CMC:syllabus08
From WikiCom
This is the syllabus for Computer Mediated Communications. Follow the links to more detailed explanations of the assignments as they become available.
Kirk Jalbert email: kirkjalbert@gmail.com
Carol-Anne Rutkiewicz email: crutkiewicz@clarku.edu
Contents |
[edit] PURPOSE:
This course is intended to provide an introduction to those social functions and communities evolving from and developed around computer aided technologies. Beginning with what actually defines Computer Mediated Communications, the students will progress through a meaningful discussion meant to plant them squarely as the focus of our study. How do THEY use these technologies and what is the effect on their lives? In addition to digesting relevant readings for discussion, students will be asked to complete weekly assignments intended to submerse them in virtual spaces, online communities, as well as inter-student communication projects that include devices such as cell phones and digital cameras. A student in successful completion of the course will have a better understanding of how technology affects the way they operate and communicate within their daily lives.
[edit] GRADING POLICY:
In addition to the below assignments, all students are required to digest assigned readings in order to participate in discussions. Each week you will be expected to bring a mental list of comments and questions to set the stage for conversation. If I’m the only one talking, I’m the only one learning so lets make this a group effort.
Grades of A reflect excellent work, B above average work, C average work, and so on. Late projects will be reduced by 10 points for each class they are past due. Projects will not be accepted later than one week past their due date. Presentation components will be accepted on the scheduled day only. Extensions will be considered for special circumstances.
[edit] 3 Pop Quizzes (5% each)
Throughout the semester there will be 3 pop quizzes with questions formatted for short answer. Content will be based on the readings to be discussed that day.
[edit] LAB Participation (15%)
With a few exceptions, we will meet every Thursday in the Traina computer lab to understand online communities through hands on tutorials and guided tours. Your participation in these labs are mandatory and are a necessary element to understanding the course material.
[edit] Wiki Posting (5%)
In addition to our classroom dialog, you will also be responsible for posting to our class Wiki. Early in the semester we will establish a calendar where every student will be assigned a date to be the resident expert for that week’s reading topic. You will be responsible for thoroughly digesting the readings and gathering related material online. Your findings may be examples of the topic being discusses or tangential material worth discussing in the same vein. Accompany your links with a detailed paragraph of how the readings relate to each example.
[edit] AIM Session (5%)
In conjunction with our week discussing the dynamics of human/computer interactions, we will conduct one entire classroom session virtually, through AIM (AOL Instant Messanger) chat sessions. This should be interesting since AIM has little organized protocol and proves to be quite anarchical with big groups but we will break the class into subgroups to alleviate the problem. Read the AIM Chat Log!
[edit] Virtual Community Analysis (15%)
In discussing virtual communities, a key aspect worth inspecting is how people within these collectives communicate. In this project you are required to join (or continue to be active in) TWO multi-directional conversation venue / forum and analyze how members interact. A good strategy would be to choose two communities dealing with a similar theme, user base, or subject but both in a unique way. Why did this community form? What is its purpose? What sort of activities do people engage in? What is its target audience? What kind of technology is used to facilitate communications: video, chat, postings, etc.
How is the conversation generated? What use of words, phrasings, and textual references are unique to this community? What else is discussed besides the official “topic”? Are there frequent posters? What do they say? How are you responded too? If you discover specific “types” of users, try to determine how their identities are expressed within the community as well as how these factors alter or solidify your own identity. Use the two communities to find similarities and differences. Report your findings in written form. Please use concrete evidence to back your claims and illustrate your points with extracted examples of conversation or other content. Approximate length of 8 pages (not including examples). Read General Paper Formatting Instructions.
[edit] Multiplayer Gaming Project (20%)
This project will coincide with our discussion on video game culture. If you don’t play any games, well here’s the chance you’ve been waiting for! Second Life is built on the format of a virtual community but uses technology familiar to the gaming industry. Together we will create our avatars, explore 2L, meet other users and your fellow students online. During your travels you will be required to do certain activities and report your findings regularly in a personal log.
[edit] YouTube Project (5% optional extra credit)
Since its inception in 2005 YouTube has grown to be a big player in the world of online media, taking on elements of a television, a library, a collection of video diaries, and more. The class will be broken into groups with some leeway to allow for at least one tech-savvy student per group. Each group will then produce their own mini-series of 4 short video productions to be posted on YouTube.
[edit] Virtual Community Design (25%)
The final paper is intended as a venue to utilize what you have learned about virtual communities by designing one of your own. The style of community is entirely up to you and can encompass any of the example communities we’ve studied from chat forums to online games. Why is your community needed, why is it unique, and how does it differ from what is already available online (use concrete examples of other communities in your research). Use the questions asked in the Virtual Community Analysis project to flesh out your ideas: what is your target audience, what activities will be provided, etc. Also address in your proposal how your community relates to the various social and technical characteristics of online communities: identity formation, online behavior, race/sex/class issues, etc. Use the following suggested references in conceiving your design:
http://www.naima.com/community/
http://www.oreillynet.com/pub/a/network/2002/10/21/community.html
http://www.digital-web.com/articles/building_an_online_community/
I am looking for an educated critical analysis interwoven with your own ideas, thoughts, and criticisms - not a vague outline or casual treatment of the issues involved. This should be delivered in written form, approx. 8 pages (not including visuals). You must use flow charts, mock-ups, layouts and other visual aids to flesh out your design. I will take creative alternatives to a written paper, although keep in mind that a complete implementation of a virtual community takes a lot of effort. In the case of projects, a proposal must be discussed and approved by me in advance. In either case, be prepared to present your ideas in the form of a multimedia presentation of 15 minutes in length during the last week of class.
[edit] ACADEMIC HONESTY
Any material used from external sources must be referenced appropriately. Use whichever citation method you are comfortable with (i.e. bottom of page, end of paper, etc.) as long as you use this method consistently. Always include a full bibliography of your sources. Any plagiarism or cheating will result in a failing grade and disciplinary action by the College Board.
[edit] TEACHER AVAILABILITY
In addition to the normal class times, I will also be available in the photo office (basement of Traina Center) Tuesdays and Thursdays 10:30am-12pm. These are my minimum hours of availability.
Let’s face it; the teacher doesn’t always know the answer. If there is something you don’t know that I don’t know, we can work together to find an answer. I encourage you to push the boundaries of your knowledge and grow beyond the basic outline of this course since it also benefits your fellow students and me too!
[edit] REQUIRED TEXTS
“Synthetic Worlds” by Edward Castranova, ISBN 0-226-09627-0
Additional readings will be assigned as the semester progresses. In lieu of a course reader, these will be made available online.
