Professional Documents
Culture Documents
Course Description
01. Exigence
What does it mean to participate in democracy in the twenty-first century? Whether its AIDS
patients struggling for their right to participate in drug trials, arguments about Internet neutrality,
or protests against ambient tracking technologies and phonetapstechnology matters in a
democracy. Of course technology has always mattered to democracyfrom the architectural
design of the Greek Agora, to the saboteurs of the automated loom in 15th century Holland, to
the development of the American military industrial complex under Vannevar Bush and Franklin
Roosevelt. More and more, however, academics, designers, and consumers alike have become
aware that to participate in democracy directly one has to participate in technology.
02. Goals
The goal of this course, then, is to gain the skills necessary to be technologically literate in the
twenty-first century. But in doing so, we will be constantly challenging what technological
literacy means and, thus, constantly exploring the idea that technology is both a set of things, a
set of skills, and a set of valuesor, as new media theorist Henry Jenkins explains, A medium
is a technology that enables communication; on the second, a medium is a set of associated
protocols or social and cultural practices that have grown up around that technology. Thus,
while we will be learning and teaching one another technical skills (Wordpress, Photoshop,
Dreamweaver, Audition, and Premier, etc.) we will also be exploring and teaching each other
socio-technical skills and values: Why do so many people wear headphones on the bus? Why are
lol cats so popular? Why has there been a dramatic rise in Internet dating? Why do people get so
mad when technology doesnt work? What are girl technologies and what are boy technologies?
What makes a photograph beautiful? What makes a photograph ethical? What is involved in the
art of a good mixed CD (why do we still make mix CDs)? Whats gained and lost in the
negotiation between creating the kinds of photographs, songs, movies, websites we like and the
kinds that someone might buy? Why do I hate the auto-tuner but love a distorted amp?
04. Objectives
More generally, the learning objectives of this course are to:
Understand and apply fundamental rhetorical and design principles for analyzing,
planning, creating digital media texts for public consumption.
Use and critically examine numerous digital capture and editing technologies (e.g., digital
cameras, digital audio recorders, digital video cameras; Photoshop, Dreamweaver,
Audition, and Premier.
As far as skills go, there are no technological prerequisites; well learn everything as we go.
All texts will be made available for free on our course blog.
Headphones.
External hard-drive (not a flash or thumb drive) at least 100G.
6-pack of double-a batteriesIll tell you when to get them.
Notebook
Participation
I want to hear from you, in any and all forms you're comfortable with. And, perhaps more
importantly, I want you to hear from each otherto know what one another think of the
readings, course topics, etc. This is why participation (in-class and blogging) totals nearly a
quarter of your course grade.
01. Blog
As youll see below, blog posts are 12% of your grade.
a) For each unit I will be giving you a few short blogging prompts, which you will then
compose a multimodal (~300 words including some images, links, or embedded videos
whenever possible) response to on your own Wordpress blog (youll need to make one
for our class). If you feel more comfortable you could also create a video-post of
equivalent quality.
b) In addition, once throughout the semester each student will write a longer featured blog
in which I give them a specific topic which they research and write an 800 word post
which will be posted on our course blog.
c) Ill also be keeping a class blog/website on which Ill post specific blog and assignment
prompts; reading questions; follow-up links and questions about class discussions to
which you might respond. I recommend checking the blog a couple times a week
(especially before classes) to see whats up, whats being discussed, and whats due.
The goal of these blog posts are to excite and enliven our in-class discussions, explore further
into and beyond the topics weve discussed in class (we cant cover everything, after all), and
provide you with content that may develop into your final project.
02. In-Class
Much of what we're reading is not dry, stodgy, solitary literature. It should elicit responses from
youemotional, ethical, intellectual, or otherwise. I hope you'll feel comfortable weighing in
during class discussions and group activities, and even if you're not normally inclined to talk in
class, I'd encourage you to step outside your comfort zone here. We won't bite. (Note: please
don't bite.)
Course Policies
01. Access
The University of Oklahoma is committed to the goal of achieving equal educational opportunity
and full participation for students with disabilities. Consistent with the Rehabilitation Act of
1973, as amended, and the Americans with Disabilities Act of 1990, as amended, The University
of Oklahoma ensures that no qualified individual with a disability will be excluded from
participation in, be denied the benefits of, or otherwise be subjected to discrimination solely on
the basis of disability under any program or activity offered by The University of Oklahoma.
Accommodations on the basis of disability are available by contacting the Disability Resource
Center in Room 166, Goddard Center (405) 325-4173/TDD or (405) 325-3852 Voice.
If you ever need better access to anything in the course, please talk to me and we will work
together to accommodate you.
02. Attendance
Attendance is an important part of your ability to understand the class material. Therefore, each
absence after three will result in the lowering of your final grade by a third of a letter grade. Six
UNEXCUSED ABSENCES WILL AUTOMATICALLY RESULT IN THE FAILURE FOR
THE COURSE. Excused absences, such as those for documented illness, family tragedy,
religious observance, or excused travel for intercollegiate athletics, will not affect your grade.
There will be an attendance sheet passed around each day of class. It is your responsibility to
sign the attendance sheet to indicate your presence in class each day. Whether you are excused or
not, if you miss a class, you are expected to make up the work. This means, if you miss on a day
that involves an in-class exercise, you must make arrangements to complete the exercise on your
own time. Additionally, I will count you as absent if you are more than 20 minutes late to class,
sleeping, or if you come to class unprepared to discuss the days assigned readings. I reserve the
right to hold quizzes to spot check for preparedness.
reasons that would result in an excused absence. Students who know they will miss the class
when the assignment is due must contact the instructor as soon as possible in advance of
class to arrange for submission of the assignment.
Resources
You will be given time in class to finish projects. However, if you find yourself needing
some of the software in our classroom at other times, a list of computer labs and open hours
can be found out: http://www.ou.edu/content/ouit/learning/labs/locations.html
Ive made arrangements for the software we will be using in class to be made available at the
following open computer labs (see the link above for hours):
o Bizzell Microcomputer Lab (room 131)
o Dale Hall Tower Lab
o Physical Sciences Center Lab (room 232)
If you ever find yourself needing extra help on the programs we are using you can, of course,
talk to me, but the university also has access to a great instructional video website,
Lynda.com, at http://www.ou.edu/content/ouit/learning/lynda.html
Grading
Participation: 10%
Blog Portfolio+1 Researched Post: 12%
Modal Projects: 48%
1. Image: 12%
2. Sound: 12%
3. Video: 12%
4. Web: 12%
Schedule
Date
Readings Due
Writing/Assignment Due
R 1.15
T 1.20
Blog Post:
What is
interactivity?
Blog Post:
What is user
experience
(UX) design?
T 1.27
Bring in harddrives
Blog Post:
What is
participatory
R 1.29
to-create-a-color-story-aa75a62bf953
https://fstoppers.com/food/what-week-groceries-looks-aroundworld-3251
http://gizmodo.com/9-photos-of-grisly-vintage-crimes-ontodays-nyc-street-1285628429
http://www.youtube.com/watch?v=63pogF_ZiQk
https://chroniclevitae.com/news/368-want-students-to-come-toclass-prepared-try-rolling-the-dice
http://www.nytimes.com/2013/10/27/opinion/sunday/slaves-ofthe-internet-unite.html?_r=1&
o 30-minute visual rhetoric group scavenger huntpost to
course blog
http://www.wired.com/2014/11/code-documentary-gender-gap/
http://www.buzzfeed.com/peggy/incredibly-simple-photoshophacks-everyone-should-know#.boKwKzAkm
T 2.3
R 2.5
Workshop
design?
Blog Post:
Research 2
similar
businesses
who use social
media to their
advantage
Draft due
R 2.12
T 2.17
Subvertising Campaign
Due
R 2.19
T 2.24
R 2.26
muzak.
Business: The Experience Economy: Chapter 1
http://www.wired.com/2014/05/a-slick-productthat-gives-physical-form-to-your-digital-music/
o In Class: Autotuner and faking music
Peer Review Day 1
Peer Review Day 2
Draft Due
Draft Due
R 3.5
T 3.10
R 3.12
T 3.17
R 3.19
T 3.24
Spring Break
Spring Break
Draft Workshop
Introduction to HTML
Concept in 60 Due
T 3.31
Introduction to CSS
Watch my CSS video before coming to class
R 4.2
T 4.7
Introduction to DreamWeaver
Watch my dreamweaver video before coming to
class
Business Reading:
o In-Class: Web Design Standards 2
R 4.9
T 4.14
Slacktivism: http://sortable.com/blog/rise-of-theslacktivist/
http://www.wired.com/2013/09/focus-on-peoplenot-tech-and-other-impt-lessons-for-interactiondesign-and-life/
R 4.16
T 4.21
Peer Review
Final Project
Final Project
Final Project Show Case
Guest Blog Post TopicsExamples:
1. Slacktivism
3. BlackTwitter
4. Interactive Marketing
5. Bic for Her Protests
6. Prosumers
7. History of the Apple store
8. History of the Geek Squad