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EJ955495 - Interdisciplinary Intellect: HASTAC and the Commitment to Encourage Collective Intelligence

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ERIC #:	EJ955495
Title:	Interdisciplinary Intellect: HASTAC and the Commitment to Encourage Collective Intelligence
Authors:	Singletary, Kimberly Alecia
Descriptors:	Graduate Students; Doctoral Programs; Intelligence; Cooperation; Teaching Methods; Interdisciplinary Approach; Information Technology; Personal Narratives; Journalism Education; Humanities; Humanities Instruction; Program Descriptions; Scholarship; Program Effectiveness; Influence of Technology; Computer Uses in Education; Educational Technology; Web 2.0 Technologies; Computer Mediated Communication; Social Networks; Web Sites; Electronic Publishing
Source:	Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice, v11 n1-2 p109-119 Feb-Apr 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Date:	2012-00-00
Pages:	11
Pub Types:	Journal Articles; Reports - Descriptive
Abstract:	This article explores the role of the Humanities, Arts, Science, and Technology Advanced Collaboratory (HASTAC) in facilitating and encouraging a collaborative community of junior and senior scholars on issues of technology and humanistic learning. As a result of its emphasis on collaboration and discussion, HASTAC encourages a form of collective intelligence that can serve as a model for future iterations of online communities formed to address problems and highlight advances in teaching and technology. Written from the perspective of a graduate student who also is a HASTAC scholar, the article discusses the positive impact HASTAC can have in terms of opportunities for professional advancement for junior scholars, as well as encouraging collaboration across disciplinary boundaries on issues relating to teaching methodologies, the humanities, and technology.
Abstractor:	As Provided
Reference Count:	12

Note:	N/A
Identifiers:	N/A
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-1474-0222
Audiences:	N/A
Languages:	English
Education Level:	Higher Education; Postsecondary Education
Direct Link:	http://dx.doi.org/10.1177/1474022211427363

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