! CONEXProjectReport–GCS–RogerMartinez
CONEXFELLOWSHIP
PROJECTREPORT
FellowNameandSurname:RogerLouisMartínez-Dávila
Projectacronym:GCS EESSPHAÑA
Projecttitle: GlobalCitizenScholars:EnergizingEnglishandSpanish-SpeakingHumaniststoAdvanceKÑowledgeandAct
FundingScheme:ExperiencedProfessor
ReportingPeriod:1
Startdateofreportingperiod:1September2016
Enddateofreportingperiod:19September2017
Theperiodicreportmustbesubmittedbytheresearcher(CONEXfellow)within30daysfollowingtheendoffirstandsecondyearoftheproject.Thisreportshouldbesignedbytheresearcher(CONEXfellow)andmentor
FellowSignature MentorSignature
RogerLouisMartínez-Dávila JaimeAlvarEzquerra
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PUBLISHABLESUMMARY
AsaCONEXMarieCurieFellowattheUniversidadCarlosIIIdeMadrid,amadvancingmyprofessional-scholarlygoalsthatpertaintomyresearchproject,GlobalCitizenScholars:EnergizingEnglishandSpanish-SpeakingHumaniststoAdvanceKÑowledgeandAct(GCS–EESSPHAÑA),aswellasotherscholarlyandpublicdisseminationendeavors.GCS–EESSPHAÑAisaglobaleducational,research,andsocialengineeringinitiative.MyprojectwillthrustUC3Mintotheforefrontof(1)reclaiminghumanity’sdeep-seatedculturalcuriosity;(2)mobilizingtechnologytoenergizeEnglish&Spanish-speakingstudents(GlobalCitizenScholars)tolearnaboutandcontributetoscholarlyresearchonmedieval/earlymodernJewish,Christian,andMuslimcooperationandconflict;and(3)developinganewcooperativeeducation-researchmodelforthe21stcentury.Myprimaryachievementsofthesecondyearofthefellowshipinclude:• GlobalCitizenScholars,throughtwosessionsofDecipheringSecrets:UnlockingtheManuscripts
ofMedievalBurgosMassiveOpenOnlineCourse(MOOC)(summer2016andspring2017),reached3,138studentsinapproximately100nations.Studentsinthesecourseshaveassistedwithtranscriptionofsixteenuniqueandunpublishedfourteenthandfifteencenturymanuscripts(documents)pertainingtoJewish,Christian,andMusliminterrelations.Presently,Iamfinalizingthesemanuscriptsarepublicationforusebyacademicresearchersandforwiderdisseminationtothepublic.DecipheringSecrets:UnlockingtheManuscriptsofMedievalToledoMOOCwasslightlydelayedfromaMay2017toaSeptember26,2017,launchduetomorethanexpectedofficialcooperationandparticipationbymuseumsandarchives.Intotal,seveninstitutionsareparticipatingincluding:ArchivoHistoricoNacional-SeccionNobleza(Toledo),ArchivoyBibliotecaCapitularesdelaCatedraldeToledo,ArchivoMunicipaldeToledo,MuseoSefardi(Toledo),MuseodeSantaCruz(Toledo),UniversidadComplutensedeMadrid,andSaintLouisUniversidad-MadridCampus.Enrollmentforthecourseislocatedat:https://www.edx.org/course/deciphering-secrets-unlocking-uc3mx-hga-2-2x.
• IdevelopedanewandnovelmethodologyforteachingSpanishpaleographytonon-specialistsusingMOOCs,whichiscalledthe“SILReSTPaleographyMethod”.UsingthetranscriptionspreparedbyMOOCstudents,Ms.MariaMartinVidales(UC3Mgraduatestudent)andIqualitativelyandquantitativelyevaluatedtheeffectivenessoftheSILReSTPaleographyMethodanditabilitytopredict(statistically)thequalityofmanuscripttranscriptions.Thestatistically-significantanalysisdemonstratesthatafteronlytwoweeksofMOOCtraining,students’averageerrorrate,orthenumberofidentifiablemistakesinrecognizingindividualletters,fortranscriptionwasonly12.13%.Further,individualstudents’MOOCpaleographyexamsandtheirscoresstatistically-predictedthequalityofstudents’transcription.Thus,notonlyisthemethodeffectiveatteachingpaleography,butalsoitcanbeusedbyresearcherstoevaluatethecaliberoftranscriptions.Initialresultsarepublishedat:https://public.tableau.com/profile/roger.l.martinez.davila#!/vizhome/DSWorkbook 0/EvaluatingMOOCsandPalegraphicExpertise.Presently,wearepreparingtheresearchforpublicationwithapeer-reviewedjournal.
• InJune2017,Iwaspromotedtoafully-tenuredAssociateProfessorofHistoryattheUniversityofColoradoatColoradoSprings.Thegrantingoftenure,oralifelongappointmentatarankcomparableto"ProfesorTitular"intheSpanishuniversitysystem,isthepreeminentscholarlyachievementintheAmericanhighereducationsystem.
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• Mynewbook,CreatingConversos:TheCarvajal-SantaMaríaFamilyinEarlyModernSpain,wasacceptedforpublicationandisnowinitsfinalstagesofpublicationbytheUniversityofNotreDamePress.Itwillappearinprintinearlyspring2018.Thepressdescribesthebookasfollows:
InCreatingConversos,RogerLouisMartínez-DávilaskillfullyunravelsthecomplexstoryofJewswhoconvertedtoCatholicisminSpainbetweenthefourteenthandsixteenthcenturies,migratedtocolonialMexicoandBoliviaduringtheconquestoftheAmericas,andassumedprominentchurchandgovernmentpositions.Ratherthanactingasalienatedandmarginalizedsubjects,theconversoswereabletocraftnewidentitiesandstrategiesnotjustforsurvivalbutforprosperinginthemostadversecircumstances.Martínez-Dávilaprovidesanextensive,elaboratelydetailedcasestudyoftheCarvajal–SantaMariaclanfromitsbeginningsinlatefourteenth-centuryCastile.BytracingthefamilytiesandintermarriagesoftheJewishrabbinicha-LevilineageofBurgos,Spain(whichbecametheconversoSantaMaríaclan)withtheOldChristianCarvajallineofPlasencia,Spain,Martínez-Dávilademonstratesthefamily'schangingidentity,andhowthemonolithicnotionsofethnicandreligiousdispositionwerebrokendownbythegroupandnegotiatedanewastheytransformedthemselvesfrommarginalintomainstreamcharactersatthecenteroftheeconomiesofpowerintheworldtheyinhabited.TheysucceededinrisingtothepinnaclesofpowerwithinthechurchhierarchyinSpain,eventothepointofcontestingthesuccessiontothepapacyandoverseeingtheInquisitorialinvestigationandexecutionofextendedfamilymembers,includingincludingLuisdeCarvajal"TheYounger"andmostofhisimmediatefamilyduringthe1590sinMexicoCity.Aninitialreviewbyaseniorscholarinmyresearchfielddescribesthebookasfollows:"CreatingConversosrepresentsanimportantcontributiontomedievalSpanishsocialandreligioushistory.Itsdiscussionoftwoextendedandinterrelatedfamilies,theOldChristiannoblefamilyoftheCarvajalsandtheNewChristianconversofamilyoftheha-Levi/SantaMarías,breaksnewgroundintheexplorationofthehighlycontestedtopicoftheidentityoftheconversosinSpaininlatemedievalandearlymoderntimes.Throughanexhaustiveuseofarchivalmaterial,genealogicalresearch,and,toalesserdegree,artisticrepresentation,Martinezexploresatopicthat,byitsverynature,defieseasyexplanation.”—JaneGerber,professoremeritas,TheGraduateCenter,CityUniversityofNewYork.
1. PROJECTOBJECTIVES,WORKPROGRESSANDACHIEVEMENTSDURINGTHEPERIOD
1.1. OBJECTIVESFORESEEN
• Develop,teach,andcompletetheDecipheringSecrets:UnlockingtheManuscriptsofMedievalBurgos(Spain)MassiveOpenOnlineCourse(MOOC)andDecipheringSecrets:UnlockingtheManuscriptsofMedievalToledo(Spain)onedx.org.
• Enhancemypublicationrecordwhilemaintainingmyresearcheffortsandteachinginitiatives.
• Experimentwithnewdigitalhumanitiesmethods,practices,andtheoriestoenhanceresearchmethodsanddisseminationofinformationtoscholarsandthegeneralpublic.
• Publishmy600-pagemonograph,CreatingConversos:TheCarvajal-SantaMariaFamilyinEarlyModernSpain,withtheUniversityofNotreDamePress(USA).
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• Publishmyarticle,“SpanishOnlineResourcesforLatinAmericanHistory”,intheAssociationforSpanishandPortugueseHistoricalStudiesBulletin.
• Co-authorandpublishthearticle,“TellingStories:HistoricalNarrativesinVirtualReality,”intheRoutledgeUKHandbookvolumetitled,DigitalMedievalLiteratureandCulture.
• Co-authorandpublishthearticle,“Remediationand3DDesign:ImmediacyandtheMedievalVideoGameWorld,”intheRoutledgeUKHandbookvolumetitled,DigitalMedievalLiteratureandCulture.
• Submitmy“ProvokingPluralism:UnderstandingandExperiencingReligiousDifferencestoCounterReligiousExtremisminEurope(3rdCenturyBCE–21stCenturyCE)”proposaltotheHorizon2020-Call:H2020-SC6-CULT-COOP-2016-2017(UNDERSTANDINGEUROPE-PROMOTINGTHEEUROPEANPUBLICANDCULTURALSPACE)for2,5millioneurostotheEuropeanCommission.
1.2. WORKPROGRESS
MOOCs
GlobalCitizenScholars,throughtwosessionsofDecipheringSecrets:UnlockingtheManuscriptsofMedievalBurgosMassiveOpenOnlineCourse(MOOC)(summer2016andspring2017),reached3,138studentsinapproximately100nations.Studentsinthesecourseshaveassistedwithtranscriptionofsixteenuniqueandunpublishedfourteenthandfifteencenturymanuscripts(documents)pertainingtoJewish,Christian,andMusliminterrelations.Presently,Iamfinalizingthesemanuscriptsarepublicationforusebyacademicresearchersandforwiderdisseminationtothepublic.DecipheringSecrets:UnlockingtheManuscriptsofMedievalToledoMOOCwasslightlydelayedfromaMay2017toaSeptember26,2017,launchduetomorethanexpectedofficialcooperationandparticipationbymuseumsandarchives.Intotal,seveninstitutionsareparticipatingincluding:ArchivoHistoricoNacional-SeccionNobleza(Toledo),ArchivoyBibliotecaCapitularesdelaCatedraldeToledo,ArchivoMunicipaldeToledo,MuseoSefardi(Toledo),MuseodeSantaCruz(Toledo),UniversidadComplutensedeMadrid,andSaintLouisUniversidad-MadridCampus.Enrollmentforthecourseislocatedat:https://www.edx.org/course/deciphering-secrets-unlocking-uc3mx-hga-2-2x.Thecurrentenrollmentofthecourseis1,187students.
MyupcomingMOOC,DecipheringSecrets:UnlockingtheManuscriptsofMedievalToledo(Spain),evaluatesthemedievalhistoryofToledofromtheeraoftheVisigothKingdom(6th-8thcenturies)throughitsIslamicperiod(8thto11thcenturies)andintoitsreintegrationintoChristianSpain(after1085c.e.)Inparticular,wetakenoteoftheculturalandreligioustransformationsthatcharacterizedthecitywithaspecialefforttounderstandhowmanypeoplesandreligionscametosettleandliveamongstoneanother.Wewillvirtually-tourtheIslamicandChristianstructuresoftheMuseodeSantaCruz,VisigothicIglesiadeSanRomán,SinagogadelTránsito,SinagogaSantaMaríaLaBlanca,MezquitadeBabal-Mardum,andCatedralPrimadaSantaMaríadeToledo.
WeexaminetheVisigothstransitionfromChristianArianismtoCatholicismandtheharshtreatmentoftheJewishpopulation.WeexploreIslamicgovernanceanddevelopmentofthemedievalcityofthreefaiths,withaspecialinterestinitsculturalachievements.WewillstudyKingAlfonso“TheWise”(1252-1284)’seffortstocharacterizehimselfasthe“kingofthreereligions”viahislegalcodices,thecreationoftheCantigasdeSantaMaría,andhisintellectualendeavorknownastheToledoSchoolofTranslators.WeevaluatetherobustJewishandconversonoblefamiliesof
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thecityandappreciatetheirintellectual,religious,andeconomiccontributionstoCastilianlife.Wewillbearwitnesstotheriseofanti-Jewishbloodpuritystatutes,thecreationoftheInquisition,andtheexpulsionoftheJews.
WealsobrieflyintroduceandstudySpanishmanuscriptsfromthemunicipalandcathedralarchivestomakenewscholarlybreakthroughsrelatingtotheJewish,Christian,andMusliminterrelations.
MOOCResearch
IdevelopedanewandnovelmethodologyforteachingSpanishpaleographytonon-specialistsusingMOOCs,whichiscalledthe“SILReSTPaleographyMethod”.UsingthetranscriptionspreparedbyMOOCstudents,Ms.MariaMartinVidales(UC3Mgraduatestudent)andIqualitativelyandquantitativelyevaluatedtheeffectivenessoftheSILReSTPaleographyMethodanditabilitytopredict(statistically)thequalityofmanuscripttranscriptions.Thestatistically-significantanalysisdemonstratesthatafteronlytwoweeksofMOOCtraining,students’averageerrorrate,orthenumberofidentifiablemistakesinrecognizingindividualletters,fortranscriptionwasonly12.13%.Further,individualstudents’MOOCpaleographyexamsandtheirscoresstatistically-predictedthequalityofstudents’transcription.Thus,notonlyisthemethodeffectiveatteachingpaleography,butalsoitcanbeusedbyresearcherstoevaluatethecaliberoftranscriptions.Initialresultsarepublishedat:https://public.tableau.com/profile/roger.l.martinez.davila#!/vizhome/DSWorkbook 0/EvaluatingMOOCsandPalegraphicExpertise.Presently,wearepreparingtheresearchforpublicationwithapeer-reviewedjournal.
SampleTranscription
Todemonstratethequalityofthetranscriptionspreparedofmedievalmanuscripts,seethisexamplebelow:
ArchivodelaCatedraldeBurgos.ManuscritoRegistro10Folio137recto.
Y CONEXProjectReport–GCS–RogerMartinez
TranscriptionofManuscript
BlockA
1. Xviern*s(viernes)xviiidiasdeldichomesdemarzoañosobr*(sobre)dichoestedíaestandoayu*tidos(ayuntidos)
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2. asucabillolosseñoresdeld*ho(dicho)cabilloparescioyp*nte(presente)alfon*(alfonso)rr*s(rodrigues)demaluendaabat
3. decast*o(castro)e*(et)dixoqueporq*nto(quanto)alvarp*s(peres)desassan*o(sassanio)arci*pste(arcipreste)de
4. q*ria(queria)renu*ciar(renunciar)causap*mutacio(permutacion)nislasumediaRay*o(Rayado)q*(que)eltienee*(et)posseeenla
5. dichaegl*ia(eglesia)q*(que)lesploguiested*le(?)darlicenciap*a(para)faseladichap*mutacio(permutacion)e*(et)Re
6. sinac*o(Resinacion)enmanos(?)d*l(del)señorob*po(obispo)donalfon*(alfonso)etluegofueot*gada(otorgada)ladicha
BlockB
7. licenciaporlosdichossenor*s(señores)etfuedadopoderaldichoabatp*a(para)apuesc*o(con)elob*po(obispo)
8. t*(testigo)po*(por)gi*(gil)deomillosrracioneroe*(et)gi*(gil)decollacose*(et)ju*(juan)sanche*(sanches)demirandaporterov*s(vecinos)de
9. burgos
10. Estedichodiaantelosseñor*s(señores)d*l(del)dichocabilloeldichoabatdecast*(castro)dixoq*(que)por
BlockC
11. q*uto(quanto)[SPACE]q*ria(queria)Renun*ciar(Renunciar)enmanosd*l(del)dichoseñorob*po(obispo)todoel
12. derechoq*(que)elpretendiaaveraunaprebendaenladichaegl*ia(eglesia)d*la(dela)q*l(queel)dichapre
13. bendadixoq*(que)n*o(nos)teniapossi*o(possicion)q*(que)lesploguiessededarpoderbastantealdicho
14. señorob*po(obispo)p*(para)rescebirladicharen*unciacio(renunciacion)e*(et)luegofueot*gado(otorgado)aldichopoder
15. porlosdichosseñoresen*quto(enquanto)podiae*(et)den*ia(denuncia)dederecho
16. t*s(testigos)lossobr*(sobre)dichos
BlockD
17. E*(et)estedialosdichossenor*s(señores)mandar*o(mandaron)asustroxerosq*(que)atienda*(atiendan)alosrenterosdequtarafor
18. tunaporveyntafn*s(florines)depo*(por)q*(que)dev*e(deven)fastaelagosto
19. E*(et)mandaro*(mandaron)darap*o(pero)g*s(garsia)deguermedestu*didor(tundidor)dosmyllm*r(maravedis)p*a(para)ayudad*la(dela)Rep*acio(Reparacion)
20. q*(que)fasoenlascasasdelacald*las(delas)armase*(en)q*(que)mora
BlockE
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21. Ellunesveyntee*(et)undiasdelmesdema*co(marco)dln*o(delano)demylle*(et)q*trocaentis(quatrocaentos)e*(et)q*renta(quarenta)anosestedia
22. estandoayuntadosasucabillolossenr*s(senores)dea*(dean)etcabo(cabildo)delaeglia*(eglesia)deburgosenlacapilladesta*(Santa)
23. Cathalynaylosq*les(quales)so*(son)estosydonlopeferradodemendocadeandea*(dean)deburgosetdo*(don)ju*(juan)Ruysar*no(arcediano)de
24. burgosetdo*(don)gi*(garcia)alfon*(alfonso)deavenasRuyassacsta*(sacristan)etdonJu*(Juan)develascoabatdefonceaetdonalfon*(alfonso)
25. g*(gonzalo)R*s(Rodrigues)demaluendaabatdecastroetat*(antonio)Rs*(Rodrigues)p*or(prior)e*(et)Ruyferr*s(ferrandes)mo*(?)bachillere*(et)diegogs*(garsia)debivar
BlockF
26. e*(et)po*(pedro)g*(gil)deC*anabides(?)e*(et)diegodemendozae*(et)alfon*(alfonso)g*(gil)chantredeplasenciae*(et)si*(simon)s*s(sanches)de
27. Aragusteoe*(et)ju*(juan)deboudteyllebachillere*(et)Ju*(Juan)ortisdefriase*(et)Ju*Juanm*s(martines)defriase*(et)Ju*(Juan)lop*s(lopes)de
28. burgose*(et)p*o(pedro)ferr*s(ferrandes)deRioCeresoe*(et)Ju*(Juan)g*(gomes)devalyodee*(et)diegos*s(sanches)delopee*(et)gilgon*s(gonsales)deCu
29. guase*(et)Ju*(Juan)lp*s(lopes)abatdeconpuldoe*(et)my*n(martin)ferr*s(ferrandes)desalamancae*(et)benytogs*(garsia)e*(et)Ju*(Juan)gs*(garsia)desepul
BlockG
30. va*(?)e*(et)g*l(gil)ferr*s(ferrandes)decasto*(castro)arus*(arusto)enladh*a(dicha)eglia*(eglesia)diero*(dieron)supode*(poder)conplidoaa*(alonso)ff*s(ferrandes)p*or(prior)e*(et)adiego
31. Ju*(Juan)gs*(garsia)deyelesp*a(para)q*(que)puedaResi*(?)yl*(enel)abumenase*(et)pactoe*(et)conbenyenciaconlosju
32. diose*(et)aljamadeladha*(dicha)cibdatenraso*(rason)delose*(et)nuevecientosmrs*(maravedies)demona*(moneda)vieja
33. q*los(quelos)dhos*(dichos)senr*s(senores)deldho*(dicho)cabillosoliaavr*(aver)yla*(enla)juderiae*(et)aljamadeladha*(dicha)cibdatqu*(qua)
34. doestavapobladae*(et)q*l(queel)gr*(gracia)aveneciaaviposicionq*los(quelos)sob*dhos(sobredichos)Regirtoenladha*(dicha)
BlockH
35. Rasonlosdho*s(dichos)senr*s(senores)dixiro*(dixieron)q*lo(quelos)causae*(et)ovyero*(ovyeron)e*(et)abra*(abran)porpactofireveestablee*(et)
36. Valedesobie*asycomosullos(?)mesmosp*sentes(presentes)fuese*(fuesen)alo(?)e*(et)ot*ga(otorgada)
37. tso*(testigos)g*l(gil)decollacacose*(et)p*o(pedro)g*l(gil)desalamancae*(et)Ju*(Juan)gs*(garsia)demypandoporterosvso*(vecinos)deburgos
Promotion
] CONEXProjectReport–GCS–RogerMartinez
InJune2017,Iwaspromotedtoafully-tenuredAssociateProfessorofHistoryattheUniversityofColoradoatColoradoSprings.Thegrantingoftenure,oralifelongappointmentatarankcomparableto"ProfesorTitular"intheSpanishuniversitysystem,isthepreeminentscholarlyachievementintheAmericanhighereducationsystem.
NewBook
Mynewbook,CreatingConversos:TheCarvajal-SantaMaríaFamilyinEarlyModernSpain,wasacceptedforpublicationandisnowinitsfinalstagesofpublicationbytheUniversityofNotreDamePress.Itwillappearinprintinearlyspring2018.Thepressdescribesthebookasfollows:“InCreatingConversos,RogerLouisMartínez-DávilaskillfullyunravelsthecomplexstoryofJewswhoconvertedtoCatholicisminSpainbetweenthefourteenthandsixteenthcenturies,migratedtocolonialMexicoandBoliviaduringtheconquestoftheAmericas,andassumedprominentchurchandgovernmentpositions.Ratherthanactingasalienatedandmarginalizedsubjects,theconversoswereabletocraftnewidentitiesandstrategiesnotjustforsurvivalbutforprosperinginthemostadversecircumstances.Martínez-Dávilaprovidesanextensive,elaboratelydetailedcasestudyoftheCarvajal–SantaMariaclanfromitsbeginningsinlatefourteenth-centuryCastile.BytracingthefamilytiesandintermarriagesoftheJewishrabbinicha-LevilineageofBurgos,Spain(whichbecametheconversoSantaMaríaclan)withtheOldChristianCarvajallineofPlasencia,Spain,Martínez-Dávilademonstratesthefamily'schangingidentity,andhowthemonolithicnotionsofethnicandreligiousdispositionwerebrokendownbythegroupandnegotiatedanewastheytransformedthemselvesfrommarginalintomainstreamcharactersatthecenteroftheeconomiesofpowerintheworldtheyinhabited.TheysucceededinrisingtothepinnaclesofpowerwithinthechurchhierarchyinSpain,eventothepointofcontestingthesuccessiontothepapacyandoverseeingtheInquisitorialinvestigationandexecutionofextendedfamilymembers,includingincludingLuisdeCarvajal"TheYounger"andmostofhisimmediatefamilyduringthe1590sinMexicoCity.”
Aninitialreviewbyaseniorscholarinmyresearchfielddescribesthebookasfollows:"CreatingConversosrepresentsanimportantcontributiontomedievalSpanishsocialandreligioushistory.Itsdiscussionoftwoextendedandinterrelatedfamilies,theOldChristiannoblefamilyoftheCarvajalsandtheNewChristianconversofamilyoftheha-Levi/SantaMarías,breaksnewgroundintheexplorationofthehighlycontestedtopicoftheidentityoftheconversosinSpaininlatemedievalandearlymoderntimes.Throughanexhaustiveuseofarchivalmaterial,genealogicalresearch,and,toalesserdegree,artisticrepresentation,Martinezexploresatopicthat,byitsverynature,defieseasyexplanation.”—JaneGerber,professoremeritas,TheGraduateCenter,CityUniversityofNewYork.
1.3. DISSEMINATIONANDEXPLOTATIONOFRESULTS
PleaselistallthedisseminationactivitiescarriedoutduringthereportingperiodandtheresultsprotectedbyIPR(ifany).
A. ScientificPublications*:
• Martínez-Dávila,RogerLouis.CreatingConversos:TheCarvajal-SantaMariaFamilyinEarlyModernSpain.NotreDame:NotreDameUniversityPress,2018.
• Martínez-Dávila,RogerLouis.“SpanishOnlineResourcesforSpanishandLatinAmericanHistory.”BulletinforSpanishandPortugueseHistoricalStudies,Volume41,Issue1(2016).
!_ CONEXProjectReport–GCS–RogerMartinez
• Martínez-Dávila,RogerLouis,PaddingtonHodza,MubbasirKapadia,SeanT.Perrone,ChristophHölscher,andVictorR.Schinazi.“TellingStories:HistoricalNarrativesinVirtualReality.”RoutledgeDigitalMedievalLiteratureandCulture,eds.JenBoyleandHelenJ.Burgess.Forthcoming.
• Martínez-Dávila,RogerLouis,andLynnRamey.“Remediationand3DDesign:ImmediacyandtheMedievalVideoGameWorld.”RoutledgeDigitalMedievalLiteratureandCulture,eds.JenBoyleandHelenJ.Burgess.Forthcoming.
• Martinez-Davila,RogerLouisandMariaMartindeVidalesGarcia.“DecipheringSecretsMOOCs:CrowdsourcingmedievalmanuscriptsonJewish,Christian,andMuslimcoexistence.”SubmittedtoDigitalHumanitiesQuarterlyinApril2017.Articleinrevision.
B. Disseminationandcommunicationactivities*:
• OfferedanadditionalsessionofDecipheringSecrets:UnlockingtheManuscriptsofMedievalBurgos(Spain)MOOC.Thesession,offeredfrom02/14/2017to04/11/2017had1,353students.
• Martinez-Davila,RogerLouis."ShieldsofGrace."ElPalacio.Winter2016:56-65.
• Martinez-Davila,RogerLouis.“GlobalCitizenScholars:MobilizingthepublictoassistwithpaleographictranscriptionofmedievalmanuscriptsusingMassiveOpenOnlineCourses(MOOCs).”Associazioneperl’InformaticaUmanisticaeleCultureDigitali(AIUCD)2017Conference,SapienzaUniversitàdiRoma(Italy),January28,2017.
• Martinez-Davila,RogerLouis.“CaseStudy:DecipheringSecretsMOOCs:CrowdsourcingMedievalManuscriptsonJewish,Christian,andMuslimCo-Existence.”OpenEducationEuropa.February26,2017.https://www.openeducationeuropa.eu/en/case-study/deciphering-secrets-moocs-crowdsourcing-medieval-manuscripts-jewish-christian-and-muslim
• DecipheringSecretsMOOCs-EvaluatingtheEffectivenessoftheSILReSTMethodforTeachingPaleography.TableauPublic.May8.2017.
C. Intellectualpropertyrightsresultingfromtheproject*
None.
1.4. OTHERACTIVITIES
Isuccessfullysecuredtoresearchgrantsrelatingtomyproject.TheseincludethefollowingMOOCdevelopmentgrants:
• $10,000USD,“DecipheringSecrets”MassiveOpenOnlineCourseDevelopmentAward,Coursera.org
• $7,500USD,“DecipheringSecrets”MassiveOpenOnlineCourseawardforgraduatestudentteachingassistants,UCCSOfficeoftheChancellor,primaryrecipient
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Inaddition,IdedicatedapproximatelyfivemonthsofmytimetothedevelopmentofagrantproposaltotheEuropeanCommission.Theproposalwastitled“ProvokingPluralism:UnderstandingandExperiencingReligiousDifferencestoCounterReligiousExtremisminEurope(3rdCenturyBCE–21stCenturyCE)”anditwasinresponsetotheHorizon2020-Call:H2020-SC6-CULT-COOP-2016-2017(UNDERSTANDINGEUROPE-PROMOTINGTHEEUROPEANPUBLICANDCULTURALSPACE)for2,5millioneurostotheEuropeanCommission.Thegrantwasnotsuccessful,butitwasanexcellentopportunitytodevelopanewprojectthatcanberevisedandsubmittedforotherlargegrants.
Themajorcomponentsofthegrantincludedthefollowing.
Problemdefinition:Wedonotunderstandhowreligiousidentitiesandperceptionsleadtointolerance,extremism,andviolence.
ThereisasocietalparalysistakingholdinEuropetoday.Itispoisoningourfuturebecauseofintenseuncertaintyandfearaboutreligiousdifferenceandviolence.Thereliabilityofthelate20thcentury’sEuropeancommitmenttoreligiousfreedomanddiversityseemstobethreatenedbyextremismandtheperceptionofrapiddiversification.NewspaperheadlinesliketheNewYorkTimes’“AnneFrankTodayisaSyrianGirl”and“LondonBecomesaDestinationforFrenchJewsAfterAttacks”reflectourinabilitytoextendunderstandingtooldandnewvictimsofreligiousviolenceandpoliticalinstability.LeMondetelegraphsitsconcernwith“Xenophobiawithoutimmigrants”.TheGuardianexpressesit“MuslimpopulationinEnglandandWalesnearlydoublesin10years”.DerSpiegelofferswordsofwarning–“InterviewwithQueenMargretheIIofDenmark:'IWouldNotSayWeAreaMulticulturalCountry'”.Thecontemporarypublicisanxiousaboutchangebecauseitdoesnotknowwhattoexpect.Civilsocietydoesnotcomprehendthatitspastfuelsitspresentinsecurities.
Ourunderstandingofcurrentandfuturereligiousdiversityisshockinglyskewed.A2015PewResearchCenterstudyestimatedthatin2010about74.5%ofEuropeansidentifiedasChristian,whereas18.8%wereunaffiliated(secularists),andjust5.9%wereMuslimand0.2%Jewish.Pew’sforecastsuggestsourworriesaboutMuslimandothergroups’immigrationisgrosslyexaggerated.By2050,Christianswillcontinuetobe65.2%ofthepopulation,unaffiliated23.3%,Muslim10.2%,HindusandBuddhists0.8%,andJewsonly0.2%.Iflargescalereligiousdiversificationisnottherootofintolerance,then,whatis?Itisourattachmenttoreligiousaffiliations–primarilyChristianandMuslim–andculturalandnationalisticidentitiesthatareproblematic.Especially,thosebeliefsthatrejecttheintermixingofpersonsofdifferentoriginsandbeliefs.Toconfrontthisreligiousxenophobiaof“us”versus“them”wemustengageinanessentialstudyofreligiousdiversity.
Becausescholars,publicinstitutions,andthepubliccontinuetolackasystematicappreciationofreligiousintolerance,wemisunderstandthefundamentalrootsofreligiousanimosities,theimpactofdiversity,andtrendsinviolence.Wearehighlyattentivetoculturalchangesandtheseinturnexacerbateourfears.However,thereisgoodreasonforhope.Our21stcenturyisnotuniqueorexceptional.Europehasbeenherebefore–andweproposeasweepingendeavorthatdrawsacademics,government,andcivilsocietyintoadeeperresearcheffort(archivalstudies,Interneteducationstudies,attitudeandbehaviorstudiesusinggames)andatransformativeexperientiallearningenvironmentusingdigitaleducationandvideogames.Ouraimistoprovokepluralism.
Objectives:Examinereligiousdifference,provokecivicengagement,&proposeactionablepolicies
Ourprojectseekstoaddressthreetypesofobjectives–research,engagement,andpolicy.Theyare:
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Objective1.Toresearchandanalyzethreehistorical(3rdcenturyBCEto18thcenturyCE),threepost-modern(2000-2020CE),andtwofuture(2050CE)casestudiesthatdescribeandassessthestateofreligiousdiversity,attitudesandperceptions,andphysicalco-existenceandconflict.
• Objective1.1.Todevelopanewsystematicresearchmethodologytocapturesocial,religious,economic,political,andgenderdataforeventspertainingtoreligiousdiversity.
• Objective1.2.Tocreatereligio-politicalindicatorstoquantitativelyandqualitativelymeasurethefollowingfactors:“religiousidentity/affiliation”,“religiousdiversity”,“religio-politicalextremism/violence”,“interreligiousstress”,and“interreligiouscoexistenceandrelations”.
• Objective1.3.Toestablishtheforward-lookingpracticeofanalyzingthepublic’slevelof“interreligiousstress”usingbehavior,psychological,andphysiologicaldatacollectedbyobservingvideogameplayers.Additionally,toestablishprotocolstoinformthepublicabouthowtheirdataisusedandtograntthemdataconfidentialityandsecuritypertheirwishes.
Objective2.ToengageEuropeancivilsociety(2to3millionpersons),especiallytheyoung,inconstructive,butcomplicatedexperienceswithreligiousdiversity(withanemphasisongender).
• Objective2.1.Todesigneight(8)innovative,publically-appealing,ongoingInterneteducationcourses(durationof2-3weeks)thatdrawEuropeansintothinkingaboutandexploringspecificcasesofreligiousdiversity,cooperation,andconflict.
• Objective2.2.Todeploypioneering3DvideogamesthatplaceEuropeansincomplex,scenario-basedexperiencesthatteachthecosts/benefitsofreligiousdiversity,collaboration,andviolence.
Objective3.ToimprovegovernmentalapproachesandresponsestointerreligiousrelationsinEuropebyproposingtargetedpoliciesandactions.
• Objective3.1.Toprepareoriginalbehavioralmodelsthatdescribe,characterize,andforecasttheperceptionsandactionsofdiscretereligiousandculturalcommunitiesinEurope.
• Objective3.2.Toofferlocal,provincial,andnationalgovernmentsspecificpoliciestoencourageinterreligiousperson-to-personandcommunity-to-communitysocializing,culturalappreciation,economicrelations,andpoliticalinvolvement.
1.2 Relationtotheworkprogramme
ProvokingPluralismisaResearchandInnovationactionprojectinthetopicalframeworkCULT-COOP-05-2017:ReligiousdiversityinEurope-past,presentandfuture.Ourapproachandourobjectivesaddresstheworkprogrammebecauseweutilizeasystematicprocessofexaminingreligiousdifferences,provokingcivicengagement,andproposingactionablepolicies.Theprimarycomponentsofouraggressive2.5millioneuroand42-monthprojectare:
• Fundamentalresearch(examinationofarchivalmanuscripts;investigationofpoliticalnormsandbeliefs;studyofvirtualgeographies;sociologicalandneuro-evaluationofhumanresponsestostress;evaluationofpedagogicalmethods;andresearchintogenderdynamics);
• MassInterneteducationandimmersivevideogames(MassiveOpenOnlineCoursesandparticipatoryvideogamesfocusedoncasesofclassical,medieval,earlymodern,post-modern,futurereligiousrelationsanddiversity);and
!O CONEXProjectReport–GCS–RogerMartinez
• Publicpolicyrecommendations,behavioralmodels,andforecasting(researchintohowdifferentreligiouscommunitiesrespondtodiversity;forecastsofpotentialeventsthatmaycausereligiousunrest;andtargetedstrategiesandpoliciestomanagetoreligiousdiversity).(Seechartbelow.)
ProvokingPluralismrespondstotheworkprogrammebyconsideringabroadhistoricalandgeographyperspectivebecausewestudyclassicalGreece;medievalSpainandearlymodernFrance;post-modernGreece,Bulgaria,andFrance;andthefutureofGermanyandBelgium.ByspecificallyincludingcontemporaryBulgariainourproject,wealsocaninvestigatehowcountriespreviouslybehindtheIronCurtainareexperiencingreligiousdiversity.Withinthecontextofthebreadthofreligiousdiversity,weexaminefaithrelationsthroughthelensesofCatholicism,Protestantism,SephardicJudaism,AshkenaziJudaism,SunniIslam,ShiaIslam,andsecularism.Aswepursueourstudyofmodernrefugeeflows,wealsoexpectnewdataaboutotherreligiousminorities.
1.5. ETHICALISSUES
"Ifyourprojectdealswithethicalissuespleaseprovideinthissectioninformationonhowyouhavedealtwithanyethicalissuesinthisperiod.Also,ifyouhadanyrequirementsfromthe"ComitédeÉticaenlaInvestigacióndelaUC3M”intheirethicalreport(informedconsents,approvalsrequested,etc),pleaseinformaboutanyactionscarriedouttofulfillthem.”
2. NEXTPROJECTPERIOD:OBJECTIVES,ACTIVITIESANDRESULTSPLANNED
Theprimaryobjectives,activities,andresultsplannedforthefinalyearofmyprojectinclude:
• IwilloffertheDecipheringSecrets:ToledoMOOCtoanewcohortofstudents/globalcitizenscholars.
• Duringfall2017throughspring2018,Iamdevelopingandlaunchingeight(8)newMOOCsasaseries,insteadofonlyone(1)moreMOOC,beforetheconclusionofmyfellowship.ThesenewMOOCswillbeofferedonthecoursera.orgplatformandinconjunctionwiththeUniversityofColoradoSystem.UC3Misnamedasaprimarycollaborator.ThisnewDecipheringSecretsSpecializationSeriespresentsamanuscript-andarchive-basedapproachtohistoricalinquiryofthereligiously-complexSpanishMiddleAges.StudentswillmasteratoolkitofresearchmethodsdesignedtomaximizetheiruseofInternet-basedarchivesandcollections,andmoreimportantly,acquireSpanishpaleographyexpertise(howtoread,analyze,andinterpretolderformsofhandwriting).WefocusonthereligiousandculturalinteractionofJews,Christians,andMuslimsbecausetheyspeaktothequintessentialissuesofcooperation,conflict,andco-existence.Studentswillinvestigate11ththrough15thcenturymanuscriptsheldbycathedralandmunicipalarchivesinBurgos,Toledo,Plasencia,andGranada.Mostimportantly,studentswillacquirevaluablepaleographicandresearchexpertisethroughourintensiveuseofmanuscripttranscriptionandinterpretationprojects.BasicSpanish-languageskillsarebeneficialinthisspecialization,butnotrequired.Thelearnerwill:
o DemonstratebroadknowledgeoftheSpanishMiddleAgesinrelationshiptoChristianEuropeandtheMuslimMediterraneanworld.
o InterprettheinteractionofJews,Christians,andMuslimsinthemedievalChristiancitiesofBurgos,Toledo,Plasencia,andGranada.
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o Critiquehowhistorianscreateresearchquestionstorevealthepastusingfragmentaryprimarysources(originalmanuscripts).
o Appraisemanuscripts,museumobjects,artifacts,andarchitectureforculturalandhistoricalmeaning.
o Employresearchskillsthatfocusonlocating,evaluating,andusingprimaryandsecondarysources.
o DemonstratespecializedexpertiseinmedievalSpanishpaleography,orreadingolderformsofhandwriting,toevaluateoriginalmanuscripts.FormulatenewscholarlyfindingsonJewish,Christian,andMusliminterrelationsinmedievalSpain.
CourseOrder
CourseName CourseDuration(weeks)
Launch
Date
1 CoexistenceinMedievalSpain:Jews,Christians,andMuslims
5 October15,2017
2 RepositoriesofFates:SpanishArchivesandCollections
5 November15,2017
3 IntroductoryMedievalSpanishPaleography(11th-13thCenturies)
5 November15,2017
4 IntermediateMedievalSpanishPaleography(14th-15thCenturies)
4 December15,2017
5 MedievalToledo:AdvancedHistoricalStudyofJews,ChristiansandMuslims
4 December15,2017
6 MedievalBurgos:AdvancedHistoricalStudyofJews,ChristiansandMuslims
4 December15,2017
7 MedievalPlasencia:AdvancedHistoricalStudyofJews,ChristiansandMuslims
4 January15,2018
8 MedievalGranada:AdvancedHistoricalStudyofJews,ChristiansandMuslims
4 February15,2018
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• Iwillcontinuedevelopmentofanelectronicdatabaseofcomparativesocial,economic,religious,andpoliticalhistoryfor15thcenturyBurgos,Toledo,Granada,andPlasencia.
• Duringspring2018throughsummer2018,Iwillpresentmyresearchatoneortwointernationalconferencesorvenuespertainingtolatemedieval/earlymodernhistoryand/ordigitalhumanities.
• Duringspring2018throughsummer2018,Iwillauthorandsubmit/re-submitatleasttwoarticlespertainingtomyMOOCresearch.
Addendum CONEXProjectReport–GCS–RogerMartinez
CONEXFELLOWSHIP
PROJECTREPORTADDENDUM
FellowNameandSurname:RogerLouisMartínez-Dávila
Projectacronym:GCS EESSPHAÑA
Projecttitle: GlobalCitizenScholars:EnergizingEnglishandSpanish-SpeakingHumaniststoAdvanceKÑowledgeandAct
FundingScheme:ExperiencedProfessor
ReportingPeriod:1
Startdateofreportingperiod:1September2016
Enddateofreportingperiod:19September2017
Theperiodicreportmustbesubmittedbytheresearcher(CONEXfellow)within30daysfollowingtheendoffirstandsecondyearoftheproject.Thisreportshouldbesignedbytheresearcher(CONEXfellow)andmentor
FellowSignature MentorSignature
RogerLouisMartínez-Dávila JaimeAlvarEzquerra
Addendum CONEXProjectReport–GCS–RogerMartinez
1.1. ETHICALISSUES
GCS–EESSPHAÑAabidedbyandfollowedalloftherequiredethicalguidelinesduringthissecondprojectyear.
GCS–EESSPHAÑAinvolvesteachingonlinecourses,knownasMassiveOpenOnlineCourses(MOOCs),usingUC3M’sexistingpartner,edX(www.edx.org).AccordingtoedX,“EdXoffersonlinecoursesthatincludeopportunitiesforprofessor-to-studentandstudent-to-studentinteractivity,individualassessmentofastudent'sworkand,forstudentswhodemonstratetheirmasteryofsubjects,acertificateofachievementorotheracknowledgment.”See:https://www.edx.org/edx-terms-service.
Presently,UC3M-edXMOOCstudentsarecurrentlyprotectedviatheedX’sPrivacyPolicy,whichispostedhere:https://www.edx.org/edx-privacy-policy.InorderforstudentstoenrollandparticipateinanedXMOOC,theymustaffirmativelyconsenttothePrivacyPolicy.Ifthestudentdoesnotconsent,theycannotenrollorparticipateinaMOOC.
Byconsentingtotheedx.orgTermsofServiceandPrivacyPolicy,studentsaffirmativelyindicatetheyunderstandthesepoliciesandagreetothem.
Duringthesecondprojectyear,GCS–EESSPHAÑAcollectedbutdoesnotshareordistributeanypersonalstudentidentifyinginformation.TheelectronicdatacollectedinMOOCsincludes:fullname,studentidentificationnumber,emailaddress,countryofresidence,studentassignmentsubmissions,andotherautomatically-collectedstudentdemographic-sociologicalinformation.
Researchinvolvingstudents’work,suchastranscriptionsofmanuscripts,areanonymized.Studentnames,studentidentificationnumbers,andemailaddressesareremovedanddeletedfromalltranscriptrecordsbeforeconductinganyanalysis.