Neit2009+Open+Space+5+B

Open Space5 - B-Laurel New Media & Technology Electives: discussion + examples from a current course on the sociological aspects of collaborative + social technologies (+ brainstorming)

Collaborative notetaking: http://etherpad.com/KeaxnPQ2Rt

Emerging Media and Technology

Collaborative -- How does Social Media change the way you interact.

11th graders -- // Marshall McLuhan // - Understanding Media: []

How do you create an ideantity? How do you do this online.

Nicholas Negroponte: Being Digital

Clay Shirky -- Here Comes Everybody: The Power of Organizing Without Organizations

(Alex recommends Tribes, by Seth Godin)

What is the relevance of anonomity? What is identity online?

What happens to collaboration if it is not face to face?

What does it mean to be a journalist right now? What is an expert?

--- Safety

--- Law

Projects: They come up with a project that works multiple ideas into a generative questions to test.

First project: Surveyed community about Internet usage.

Syllabus =Emerging Technologies and Media= =course overview= Few disciplines evolve as rapidly as [|technology] and [|media] studies. Just the last 10 years have witnessed the introduction of the iPod, Facebook, true handheld computing, and countless ubiquitous innovations in between. Micro-publications and citizen-journalists rival major news sources with their immediacy and circulation. Easily available tools such as computer-based video and audio transmission, podcasts, and blogs allow even the most remote publisher to distribute content to a wide audience. Today’s digital natives face a difficult task as they attempt to stay current in this rapidly changing landscape.

This class will be a survey, discussion, and exploration of past, present, and future trends and uses of [|technology] in areas such as journalism, art, and general academia, with particular focus on the inherently collaborative and social aspects of new [|media] made possible by these tools. The first semester will, through readings, videos, class discussion, and responses, build a theoretical understanding of [|media] and [|technology] and how they have created and altered the modern world. Participants will experience and explore the tools and trends of today’s technological and [|media] offerings in an attempt to determine which are relevant and useful. Much work will be conducted as group projects, with emphasis on [|collaboration] and experimentation. Projects will attempt to integrate the participants' findings into RCS curricula through [|collaboration] with teachers in multiple disciplines, or into other fields according to the participants' interests.

The overall goal of the course is to comprehend some of the ways emerging technologies and [|media] allow and enhance change in our lives and in the world at large. =literature and topics covered= We will study three books on theory of [|media], theory of [|technology], and theory of [|collaboration]. In that order, they are:

McLuhan, Marshall. __Understanding [|Media]: The Extensions of Man.__ 1964. Cambridge: The MIT Press, 1994.

Negroponte, Nicholas. __Being Digital.__ New York: Vintage Books, 1995.

Shirky, Clay. __Here Comes Everybody: The Power of Organizing without Organizations.__ New York: Penguin Books, 2009.

Various articles and videos will also be read/watched/discussed throughout the semester. Some of these will come from your teacher. Some of these will be recommended by participants.

Though content of unit topics are open to change, some organization is necessary. Major discussion themes will center on: Units will be added or adjusted as necessary, to incorporate current events, to address missing material, or at the request of participants. =rules and requirements=
 * identity
 * relationships
 * immediacy
 * engagement
 * professionalism
 * safety
 * law
 * future

participation
There are four main rules of participation: You'll also have a few responsibilities each week:
 * 1) This is a very small class. You don't get the luxury of not participating.
 * 2) We will have daily face-to-face (FtF) discussion in class. Do the reading and/or daily assignments and come prepared. Why? See #1.
 * 3) Check (and perhaps respond) to our Moodle discussion forum daily. Why? See #1.
 * 4) (Perhaps even more important than #1!) Think constantly about your interaction with [|technology] and [|media]. The more you become aware of how both shape your life, the more readily you will be able to understand their use, advantages, and disadvantages.
 * 1) Show 'n Tell: discover two "new" technologies or [|media] to discuss in class
 * 2) Social bookmarks: keep a Delicious (or other social bookmarker) account in which you tag items for class discussion
 * 3) Post and respond regularly to our forums

forum responses and short essays
MLA writing style is encouraged but not required. Just be sure to cite any references to ideas that are not your own. It will be sufficient to include just the standard MLA in-text citation "(Negroponte 45)" for any of our main readings, or the author's name and a URL for online references.

It's not a bad idea to include a Works Cited section, especially as we'll be reading and viewing multiple sources from the same author, but this section is not necessary in forums and short essays. Furthermore, even if you use one, it is not necessary to fully and properly format the section to MLA standards. But if you're including such a section, proper formatting is generally a good idea.

Acceptable grammar, spelling, and punctuation are required in your short essays. When posting to our forums, it may help to write in Word first in order to check spelling and grammar. Unless you're using them to make a point, use of Netlingo, emoticons, or acronyms in your short essays is not acceptable.

We'll discuss the use of Netlingo, emoticons, and acronyms in class. You can choose to use them in our forum discussions if you wish. If you do, be sure they do not impede your intended message. "ROFL" is not equivalent to an explanation of why you found something amusing.

long essays
MLA style is **required**. All references must be properly cited and you must include a Works Cited section at the end of your paper. Improperly formatted papers will be returned to you for revision.

academic honesty
Common sense, probably doesn't need to be said, but here it is anyway: you are expected to abide by Riverdale's Academic Honesty policy in your work for this course. A suspected breach of this policy will be referred to your Dean and/or the Academic Honesty Council for review. A confirmed case of academic dishonesty will result in a zero on that assignment and may result in a failing grade for the course.

Much of your work this semester will be collaborative with your classmates. This is not a breach of our honesty policy. Just be sure to properly cite any outside sources or materials used in your work, and be sure to disclose the nature of this [|collaboration]. If at any time you are unsure of the bounds of acceptable [|collaboration], please consult with your teacher. =grade breakdown=

participation: 40% of __quarter__ grade
This is a very hands-on class. **Frequent contributions**, both FtF and online, are vital to its success. Contributions need not be long, but they should be thoughtful and should promote further conversation if possible (remember #1 above?).

essays: 25% of __quarter__ grade

 * Critical thinking** about your interactions with [|technology], [|media], and our readings will inform much of your later work in this class. For that reason, bi-weekly short responses (less than 1 page), and several longer papers (3-7 pages) will be required. These are an opportunity for reflection on ideas you find intriguing, and you will always have the opportunity to choose a different topic from the one assigned if you find something else more interesting. Whatever your topic, you should relate your writing to class readings and discussions as well as generate new ideas and conclusions of your own.

projects: 35% of __quarter__ grade
Experience is the best teacher. You'll spend significant time in-class and out working on **projects of your own choosing**. These projects will incorporate ideas from your readings and class discussions but should also extend your understanding of [|technology] and [|media]. [|Collaboration] on these projects is encouraged but not required.

Projects could include development of an engaging method of teaching English through a Web 2.0 tool; development of a mashup of existing [|technology] or [|media]; a proposal for a more effective online community; etc. Before starting a project, we will spend time discussing your goals and the merits of the project.

Projects will be presented in class upon completion. Be prepared to talk about all aspects of the process of building the project, what influenced your thinking about it, and why you feel it has value.

Project grades will **not** necessarily correlate to the project's successful implementation. In other words, you can learn more from an effortful failure than from an easy success, so demonstrating application of your learning in your project is far more important than making it work. A critical and well-reasoned approach that ultimately determines a project is infeasible will never be penalized. On the other hand, failing to show significant thought about your project or application of your previous learning will result in a lower grade.

But making it work is good, too.

exam presentation: 20% of __semester__ grade
As a capstone to each semester, you will **collaborate on a presentation** of one project which you find has the most "value" (and you can define "value" as you wish -- value for learning, value to investors, intrinsic value, etc.). If you choose, you can merge work from several of the semester's projects into one project for this presentation.

Your presentation can last anywhere from 5 minutes to 2 hours, but you will likely end up between 20 and 40 minutes. You should demonstrate significant understanding of the semester's material as well as critical thinking about its application to the project being presented. You should tie your presentation to ideas covered in the literature as well as to your own learning from your class discussions and writing. Furthermore, you should present new ideas and extensions of your project, not just display previous work on it.

The goal of your presentation is to convince your audience of the value of your project and its relevance to their lives and the world. Implementing your project is not necessary but may help get your point across.