Have you ever had that feeling when you just stare into space for a minute, because there has always been an obvious solution to a problem but you just didn’t see it before? Happened to me. The problem is the representation of female leaders in 4X games:
In a job interview for a position as a Digital Humanities coordinator I’ve been asked whether I believe everyone should do “digital humanities” soon. Here’s my point of view.
Together with Florian Thiery I gave a talk on a side project by the Research Squirrel Engineers, a working group of Research Software Engineers. Our aim in this project is to digitize a catalogue on Ogham stones and put it online in a linked and open way. At the Graph Technologies in the Humanities conference we were invited to present our work. Here is a short version.
Together with Oliver Nakoinz I’ll team-teach a winter school on classification methods for archaeology in R next year. It’ll be in German, because there is a lack of German statistical tutorials for archaeologists and we’ll be creating an open and free tutorial in this class. Apply until end of the year to join us!
I’ve recently read and reviewed Daniel Giere’s (@34e6ab0133cd4f7) “Computerspiele – Medienbildung – historisches Lernen” (computer games – media education – historical learning) in German and I think I’ll just give everyone a rough overview over his work in English, because, well, it deserves some attention. It’s as far as I know, the first published empirical study on the influence games may have on a person’s knowledge of history.
Today’s #archink prompt has been interpreted by me in a very archaeoinformatics way…
I’ve been writing an article in which I use a one-dimensional kernel density estimation (KDE). After some thought (and peer review ;-P ) I decided, I needed to visualise how it works. I couldn’t find any R-code on how to do this online, soooo here it is: My R-code on how to produce a graph which may help explaining KDEs.
Recently I had some time on my hands I could dedicate to reading something new, and encouraged by many enthusiastic tweets, I chose Colleen Morgans “Avatars, Monsters, and Machines: A Cyborg Archaeology”. I loved it! One thing especially stuck with me:
In winter 2018/19 and summer semester 2019 I taught courses on archaeogaming and concepts of the past in computer and video games. I am proud to share with you the videos my students created, in which they analyse games of their choosing. Have a look!
This is my series on teaching statistics with cartoons. Finally we’re getting to “statistical” examples: Figures, graphs, visualisation techniques… Have fun with implementation no. 3: Descriptive statistics!
Now, finally: The last thesis we featured in the discussion about Concepts of the Past in Computer and Video Games, which Jan Wieners and I organised for our class on archaeogaming in January 2019 is my favourite one. How important is “accuracy” in comparison to “representation” in Computer and Video Games?
I’m teaching a course on quantitative methods, R and archaeological data and my students have to realize their own project in that course. That means they ask me a lot of very sensible questions. Here I will write about workflows I find useful as documentation for the future. First things first: Data wrangling!
Here I continue to describe and elaborate on our discussion about Concepts of the Past in Computer and Video Games, which Jan Wieners and I organised for our class in archaeogaming. Let’s discuss now: Are games great knowledge communicators?
This post belongs to the series discussing Jan Wieners‘ and mine course on archaeogaming. Last week, on 9th January, a special session in this course took place: We had an open-for-all discussion with experts and a poster slam!