Crown of Aragon, a development furthered by the revival of Roman Law and the acquisition of paper-making technology from the Muslims with the conquest of Valencia. The chancery registers of the monarchs of the Crown of Aragon total today over 6,000 volumes of nearly four million unpublished documents spanning seven centuries. The royal chancery of Pere the Ceremonious alone (1336-1387) produced 1,164 volumes of an average of 200 folios each. Since The Crown viewed Jews and Muslims as part of the royal treasury this body of documents include much detail about the daily life of Jews in the medieval Crown of Aragon.

Nineteenth-century archivists and early twentieth-century scholars have catalogued and indexed the documents dealing with Jews in the royal chancery registers for the period of 1213-1327. Such finding aids do not exist for the later period making the process of finding documents dealing with Jews after that period much more time-consuming and tedious. It is precisely this excess of sources that often makes this crucial period for the history of the Jews of the Crown of Aragon so understudied. Over the course of one year, during my dissertation research, I catalogued about 200 registers at the ACA, covering the period 1379-1391. While much of this material is referenced in my dissertation, I hope to make this catalogue available to future scholars in a tool that can be collaboratively expanded as new registers are studied.

Making the full catalogue available would be an ambititous project that would take some time to implement since it would include tagging over 3,000 documents. The proposal is therefore to start with a far more focused project to begin to share at least some of the documentation. The idea is therefore to focus on one Jewish individual – Samuel Gracia, originally from the town of l’Arboç, south of Barcelona. Although most individual Jews appear only once or twice in the royal registers, I have located at least fifty letters dealing with Samuel Gracia. Involved in a series of lawsuits against family, Jews, Christians, and Jewish officials, Samuel Gracia presents an interesting case study for scholars interested in migration as well as the legal culture of late fourteenth-century Catalonia. I have used his case extensively in my dissertation to discuss the ways in which Jews in Catalonia and Aragon consumed Christian justice in order to settle disputed with coreligionists. Through his crafty use of multiple Christian courts and navigation of jurisdictional boundaries, Samuel Gracia exemplifies the degree to which Jews were acculturated in the mainstream legal culture of Catalonia and Aragon.

This case fits well within the topic of Roots & Routes since many ways it shows a Jew often challenging his own Jewish roots in search of ways out of legal and fiscal problems. The main idea is to build a collaborative site – or upload to e-Porte – images of the documents dealing with Samuel Gracia in order to share with the wider world. Ideally, scholars working at local archives in the areas where Samuel lived would add any documents they found in the course of their research.

The hope is that the sources and the topics they illuminate would help bridge the gap between Jewish history, Spanish (or Mediterranean) history and mainstream medieval European history. Within the fields of Mediterranean history, for example, legal cultural historians have began to show how those traditionally considered powerless such as women or slaves used law and litigation in order to shape their lives and identities. Because the assumption by these historians is that Jews resided outside mainstream legal traditions, they have for the most part been absent from these conversations. This project could go  a long way in bridging this gap.


Managing time

Between designing a new site for the Centre for the Study of France and the Francophone World, managing the Centre for Reformation and Renaissance Studies website, designing two new courses for this fall, and putting the final touches on my dissertation, I seem to have lost the creative energy to write on my own site. And there’s SO much going on in terms of teaching, research, future and ongoing projects, ideas, new finds and connections… Two pressing deadlines loom closer: one is for my thesis, which I hope to hand in within the next ten days (gulp). The other is for the Roots and Routes Summer Institute here at U of T. This will be the first of three annual, week-long summer institutes at the University of Toronto on the topic of Scholarly Networks and Knowledge Production in the Pre-Modern Mediterranean and in the Digital Age. It will be held more or less like the THATCamp unconference where instead of formal papers, we present ideas and collaborate on solutions. It should be very exciting. I have been asked to elaborate on my proposed project for the institute, which I will do on a separate post here. Oh, and I got a job here at U of T. But more on that later. I just wanted to say it is good to find a minute amidst revisions to write here again.

THATCamp Prime

It’s that time of the year again and once again I will have to follow THATCamp from afar. I thought I would be able to go this year and I even registered for the event back in April. Unfortunately, I had to pull out a few weeks ago when it became clear that not only I did not have the means to attend but I really must put this dissertation to rest once and for all. I’m particularly sorry for missing BootCamp, where I would had been able to hone my skills on Omeka, Drupal, and do fun things like using Google Tools for data visualization. Unfortunately, I don’t think I’ll be able to attend next year’s event either since, if all goes well, by this time next year I should be in the midst of a very long walk. But maybe I can attend one of the regional THATCamps – Montreal, maybe? Or Madrid?

Bittersweet moments

Last Wednesday was the final lecture for IFP100Y, the world history class I teach at a program for first year international students at U of T. It happens every year. Over the 24 weeks of the year-long course I get to know many of the students, I see them every week, and then the day comes when I won’t see them any more. It’s always a bit bittersweet. The joys of teaching.

**PS: this blog is not abandoned. I should get the thesis out of the way within the next month and will be back here. There are many exciting opportunities lining up that I want to think aloud about here.

Digital tools for research and collaboration

I’ve been asked to give an informal workshop on digital tools that might be useful for a research team studying exile in early modern Europe. They would like to collaborate on the writing process as well as in the collection of data. These are some of the tools I use on my own research and that I’ll talk about:

Zotero

  • designed by the Center for History and New Media, so have historians in mind
  • helps “collect, organize, cite, and share your research sources”
  • potentially useful tools include mapping feature, notes, ability to import sources from the library catalogue and tag all sorts of sources and notes

Google Docs and other Google applications

  • allows collaboration in creation of documents, spreadsheets, creation of forms to collect information
  • of particular interest to the group are the mapping features in both Google Maps (with Google Fusion Tables) and Google Earth
  • possible con: have to be online

Wikis – pbworks

  • similar to google apps in terms of collaboration but easier to make information available to the outside world without requiring them to create an account [google docs more or less requires people to have a google account]
  • ideal for collaborating on texts and discussing different aspects of the project [much better than email]

Dropbox

  • repository for project files

It’s AHA time!

Katrina Gulliver has recently shared her love for the AHA, the main conference for North American historians. As Katrina explained, the stress of the job market has cast a shadow on the conference, with many associating it with awkward interviews or the lack of opportunities in their fields. I have to say I share Katrina’s love for the AHA. I attended my first AHA (in NY) before I was on the job market and I immediately took to the broader scope of the conference.I usually have a very difficult time choosing sessions since there’s always something I would like to attend. I’ve just gone through the program and it looks like I’ll have to make some tough choices as many of the sessions I want to attend are being held at the same time.

I have to admit though, that I’m one of those people who love conferences. I don’t usually get that much from presenting at conferences since there’s usually little time for questions and you are lucky if you get a couple of questions or comments. It doesn’t help that I try to bring my work outside of my field. Part of what I try to do in conferences is make both Spanish and Jewish history part of general medieval history. I tend to present in (and organize) panels that cross the religious or national divide. For example, at the Canadian Historical Society  last summer, I was part of a panel that looked at how the average person manipulated courts of law in the late medieval period. I shared the panel with an English historian and a historian of law in southern France and the commentator was a Scottish legal historians. In other conferences I have shared panels with Italianists or even Hispanists who worked on women or social history topics. And although all these panels are very stimulating, allowing myself and other panelists to see patterns and trends that go beyond our limited fields, it often means that I’m presenting to a non-specialist audience.  So the kinds of comments and questions I get tend to be very general.  Sometimes I get the impression the audience doesn’t know enough about Spain or Jews and are shy of asking questions. The most fruitful discussions, for me at least, have been outside the meeting rooms – at the bars, cafes, and restaurants. And that’s ultimately why I love conferences in general – it gives me a chance to talk to people, find out what they are doing, share what I’m doing, engage in what scholarship should be really about: an open dialogue.

And that’s what makes the AHA special to me. It attracts all kinds of historians. The panels are very diverse and often of very good quality. This year, there are panels on Chinese history, race & citizenship, and several panels on teaching that I would like to attend. Hopefully, they’ll distract me from worrying about my interview later in the week.

Ultimately, I love the AHA not only from what I learn, but also because it gives me a chance to meet old friends and meet face-to-face with people I interact with online but who are from other subdisciplines and whom I would never meet in the more specialized conferences in my field. And getting to visit a city as historical as Boston in the process is the cherry on the top.

Taking stock: the challenge of learning

Yesterday was the midterm test for the IFP class. I gave the final lecture for the semester last week and it’s now time to evaluate the semester and plan for next term. My challenge at the beginning of the term was to “sell” a world history course to non-history students. This has meant stressing the importance critical skills learned in the study of history would have in any other program at the Faculty of Arts and Science. Part of the aim of the course is also to integrate the students, all of whom are first-year international students, to the Canadian academic environment. This is where my experience transitioning from Brazil to Canada often comes in handy. I can think of aspects of our university culture in Canada that seem obvious to local students but which are not immediately apparent or understood when you come from a different academic environment, where the expectations are quite different.That the whole IFP team (1 coordinator, 5 language instructors, 2 TAs) has made my job much easier is an understatement.

Although the students are progressing satisfactorily, the course is going well, and everybody seems pleased, I still struggle on how to get my students to forget about their grades for a minute and focus on learning. It is difficult (perhaps utopian?) when their number one motivator is success and success is mostly evaluated in terms of grades rather than learning. My friend Rochelle Mazar has written about this unfortunate reality. In a post about blogging in education, she comments on the fact that our education system rewards unproductive success while ignoring productive failure. This means that a student that stumbled through his first assignments because he or she didn’t already possess the right skills but makes an effort and learns something new by the end of term, doesn’t do as well as the student who comes in with a background on the topic and the right skills and who get As from the very beginning. Of course I’m not the only one to attempt stabs at this particular windmill. The month’s University Affairs magazine presented the case of some universities that shunned grades altogether.

In my particular case, the concern for grades is, in a sense, self-imposed by my students. In the IFP, the students need to pass the history class I teach (and pass is 60%) and will get credit for it, but the course will not count towards their GPA.  And yet, they are all very stressed out about marks. One student was so upset with getting a B (75%) on his essay that he frustratingly exclaimed that he could get other people to write his essays. My fellow instructors and I get the sense that no matter how much we stress to them that it would be worth their while to engage in a bit of productive failure, to get out of their comfort zone, they simply don’t believe us.

If universities are places where individuals push boundaries, are innovative, develop new ways of looking at the past and thinking about the present, we need to think about ways in which students can be encouraged to practice a bit more productive failure. I have made only modest steps in this direction by creating a course blog and making students contribute with their reflection on the readings each week. They are encouraged to express themselves and at the end of the course they’ll be able to choose their three best posts, revise them, and submit for marking. I can sense, however, that many are still trying to figure out what I want to hear, rather than what they want to say. But there has certainly been some improvement from the beginning of the year. Let’s see what next term will bring.

Using Google Calendar in the Classroom

Inspired by a recent post in ProfHacker, I decided to organize my upcoming first year world history class using Google Calendar. It worked really well and I like the idea of being able to add extra information to the calendar later and being able to export the information to use in future reiterations of the course. Here’s how the agenda version of the course calendar will look once embeded on the course website: