COMN 2700 - Communication in the Digital Age
Communication Studies, University of Denver
Instructor: Kate Hoyt
MW 2-3:50pm, Sturm 479
Office Hours: Mondays 4-6, Wednesdays 12-2 or by appointment, Sturm Suite 166 Room 169
Framing Thoughts: “In the emerging, highly programmed landscape ahead, you will either create the software or you will be the software. It’s really that simple: Program, or be programmed. Choose the former, and you gain access to the control panel of civilization. Choose the latter, and it could be the last real choice you get to make.” - Douglas Rushkoff, Program or be Programmed
Course Description: It seems a given that the rise of digital technology has changed the way we communicate, but is digitization the cause of this change or a reflection of it? This course will unpack the nature of human communication as it has transitioned through the recent Digital Dawn, exploring topics such as whether technology can program human thinking, how emotions are translated through virtual worlds, how digital communication has changed the way news and ideas spread, the political implications of the “remix culture” we now live in, and how we can harness these technologies to influence the greater good.
Course Objectives:
1.) Awareness and deeper understanding of the shifts occurring in the changing media landscape presented by networked communications.
2.) Critical thinking about the use of one’s own voice within the digital public sphere.
3.) The ability to evaluate policies and practices of digital communication within the issue areas of access, free speech and social justice.
Class Schedule, Resources and Blog
Class schedule is subject to change; although I will email with any pressing changes, you are responsible for regularly checking the class website for updates, supplemental readings and blog-response assignments.
Real-time updates on class schedule and other resources and information can be found at: http://communicationinthedigitialage.blogspot.com/
Required Texts
Rushkoff, D. (2010). Program or be programmed: Ten commands for a digital age. Or Books.
All other texts will be provided/posted via PDF or link.
Other equipment may be optimal for certain assignments, and a full list of equipment available for checkout is located at: http://library.du.edu/services/computers-tech-availability.html. Equipment utilized beyond this list will be up to your discretion, and any (reasonable) requests for additional technology will be sought by myself in conjunction with the University of Denver Department of Communication Studies.
Library Liaison
The Communication Studies department encourages vigorous and ethical research as part of information literacy for all of its students. For assistance with research go to the Penrose Library @ the Anderson Academic Commons..
Dropping and Adding
You are responsible for understanding the policies and procedures about add/drops, academic renewal, and similar topics found at http://www.du.edu/registrar/regbill/reg_dropadd.html
University Policies
Academic integrity
Your own commitment to learning, as evidenced by your enrollment at the University of Denver, and the University’s Honor Code (see http://www.du.edu/honorcode) requires you to be honest in all your academic course work. The University of Denver expects students to recognize the strength of personal differences while respecting institutional values. Students are encouraged to think and act for themselves, as that is the purpose of higher education. However, they must also understand that the University has non-negotiable values in which it believes strongly. The purpose of the Honor Code is to communicate these values to the University community, and promote an environment conducive to education, work, recreation, and study. Faculty members are required to report all infractions to the Office of Student Conduct. The policy on academic integrity can be found at the Office of Student Conduct website at http://www.du.edu/studentlife/ studentconduct/policies.html
You should, therefore, submit your own, original work for this course. I will uphold University of Denver’s policy on academic honesty. Consequently, an instance of academic misconduct (e.g., plagiarism, cheating, taking credit for others’ work, submitting work for another course as work for this one, etc.) will likely result in a failing course grade at a minimum.
University Disability Services
The Learning Effectiveness Program (LEP) is a comprehensive, fee-for-service program that provides academic support services beyond basic academic accommodations. See http:// www.du.edu/studentlife/disability/lep/index.html for more information. The Disability Services Program (DSP) is a no-cost program that facilitates delivery of basic accommodations to undergraduate and graduate/law students with documented disabilities. DSP provides accommodations at no cost to any student who has a documented disability as required by the Americans with Disabilities Act and Section 504 of the Rehabilitation Act. Accommodations afford students equal opportunity to participate in the University's programs, courses, and activities. If you need accommodations for this class, please contact DSP immediately and provide me with the necessary documentation and information within the first 2 weeks of class. See http://www.du.edu/studentlife/disability/dsp/index.html for more information. You may request to meet with DSP staff by calling 303-871-2278 or stopping by the Driscoll Student Center.
Attendance, Participation and Late Work Policy
Communication in the Digital Age is a participation-intensive class. Your willingness remain open to in-class exercises and to take risks will enhance your mastery of the four course learning objectives outlined above. Additionally, a large percentage (25%) of your grade will be determined by the frequency, quality and thoughtfulness of your participation in this class. This means that it is in your best interest to attend and actively participate in each and every session. Attendance is a given except for cases of medical or personal emergencies; unexcused absences will result in a 10 percent drop in your participation grade. Three late arrivals (15 minutes late or more) will count as one absence. If you miss class on a day in which you are expected to give a presentation, you will not be able to make up that opportunity unless it is a genuine emergency and you contact me beforehand.
Grading for participation will occur on a daily basis as follows:
5 - Superior thought and effort in participation, unique perspectives offered and respect shown to fellow students/instructor
4 - Adequate thought and effort in participation, respect shown to fellow students/instructor
3 - Student was present and alert but did not verbally participate; respect shown to fellow students/instructor
2 - Student actively avoided/rejected opportunities to participate
1 - Student disrupted the class, was disrespectful to fellow students/instructor or affected the class negatively
0 - Student was absent (if the absence is excused, this entry will be exempted from total)
Please be aware that I will only accept late work in cases of extreme personal emergency; furthermore, such work may be subject to a fifty percent grade penalty or additional, elaborative, assignments. You should be aware of the importance of backing up your work and frequent saving, as technological failure is not an acceptable excuse for late work.
Electronic Devices
All cellphones must be silenced or turned off before the start of class. Laptops may be used during class discussions for note-taking and looking up references pertaining to class only. All laptops must remain closed during presentations given by students; inappropriate usage of laptops/smartphones will result in a reduction of your total participation grade. *Note - if it is the first time you are using a mobile device or computer out of turn, or if multiple students in the class are doing this, I will issue a warning; after that I will simply assign you a “1” for that week’s participation grade (see above; 1=Student disrupted the class, was disrespectful to fellow students/instructor or affected the class negatively); I will be especially strict about this policy on days on which your peers are giving presentations.
Email Protocol
As your instructor, I am available to you in class, in office hours, and through email; however, I respond to most frequently to emails during my office hours. Although I typically receive and read your emails in a timely manner, please do not expect an immediate response during nights/weekends.
Although I welcome thoughtful and pressing inquiries about how to take your work further, if you are truly stuck on an assignment, please come see me during office hours, as face-to-face communication is more ideal in talking through your ideas about your work. Furthermore, your ability to find answers to your questions about assignments/readings on the website or in this syllabus will factor in to the priority your email takes. Please do contact me regarding emergencies, as these emails will take priority and I have an open-door policy about these matters.
Assignments The following assignments should attempt to connect one topic or theme of interest to a cohesive body of work to be explored in-depth throughout the quarter, so you should therefore explore each assignment from the same lens or with a similar field of inquiry. Of course, should you discover a topic that is more compelling mid-quarter, I am open to allowing students to switch.
5-Minute Meeting (20 pts to be added to participation grade): Please schedule a 5-minute meeting with me during the first 3 weeks so we can discuss your academic interests and potential project topics.
Group Presentation (100 pts): Throughout the quarter, there will be opportunities for the presentation of supplemental material pertaining to that day’s lesson. Groups of two will sign up ahead of time to read/listen/watch the supplemental material and conduct a 10-minute presentation and lead a brief class discussion in class. Presentations should include an overview of the general topic, how it connects to previous lessons from class, whether and how the technological determinism/social constructionist debate plays a significant role in understanding the topic, and any key terms from the material. Discussions should be facilitated through 2-3 thoughtful, probing questions (no yes/no questions) posed to the class.
Meme Lineage Report (100 pts): Find an internet meme (this can be of humorous/political/activist/serious nature) and research the possible origins/influential forces or ideas as well as its impacts/imitations. A good place to start is www.knowyourmeme.com. Note not only the shaping forces or iterations that took place within the digital public sphere, but also those that took place offline. This is especially important when looking at originating factors of memes, because memes are often a product of historical/political/cultural artifacts or events that took place long before digital technology existed.
- Written Report (50 pts): 750-1000 words on: Historical/Political/Cultural Origins; Emergence within the Digital Sphere; and Online/Offline Iterations and Impacts
- In-Class Presentation (50 pts): 5 minute overview of the meme’s lineage, using at least one instance of visual communication (i.e. diagram, chart, timeline, link, video, still image)
Final Project Proposal (100 pts): Due in Week 4, this assignment is a chance for you to make a case for an issue, problem, phenomenon, question or other interest that can be explored through an analysis of digital/virtual communication. This topic will culminate at the end of the quarter with the Digital Advocacy project. Please prepare 400-500 words on: a.) the topic and its background; b.) how your understanding of the topic has been enhanced by the class’s study of digital communication; c.) how the topic might be treated (differently) through either a technological determinist lens or a social constructionist lens; and d.) your vision for creating a future Digital Advocacy campaign.
Wikipedia Assignment (100 pts): Contribute at least one piece of cited information to a Wikipedia page that you find lacking. We will be going over how to edit Wikipedia in class, but it is your responsibility to ensure that your information maintains academic integrity through verifiably cited sources. Take a screenshot of your contribution (wiki pages get edited quickly) and post it to the class blog, along with a brief description of your process. Throughout the quarter, note the changes that occur to your entry.
Remix Assignment (100 pts): Create an original expression of ideas/feelings/beliefs using appropriated piece(s) of media - this can be songs, videos, images, text, etc. We will go over open-source tools for creating re-appropriated media in class, as well as ways to create and link to your remix’s web presence. Register with Creative Commons (http://creativecommons.org/choose/) to license your and allow adaptations of your work to be shared. Post, embed, and link to the class blog along with a description of: your remix’s original media content, the unique perspective that you have added to it/them, and the creative process of remixing that you underwent to produce it.
Remix Defense Assignment (100 pts): You have been charged with Intellectual Property Violation regarding your earlier remix project. Prepare a defense (5 min) for your case and present it to the class. To build your argument, look to the points made in “RIP: Remix Manifesto” and any of Lessig’s TED talks that talk about the current copyright laws, and the applicability (or lack thereof) of the laws in relation to the digital public sphere. You may use visual aids, but it is not required.
Digital Activism Final Project (200 pts) - choose an issue that you feel passionate about, and create a digital activism campaign that uses digital communications platforms to raise awareness, organize community voices and/or mobilize action around the issue. Think about: the social capital of the way you use digital platforms; how your digital campaign may translate to on-the-ground change; how to use media to add a new voice to the mix, or amplify voices/perspectives that have been previously silenced.
- In-Class Presentation (50 pts): 5 min on: your issue’s background, your campaign creation process, evidenced and foreseen impacts of your campaign
- Final Paper (100 pts): 1200-1500 words on: your issue’s background (why you chose it, historical/cultural/political factors shaping its current implications, previous digital campaigns relating to it); your campaign creation process (what is your unique perspective, what other voices and perspectives have you attempted to add to the mix and/or highlight, what platforms did you use and why); evidenced and foreseen impacts of your campaign (what is the social capital of the way you used digital platforms, what are the markers of evaluation for success, what has happened so far in the digital public’s response and what is the potential for growth?)
- Campaign “Materials”/Digital Artifacts (100 pts): Evidence of: unique voices and perspectives, holistic account of historical/political/cultural origins of the issue; appropriate use of digital platforms, maximized use of social capital, evidence of clear action lead-in, potential for growth.
Grades
Doing adequate work where you have followed directions and incorporated necessary items into your assignments constitutes “C” work. Going above and beyond the baseline of expectations requires taking ownership of your work, risk-taking and pushing yourself out of your comfort zone. As a class based in emerging practices, the above three qualities are imperative for both finishing the course with the necessary skill set to advance within the Communication Studies program and to receive a competitive grade.
Grades will be entered on Blackboard in a timely manner; for in-depth assignments, please click into the details of the grade you have received to read feedback, as I comment on both the successes and areas for improvement on all students’ in-depth assignments.
Grading Rubric
Participation
|
200
|
Group Presentation
|
100
|
Meme Lineage Report
|
100
|
Final Project Proposal
|
100
|
Wikipedia Assignment
|
100
|
Remix Assignment
|
100
|
Remix Defense Assignment
|
100
|
Digital Activism Project
|
200
|
Total
|
1000
|
