Bots We Talk About When We Talk About Twitter Bots | the consilience lab

This is an honours thesis of a student of mine from 2014. Tully Hansen is a twitterbot aficionado. From the abstract: The term Twitter bots covers a large (and growing) number of creatively motivated, largely lexically based cultural artefacts published online to the Twitter platform, works which encompass a diversity of styles, practices and implementations. […]

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Research Methods

Why I teach research methods the way I do in honours: The model (to use a poor analogy) is cooking. We don’t tell them that they will be French or Thai chefs, we want them to learn that there’s some carrots, basil, and garlic and that they can actually be cooked using different methods (fried, […]

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The Research Process (via Mel Gregg)

While her comments are directed at higher degree students (so those writing longer, more complex things than an honours project, though with more time too), they are apposite. Take a look if you want to get a different version and variation of the stuff I’ll be rabbitting on about all semester.

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Finding Problems

Students must learn how to become ‘problem finders’ as well as problem solvers – helping organisations define the nature of the problem as well as how to respond to it.

…It is an intriguing prompt as we spend so much time rabbitting on about how our students should be problem solvers, yet they’re right.

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Twas Last

indicate two things that they have done well, and why doing these well is important indicate two things that they have learnt to do better, and why this matters indicate two things that they could have done better, and what you will do to actually do them better in coming weeks Each lets them identify things from the complete list. The first prompt requires an ability to not only identify what you might be good at, but why being good at that matters – too much of their undergraduate education is experienced as being rewarded for being good but not actually understanding what that means, or why it might be significant.

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What Should an Honours Program Do?

As part of this process I’m holding a second planning day, partly to help people get on board with what honours is (being a once upon a time institute of technology we have many staff who think that spending another year at university after they have delivered their industry wisdom to a student is just, well not daft, but dangerously intellectual), and then the harder problems of how and why it should be taught. … (Insert sound of tentative rolling up of academic sleeves.) honours should always have research outcomes honours research requires the investigation of a dense or messy problem a dense problem is something that you don’t already know the answer to yet a dense and messy problem requires you to change your understanding to address it such problems can be theoretical writing, they can be about practice, they can be about making, they can also arise in doing each of these things the investigation of this dense and messay problem can be via thesis, project or via practice the investigation will produce outcomes that can be in the form of a thesis, a project and exegesis, or a portfolio and exegesis all honours students are expected (and required) to be able to write to their work all honours students are expected to read, and utilise in their practice, relevant theories a theory is a proposition that is grounded in, and arises within, an informed practice of thinking this thinking might not only be in words, but the exegesis requires you to use words That’s the first list.

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