Syllabus; Sign up for Google DOCS and Facebook, Walk to Production House
1. Introductions: answer first set of questions on GOOGLE DOCS (instructor has to add you as a contributor). Your username on Google Docs will be your entire email (e.g., fabos@uni.edu). Then you need to create a password, and you should be then able to "EDIT" the Google Docs Discussion Board for our class.
1. Lawrence Lessig: Remix (BOOK) or visit PDF: Preface, Introduction, and Chapters 1-4
DISCUSSION QUESTION: SEE GOOGLE SITES TO JOIN DISCUSSION, Due 9 am today
I added everyone to the new Google Site: if you gave me your gmail address I used your gmail account. If you can't access please notify me immediately. And have a good weekend!
1. Kembrew Mcleod, Freedom of Expression, pp. 1-113. Download the PDF from the URL provided (1/2 way down the page)
DISCUSSION QUESTION: SEE GOOGLE SITES TO JOIN DISCUSSION, Due 9 am today
1. Lawrence Lessig: Remix (BOOK) or visit PDF: pp. 117-142: Commercial Economies
2. Vaidhyanathan, The Googlization Of Everything: How One Company is Transforming Culture, Commerce, and Community -- and Why We Should Worry (Profile Books, 2010). DISCUSSION QUESTION: SEE GOOGLE SITES TO JOIN DISCUSSION, Due 9 am today
3. For your own interest: the difference between JPG, GIF, PNG and TIFF
DISCUSSION QUESTION: SEE GOOGLE SITES TO JOIN DISCUSSION, Due 9 am today
Th Feb 18
Search for Photos in digital archives, hybrid archives, work on Google Doc tables
1. Lawrence Lessig: Remix (BOOK) or visit PDF: Chapter 9 + Conclusion
2. Go to the Creative Commons and figure out how you'd go about registering your Public Domain Photo Archive project through the CC.
No class meeting, do this on your own time. Please make progress on your PD assignment.
DISCUSSION QUESTION: SEE GOOGLE SITES TO JOIN DISCUSSION, Due Feb. 23
Watch AE Tutorials 1-9 outside of class (most are in the 3-5 minute range). You are welcome to go beyond these 10 tutorials!
THERE IS NO DISCUSSION DUE, AND NO HOMEWORK, BUT IT IS CRITICAL FOR TODAY'S CLASS THAT YOU ARE FAMILIAR (THROUGH TUTORIALS) WITH THE AE INTERFACE, ANIMATION ESSENTIALS AND APPLYING EFFECTS: YOU HAVE COME WITH AE TUTORIALS 1-10 UNDER YOUR BELT SO WE CAN QUICKLY GET UNDERWAY WITH PROJECT WORK.
RESPOND TO THE READINGS/VIEWINGS (3/4 page single spaced, Times Roman 12, hand it in in class). FOR THE REMAINDER OF THE CLASS, YOU ARE RESPONSIBLE FOR A 3/4 PAGE PAPER ON 5 OF THE 7 UPCOMING TOPICS:
1.After watching the video clips, interpret the controversies regarding learning with technology: why do some of the scholars and commentators interviewed think online learning is dangerous? Why do some think technology is like "oxygen"? Are these two positions irreconcilable?
2.
How do YOU respond to these controversies given your own experiences with computers and the internet in education? Think about some of the following issues: Should we require laptops, Ipads, or Kindles @ UNI? How would your learning change for the better/worse? What is the physical cost of internet education: does it make any difference in learning (beyond being different and cool?)
Th Mar 25
AFTER EFFECTS Workshop
NYTimes: Texts Without Content--incredible article to help you think more critically about internet culture/the circulation of ideas
VIRTUAL REVOLUTION
6. John Batelle: on Adwords 7. Anderson: on Google advertising empire
8.
David Nicholas (head of Netflix): On information seeking
RESPOND TO THE READINGS/VIEWINGS (3/4 page single spaced, Times Roman 12, hand it in in class):
1. According to the articles and interview segments above, advertising is coming full hog to the Internet. How is Google become--perhaps--the advertising conglomerate of all time?
2.
What ads annoy you the most on the Internet? what are most effective? Which ones do you pay attention to? How has advertising become more aggressive? More deceptive? And what do you do to avoid advertising on the Internet?
Motion Graphics: the Collaborative Medium and the Future of Digital Editing
Emmy Award-winning editor Josh Bodnar will take us through the step-by-step development of the provocative and ingenious advertisement he edited for Guinness Beer. Bodnar will detail the creative process on how the 60-second commercial was conceived, constructed and delivered, and illustrate the entire behind-the-scenes journey of how design, live-action, animation, and motion graphics are mixed together to form the truest collaborative medium. Bodnar, who attended UNI, is senior editor for Whitehorse Productions in Chicago. He won an Emmy in 2007 for his editing on the title sequence for Showtime's Dexter, and has edited a number of award-winning commercials.
1. Steve Johnson, Everything Bad is Good For You (assigned book), pp. 1-62 2. Southpark episode: Make Love, Not Warcraft
3. Digital Nation Part 6, 7 and 8: Relationships, Virtual worlds, Can Virtual Relationships Change Us?
RESPOND TO THE READINGS/VIEWINGS (3/4 page single spaced, Times Roman 12, hand it in in class):
1. The same arguments being made about videogames have been recycled throughout the century--for books, movies, radio, TV, Instant Messaging.. What is some key controversies about gaming and virtual communities, according to the Digital Nation clips (which raise concers) and Steve Johnson (who assuages concers)? Can you identify more than one point of view?
2. How does being anonymous matter in a virtual world? What are the pros and cons of anonymity? Speak from your own personal experience.
Th Apr 8
Social behavior: living faster, relationships, social networks
RESPOND TO THE READINGS/VIEWINGS (3/4 page single spaced, Times Roman 12, hand it in in class):
1. Who is your favorite speaker in this Virtual Revolution Group and why? I hope you're thinking: this person has a good soundbite I'll be ble to use in our critical media project!
2. There is Benkler's utopia of the Networked Public Sphere, and then there are these folks, who have their own positions on the act of sharing information and building communities. How does each author(s) above argue that Internet communities are profoundly different than anything we've had before? Who thinks this is a positive, and who disagrees? And Why?
VIRTUAL REVOLUTION:
6. AC Grayling: on the erosion of privacy online
7. Lee Tien: on sharing too much information
8. Sherry Turkle: on privacy and identity online
RESPOND TO THE READINGS/VIEWINGS (3/4 page single spaced, Times Roman 12, hand it in in class):
1. This is one of the hugest issues about the future of the Internet right now, as marketers and hackers develop increasingly adepts skills--including worms--that gather information on users for purposes of profiling/selling or undermining (whether it's economic or political). It's the dark side of the public networked sphere. Synthesize the readings/viewings here.
2. How is your privacy routinely violated online? If you have read of a specific violation of privacy, write it down here.
RESPOND TO THE READINGS/VIEWINGS (3/4 page single spaced, Times Roman 12, hand it in in class):
1. Beyond privacy, the other dark side of the net is the dark side of social behaviour online. The obvious argument is that any of this happens in the "real world" with equal measure. But does it?
2. How addicted to the Internet do you think you are? Your friends? What about videogames? Do you think we're going to experience the South Korea problem?
GLOBAL
1. On the Media: Tear Down That Firewall (confronting China)
2. On the Media: Wall Space (China lets down the firewall--for a few hours)
3. On the Media: Eagle Eye (North Korea)
4. On the Media: The Italian Job (Google gets sued)
VIRTUAL REVOLUTION:
US/WESTERN DEMOCRACIES
5. Vint Cerf: the importance of "net neutrality" 6. Daniel Schmitt: leaking government data and the need for free info
7. John Perry Barlow: in defense of freedom of speech online
8. Andrew Keen: Online democracy is a delusion
T. Feb. 9: Libraries Respond to the Digital Age: Bollier and the Need for a Commons: Bollier/Silent Theft
T. FEB. 16: FAIR USE AND THE PUBLIC DOMAIN (BOYLE: Public Domain)
T. March 9: Post Modernism and Digital Literature (Strinati: An Introduction to Theories of Popular Culture)
T. Apr. 6, Th., Apr. 9:Video Games and TV Narratives (Gee: Good Videogames) T, Apr. 20: Doctorow: Content
Readings
MOST READINGS are online, and are required for almost every class period—
SEE ONLINE SYLLABUS.
Please check the syllabus REGULARLY for all class readings and related discussion questions. Readings are due on the day they are assigned.
And this book....
Lessig, Lawrence (2008). Remix: Making Art and Commerce Thrive in the Hybrid Economy. New York: Penguin.
Johnson, Steven (2005). Everything Bad is Good For You: How Today’s Popular Culture is Actually Making Us Smarter. New York:
Penguin. u
AVAILABLE AT UNIVERSITY BOOK AND SUPPLYally Making Us Smarter. New York: Penguin.
ASSIGNMENTS & GRADING
A.WEEKLY DISCUSSION BOARD: Students will be asked to discuss readings on the class’ GOOGLE SITE discussion boards nearly every week, sometimes 2X a week. Whenever there is a reading assigned on the syllabus, students should expect discussion questions. These discussions are a major component of the overall grade, so please don’t take this task lightly. Students must answer every assigned discussion board question for every class period. Discussion entries are due by 9 am on the day of our class meeting. Students that post after 9 am will not be able to count it towards their Discussion Board grade. See more explicit guidelines about expectations below.
1. Individual MASHUP: In teams of 3, students will create a video mashup based on found/downloadable or ripped content (no camera work necessary) and jointly upload it to YouTube. Part of this project involves presenting student work in class.
D. TWO EXAMS One midterm and one final on the core concepts of the class. The exams include essay and production skills
25 pts: midterm
25 pts: final
E. PARTICIPATION: Students are expected to come to every class and contribute to class discussions.
10 pts
TOTAL: 200 POINTS
AMOUNT OF WORK EXPECTED: The College guideline is that one semester hour of credit is the equivalent of approximately three hours of work (class time + out-of-class preparation) each week over the course of a whole semester. In a typical lecture/discussion course, each hour of class normally entails at least two hours of outside preparation for the average student. That means that for every week students should set aside 6 hours outside of class to work on classwork. This standard is the basis on which the Registrar's Office assigns hours of University credit for courses. GRADUATE STUDENT EXPECTATIONS
GRADING POLICY
LATE ASSIGNMENTS Please save work and be responsible for all saved work. Discussion grades not posted before 9 am will not be counted. Assignments handed in past the due date will not be counted. Simply put, any project not completed in the time allotted won’t be counted.
ATTENDANCE
The responsibility for attending classes rests with the student. As the citizens of Iowa have every right to assume, students at UNI are expected to attend class. This idea is neither novel nor unreasonable. Students should realize that an hour missed cannot be relived, that work can seldom be made up 100%, and that made-up work seldom equals the original experience in class.
DISCUSSION BOARD GRADING GUIDELINES
Your discussion board entries will be graded throughout the semester (0, 1, 2, and 3 to stand in for a no -entry, check minus, check and check plus), with the first half of the semester worth 10 points and the second half of the semester worth 5 points. What follows is a list of expectations for discussion board entries, which you should use as a guide as you participate.
Diligence. You are expected to contribute to every discussion question assigned. You will be given a “0” if you do not participate.
Following instructions. You are expected to answer each question in full. Please pay attention to the instructions given.
Quality. You must significantly add to the discussion. Quality is rated as follows:
Engaging in a synthesis of the readings/viewing material
Reflecting on what people wrote before and after you
Posing derivative questions (it’s okay to say you don’t understand something…that will help your peers think about what should be clarified)
Steering class members towards links and other resources
Drawing upon engaging personal experiences
It is absolutely critical that you engage in a discussion OF THE READINGS, and not just simply answer the question (without addressing the readings). Also, it's critical that you're a leader and not a follower. If you constantly say, "like so-and-so said, I think that...." you're a follower. Try to ADD to the discussion, say something different. And guess what, humor helps loosen everyone up!
Grading is as follows: (0, 1, 2, and 3 is the equivalent to 0, check-, check, check+)
On the grading form this is indicated as:
0: no entry
1: Does not meet expectations/needs improvement
2: Meets expectations
3: Excellent
Your grade will be collated twice throughout the semester; the first grading session will “weigh” 10 points, the second grading session will “weigh” 5 points. You will not be able to make up discussion entries past their due date.
ATTENDANCE POLICY
As noted in the UNI Catalog, “Students are expected to attend class, and the responsibility for attending class rests with the student. Students are expected to learn and observe the attendance rules established by each instructor for each course. Instructors will help students to make up work whenever the student has to be absent for good cause; this matter lies between the instructor and student. Whenever possible, a student should notify the instructor in advance of circumstances which prevent class attendance.” (http://www.uni.edu/catalog/acadreg.shtml#attendance)
Attendance will be recorded for this course, and all unexcused absences will figure into the final grade. Attendance will also factor in the Participation part of the students’ grade.
A note on missing classes: If students miss class for a reason other than severe illness or other extenuating circumstances, it is NOT the instructor’s responsibility to re-teach material to students during office hours. Students missing class are responsible for making up all class instruction and activities and for finding out from peers what they missed.
ACADEMIC MISCONDUCT
Plagiarism, cheating, improperly sourced work, and other academic misconduct will not be tolerated. The UNI Catalog is clear on this: “Students at the University of Northern Iowa are required to observe the commonly-accepted standards of academic honesty and integrity. Except in those instances in which group work is specifically authorized by the instructor of the class, no work which is not solely the student's is to be submitted to a professor in the form of an examination paper, a term paper, class project, research project, or thesis project. Cheating of any kind on examinations and/or plagiarism of papers or projects is strictly prohibited. Also unacceptable are the purchase of papers from commercial sources, using a single paper to meet the requirement of more than one class (except in instances authorized and considered appropriate by the professors of the two classes), and submission of a term paper or project completed by any individual other than the student submitting the work. Students are cautioned that plagiarism is defined as the process of stealing or passing off as one's own the ideas or words of another, or presenting as one's own an idea or product which is derived from an existing source.” See the UNI Catalog for full details.
A Final Note
Disability Services
The Americans
with Disabilities Act of 1990 (ADA) provides protection from illegal
discrimination for qualified individuals with disabilities.
Students
requesting instructional accommodations due to disabilities must
arrange
for such accommodation through the Office of Disability Services.
The ODS is located at 103 Student Health Center, phone number: 273-2676.
Academic Learning Center's Free Assistance with Writing, Math, Reading and Learning Strategies
The Writing Center offers one-on-one writing assistence open to all UNI undergraduate and graduate students. Writing Assistants offer strategies for getting started, citing and documenting, and editing your work. Visit the Online Writing Guide and schedule an appointment at 008 ITTC or 319-273-2361.
The Math Center offers individual and small-group tutorials especially helpful for students in Liberal Arts Core math courses. No appointment is necessary, but contact the Math Center at 008 ITTC or 319-273-2361 to make certain a tutor will be available at a time convenient for you.
The Reading and Learning Center provides an Ask-a-Tutor program, consultations with the reading specialist, and free, four-week, non-credit courses in Speed Reading, Effective Study Strategies, PPST-Reading and -Math, and GRE-Quantitative and Verbal. Visit this website and 008 ITTC or call 319-273-2361
