CMAT 465 Syllabus--Communication and Technology

Course Policies and Meeting Schedule: Spring ‘14

CMAT 465 Communication and Technology | Dr. Vinita Agarwal
‘
Course Website:
My Classes
http://communicationandtechnology.wordpress.com/
_____________________________________________________________________________
Instructor Contact Information:
Dr. Vinita Agarwal
Assistant Professor of Communication Arts
Office: Fulton Hall 272
Email: vxagarwal@salisbury.edu
OH: T/TH: 1:45PM—2:30PM, W, 11:00 AM—02:30 PM and by appointment
_____________________________________________________________________________
Prerequisite
CMAT 297 with a grade of C or better.
Course Description
Examines innovations in communication techniques and applications. Topics include satellite and
terrestrial based technology, conferencing, decision support systems, computer mediated
communication and the impact of technology on the communication process and communicators.
Prerequisites: C or better in CMAT 297. Three hours per week with enhancement.
Learning Objectives
Communication and Technology is an interrogation of emerging and existing information and
communication technologies (ICTs) as they shape organizational, social, political, and individual
communication processes. Through a rigorous and in-depth reflection on technology
development, theory, application, and critique, students cultivate knowledge essential to be
critical consumers of technology and engage in its strategic application in a variety of
organizational, social, personal, and professional contexts. Upon successful completion of the
course, the student will be able to:
i. Articulate the issues and challenges shaping development of information and computing in a
democratic system including net neutrality, privacy, freedom of speech, and control.
ii. Critique development of ICTs with their impact on communication processes in social,
organizational, and individual contexts.
iii. Apply theoretical frameworks of technology including diffusion of innovations, social shaping of
technology, and media richness theory among others to achieve strategic communication goals.
iv. Successfully complete in-class activities and assignments to demonstrate proficiency with:
a. Application of select ICTs in individual, social, and organizational contexts through
successfully completing class activities involving proficiency using Microsoft Publisher,
immersive game environments, app design, or web-based collaborative tools.
b. Deliberation of social and individual consequences of ICT design and implementation
through the lens of theoretical frameworks to recommend innovative strategies that
address gaps identified.
c. Assessment and evaluation of implications of technology design and use, particularly
with respect to achieving strategic communication goals, embodying ideals of a
democratic society, and/or defining personal relationships and individual identity.
Spring 2014: CMAT 465 – Communication and Technology
Tues/Thurs, 09:30AM—10:45AM | PH 352
Course Policies


Required Readings
Readings are made available through four technologically mediated and physical venues:
Ø Virtual course pack: E-Reserves accessible via our My Classes course website. Password will be
provided in class.
Ø E-Books: Online access to e-books on Blackwell Library website & via open access on web (links
provided on syllabus)
Ø Online articles: Available online via open source [link will be provided on syllabus, and occasionally
linked to under “Syllabus Web Links” via My Classes.
Ø Multimedia and print cultural resources (e.g., movies and books): Placed on reserve in Blackwell
library or be available via YouTube.
Readings
Readings for the course come from a range of sources. Discussions of journal articles provide
proficiency with the key arguments and a theoretical framework for conceptualizing technology.
Readings from contemporary sources (policy documents, international regulatory body documents,
media critiques, and thought leaders) will provide a current, constantly evolving backdrop for
sparking discussions on contemporary debates and an anchor for applying theoretical perspectives.
Because there will be limited in-class time to go over each reading in detail, it is imperative that
readings are completed beforehand (i.e., before you come to class that day) and that each student is
prepared to share their thoughts and perspectives on the reading material.
Multimedia Materials
Some materials are available as freeware online, for others that are not available (e.g. Neuromancer),
I will be placing personal copies on reserve at the Blackwell Library for a limited time check out.
Please plan ahead to ensure you can access the book at an alternative time if it is checked out.
Websites
Recommended web sites are provided on My Classes. Bookmark these and add them to your daily
reading for class discussion. You are encouraged to add to this list.
Equipment Policy
We will be using and experimenting with different forms of technology. You may use the Marantz
audio flash recorder for audio recordings or video flip cameras for video recordings. These will be
checked out (using your SU ID) from Media Services (Room 334, TETC, Hours: TR, 9 AM—11 PM,
Fridays, 9 AM—5 PM and closed on Saturdays). This is available only for a day (late returns fined).
Copyright Statement
The content (lectures, assignments, handouts) are the property of the instructor and protected under
copyright law. You may not publicly distribute or display or share my course materials or lecture
notes without my written permission.
Attendance and Participation
Attendance is mandatory. Your participation in class discussions and lab work is vital to your
progress and learning outcomes from the course. Please do not request make-ups for missed in-class
participation. Participation is a 25% of your course grade and will significantly impact your grade.
If an unforeseen issue necessitates prolonged absence (i.e., greater than seven missed classes during
the semester), evaluate your course standing and/or consider dropping the course in a timely manner.
This is particularly important if you are a graduating senior and this is your final semester.


Class participation is assessed on quality and content of work produced. As most learning is
facilitated through reflection, asking questions, connecting to examples in personal lives and
contemporary affairs, and shared deliberation with a like-minded community of learners, asking
questions, sharing examples, responding thoughtfully to classmates’ examples, and identifying
aspects of readings that resonate with you will be counted as positive participation.
Conversely, if I observe or otherwise get the feeling of a class participant engaging in disruptive
behaviors including but not restricted to browsing other content while in class, texting, engaging in
activities that do not pertain to the class, distracted and disengaged class presence, unprepared
behaviors (unable to knowledgeably contribute to the arguments, to raise salient points from readings
or to connect across readings to personal experiences) it will result in loss of participation points.
Please monitor your class participation and other grades regularly so you are always aware of how
your classroom behaviors and performance impacts your course grade. Note you have up to a
maximum of one week or two class periods to bring any discrepancies to my attention for review.
Course Ethos
As an advanced elective, I will expect responsible engagement from every student in class. I will
strive to provide each of you with the resources and guidance necessary to achieve the course
objectives. I am available to provide feedback, resources, and guidance during class and office-hours
and will expect you to be an equal partner in your learning. The course environment promotes your
learning as future members of a globalized, cosmopolitan community of professionals.
As an intensive, immersive course involving deliberation, practice, application, and critique of
technology in organizational, social, individual, and relational contexts, the course is designed to
promote consistent engagement with course content.
Any personal accommodations made during the semester will be at my discretion weighing individual
circumstances against the principle of fairness to other class members.
Deadlines, Late Policy, and Make-Ups
All assignments are due promptly at the beginning of class. Any assignment turned in after attendance
has been taken will count as tardy and will be penalized by a 50% off full credit if turned in one
calendar day late and will receive no credit if more than one day late. General guidelines include:
⇒ Monitor your grades regularly on MyClasses. You have one week from the time grades are posted to
bring any grade to my notice for review. After one week, the grade will be taken as final. Returned
materials may be discarded if not collected from my office within a week.
⇒ Do not discuss grade-related matters at end of class or via email.
⇒ You are responsible for making up any missed work or content.
⇒ Pop quizzes may be given at the start, middle, or end of class and cannot be made up if missed.
⇒ Tardiness is unprofessional and habitual tardiness will result in loss of class participation points
(tardy more than 4 times in a semester). Tardiness is defined as arriving after attendance has been
taken or missing your attendance and falls under disruptive class behaviors.
Grading Policy
I strive to enter your grades within a week of their submission. You are responsible for monitoring
your grade on My Classes. All grades are considered final after one week of being returned to class.
You have up to one week from the day grades are returned to you to bring any concern to my notice.
Requests that bring up grade-related concerns more than a week old will not be reviewed. The review


process assumes you accept the possibility the grades can be revised upward/ or downward upon
review. I do not keep records of class assignments more than a week after grades are returned.
In general, my grading is based on the following broad rule-of-thumb: “C” work meets the basic
outlined criteria, “B” work does an excellent job of meeting the outlined criteria, and “A” work not
only does an excellent job of meeting the outlined criteria, but also surpasses expectations to
demonstrate innovative applications of the content that go beyond the outlined criteria. “D” work
does not meet one of the basic criteria outlined for the assignment at an acceptable level, and “F”
work is substandard and does not meet basic expectations on two or more of the outlined criteria.
Support Services
For trouble with your connection, access to the course website or the materials therein please contact
IT at 410-677-5454, at TETC Room 113 or via email at helpdesk@salisbury.edu.
Emergency Policy
In the event of an emergency, announcements and information will be communicated via instructor
email, My Classes course website, and SU’s home page. Course-related information will be updated
by the instructor on My Classes and course website and via university email.
Office of Student Disability Support Services (OSDSS)
The OSDSS provides guidance, access to resources, and accommodations for students with
documented disabilities including: medical, psychiatric, and/or learning disabilities, and/or mobility,
visual, and/or hearing impairments. They can be reached at 410-677-6536.
Academic Integrity
The CMAT department expects you have read and understand the University’s policy as described in
the Student Policy on Academic Integrity in your SU Student Handbook
(www.salisbury.edu/Students/handbook/welcome.html) and thereby agree to honor these standards.
Academic dishonesty as a serious offense and ALL incidences are subject to disciplinary action
including, but not limited to, separation from the university.
Brief Assignment Description [Detailed handouts for each at appropriate times during the semester]
Course assignments are structured to promote consistent, in-depth, and critical engagement with the
readings, lectures, and application exercises. The following six assignments include a mix of daily,
weekly, and once-a-semester projects, exams, and activities through the semester.
⇒ Blog (10%). Weekly, Due every Sunday, before midnight. Using a WordPress.com blog page, in a
450—500 word post, once a week, in-depth examination of form and function of one feature of a
technology. A week will be counted as starting from Monday-->Sunday, midnight. Week of Spring
break excluded. Starts Week 2, last post due Week 12.
⇒ Technology Review Presentation (15%): Once a semester, with a partner. Providing data from
existing sources, discuss the development, scope, prevalence, and future directions for your chosen
technology. This paper is data driven and asks you to provide numbers and specific technological
developments in the context of the media industry (e.g., digital audio, radio broadcasting, interactive
TV, satellite technology). You will draw on respected industry, government, and research sources for
your data and trends. 15-minute presentations with a partner during Weeks 2, 3, 5, and 6.
⇒ Mini-Thought Paper (15%). Four, due per dates indicated on the syllabus. A total of six 2-page mini-
thought issue papers that examine latest developments (social, legal, organizational, regulatory,
financial) of technology use with respect to the issues referenced. Complete any four of your choice.
⇒ Exam 1 & Exam 2 (20%): Once a semester, per date on syllabus. Short- and/or long-answer based,
theoretical and application critiques of technological developments, theoretical concepts, applications,


and critiques discussed through readings, lectures, exercises, assignments until the class before the
exam. Exam 2 is not cumulative and will cover material from the end of Exam 1 onward.
⇒ Class Participation (25%): Daily. Due per instructions end-of-class/next lab. Includes daily work
such as Microsoft Publisher, Wikis, Apps, Ever note, Apps. Online postings of readings may also be
routinely required. Will also include random daily (or almost daily) pop quiz. Pop quiz will be a short
answer or multiple-choice format question given at start of class (to assess class preparedness with
readings before coming to class) or at end of class (to assess grasp of lecture, discussion, or reading
material covered in class). These points cannot be made up.
⇒ Final Portfolio and Paper (15%): Once a semester. A final portfolio of your extensive (3—4 week
long) usage of any emerging technology in an out-of-class/campus/field site covered through the
semester utilizing any one theoretical and research methods lens will be presented to the class (and/or
guests) at the end of the semester (20 minutes). You will obtain approval for your chosen
technology/theoretical/methodological lens from me by end of Week 7.
Grade Breakdown
A= 90.0% & above; B= 80.0%-89.0%; C= 70.0%-79.0%; D= 60.0%-69.0%; F= 59.0% & below
v Important Semester Dates:
Jan 27th
–May 13th
: Session dates | Jan 27th
: First day of classes| Jan 27th
–Jan 31st
: Add/drop| Mar
17th
– Mar 23rd
: Spring Break | Apr 4th
: Last day to Withdraw with a grade of (W)| May 13th
: Last day
of classes| May 14th
: Reading day| May 15th
–May 21st
: Finals week| May 22nd
Commencement
1. Accessing e-Books: [SU
Libraryà
Books/e-‐BooksàEnter
titleà1st
Resultà
Click
on

Titleà
Check
for
Online
Access
at
your
LibraryàFind
Ità
Read
Full
Text
Atà

netIDàeBook
Full
Text
on
Left
Hand
Side
Menu]

2. Books
available
Online:

a. Stephen
L.
Talbott.
(1995).
The
future
does
not
compute—Transcending
the
machines
in

our
midst.
Sebastopol,
CA:
O’Reilly
&
Associates.
[Accessible
online
at:

http://netfuture.org/fdnc/
]

b. Lawrence
Lessig.
(2006).
Code:
Version
2.0.
New
York:
Basic
Books
[Available
online:

http://codev2.cc/download+remix/Lessig-‐Codev2.pdf]

c. Kembrew
McLeod.
(2005).
Freedom
of
expression:
Overzealous
copyright
bozos
and
other

enemies
of
creativity.
New
York:
Doubleday.
[Available
online

http://www.freedomofexpression.us/documents/mcleod-‐freedomofexpression.pdf]

3. Accessing
Articles
on
SU’s
Library
Website:

[SU
Libraryà
Find
DatabasesàCommunication
and
Mass
MediaàSearchà
Click
on

“Communication
and
Mass
Media
Complete”à
Searching
“Communication
and
Mass
Media

Complete”àCopy
and
Paste
article
title
in
first
field
“Select
a
field
(optional)àPDF
Full

Textà
à”Download
PDF”
on
Top
Blue
Menu]
Grading
Assignment Total % Points
Ø Blogging 10%
Ø Technology Review Presentation 15%
Ø Mini-Thought Paper (Any 4) 15%
Ø Exam 1 & Exam 2 20%
Ø Class Work, Readings, Pop Quiz, & Participation 25%
Ø Final Portfolio Paper & Presentation 15%



TENTATIVE
SCHEDULE—SPRING
2014

CMAT
465—COMMUNICATION
AND
TECHNOLOGY

Week
1
Communication
and
Technology:
Jan
28th
&
30th

Introduction

to

Syllabus

Computers

Internet

(T)

§ Intro
to
syllabus,
learning
goals,
class
structure,
expectations

Lab:

§ Virtual
course
pack:
E-‐reserves

§ MyClasses—Overview

§ Library—Overview

HW:

§ Readings
for
TR

(TR)

Readings:

§ Paul
E.
Ceruzzi.
(1998).
A
history
of
modern
computing.
Cambridge,
MA:

MIT
Press.
[Read:
“Introduction—Defining
Computer,”
SU
Library,
e-‐book]

§ Tim
Berners
Lee,
A
Brief
History
of
the
Internet.
[Access
online
at:

http://www.internetsociety.org/internet/what-‐internet/history-‐
internet/brief-‐history-‐internet
]

§ Tim
Berners
Lee:
Future
of
the
WWW
[Access
online
at:

http://dig.csail.mit.edu/2007/03/01-‐ushouse-‐future-‐of-‐the-‐web.html
]

Lab:

§ WordPress:
How-‐To
and
Getting
Started.

§ Writing
for
the
web—style,
design,
and
content
considerations

WordPress
(abbreviated
WP)
blog—goal,
audience,
strategy
(structure,

content,
message),
evaluation.
Frequency
and
content
expectations.

Week
2
Emerging
Technologies:
Feb
4th
&
6th

Satellite
and

terrestrial

based

technology

Digital

TV/Video

Interactive
TV

(T)

Readings:

§ Paul
E.
Ceruzzi.
(1998).
A
history
of
modern
computing.
Cambridge,
MA:

MIT
Press.
[Read:
“Conclusion:
The
Digitization
of
the
World
Picture,”
SU

Library
e-‐book]

§ Global
VSAT
Forum
[Available
online
at:
http://gvf.org/
]

§ FCC,
National
Broadband
Map
[Online
at:

http://www.broadbandmap.gov/classroom/technology
]

§ Satellite
Today
[Available
online
at:
http://www.satellitetoday.com/
]

Lab:

§ Writing
for
the
web—style,
design,
and
content
considerations

§ Usability
criteria

(TR)

Readings:

§ Bociurkiw,
M.
(2008).
Commentary:
Put
on
your
bunny
ears,
take
your
TV

around
the
block:
Old
and
new
discourses
of
gender
and
nation
in
mobile,

digital,
HDTV.
Canadian
Journal
of
Communication,
33,
537-‐544.
[Read
All


Pages;
Available
on
E-‐Reserves
on
My
Classes
web
site]

§ FCC
14th
Video
Competition
Report,
July
20,
2012.
[Read
points
#
1
to
30.

Available
online
at:

http://hraunfoss.fcc.gov/edocs_public/attachmatch/FCC-‐12-‐81A1.pdf
]

§ Screen
Digest
[http://www.screendigest.com]

§ Craig,
R.
T.
(2007).
Issue
forum
introduction:
Mobile
media
and

communication:
What
are
some
important
questions?
Communication

Monographs,
74,
386-‐388.
[Read
All
Pages;
Available
on
E-‐Reserves
on
My

Classes
web
site]

Lab:

§ Intro
to
Microsoft
Publisher.

Flyer

Week
3
Emerging
Technologies:
Feb
11th
&
13th

Mobile

broadband

Radio

Broadcasting

and
Digital

Audio

(T)

Readings:

§ The
Mobile
Web:
http://www.w3.org/2007/Talks/0222-‐3gsm-‐tbl/text

§ The
Semantic
Web
Revisited

http://eprints.soton.ac.uk/262614/1/Semantic_Web_Revisted.pdf

§ Scientific
American:
“The
Scientific
Flaws
of
Online
Dating
Sites”

http://www.scientificamerican.com/article/scientific-‐flaws-‐online-‐
dating-‐sites/

§ Katz,
J.
E.
(2007).
Mobile
media
and
communication:
Some
important

questions.
Communication
Monographs,
74,
369-‐394.
[Read
All
Pages;

Available
on
E-‐Reserves
on
My
Classes
web
site]

§ Jackson,
M.
H.
(2007).
Fluidity,
promiscuity,
and
mash-‐ups:
New
concepts

for
the
study
of
mobility
and
Communication.
Communication
Monographs,

74,
408-‐413.
[Read
All
Pages;
Available
on
E-‐Reserves
on
My
Classes
web

site]

§ Kelly,
L.,
Keaton,
J.
A.,
Becker,
B.,
Cole,
C.,
Littleford,
L.,
&
Rothe,
B.
(2012).

“It’s
the
American
lifestyle!”:
An
investigation
of
text
messaging
by
college

students.
Qualitative
Research
Reports
in
Communication,
13,
1-‐9.

[Available
on
E-‐Reserves
on
My
Classes
web
site]

Lab:

§ Microsoft
Publisher:
Newsletter

(TR)

Readings:

§ Hamilton,
B.
(May,
2013).
Impact
of
digital
convergence
on
community

radio
in
the
USA,
Media
Development,
Issue
2,
p.
12—19
[Read
All
Pages;

SU
Library,
full
text
journal
article
on
Communication
and
Mass
Media
Db]

§ Anderson,
J.
N.
(2012).
Radio
broadcasting’s
digital
dilemma.
Convergence:

The
International
Journal
of
Research
into
New
Media
Technologies,
19,

177-‐194.

[Read
All
Pages;
SU
Library,
“Linked
Full
Text”
on

Communication
and
Mass
Media
Database]

Lab:

§ Microsoft
Publisher:
Tri-‐fold
brochure

Week
4
Theoretical
Frameworks:
Feb
18th
&
20th



Social
Shaping

of
Technology

Media

Richness

Theory
&

Critical

Perspectives

on

Communicatio
n
and

Technology

(T)

Readings:

§ MacKenzie,
D.,
&
Wajcman,
J.
(1999).
Introductory
essay:
The
social

shaping
of
technology.
In
D.
MacKenzie
and
J.
Wajcman
(Eds.),
The
social

shaping
of
technology,
2nd
ed.
(pp.
3—27).
Buckingham,
UK:
Open

University
Press.
[Available
online
at:

http://eprints.lse.ac.uk/28638/1/Introductory%20essay%20(LSERO).pdf

§ Winner,
L.
(1986).
Do
artifacts
have
Politics?
In
L.
Winner,
The
whale
and

the
reactor:
A
search
for
limits
in
an
age
of
high
technology
(pp.
19—39).

Chicago:
University
of
Chicago
Press.

[Available
online
at:

http://zaphod.mindlab.umd.edu/docSeminar/pdfs/Winner.pdf

§ Adaptive
Structuration
Theory:

Scott,
C.
R.,
Quinn,
L.,
&
Timmerman,
C.
E.

(1998).
Ironic
uses
of
group
communication
technology:
Evidence
from

meeting
transcripts
and
interviews
with
group
decision
support
system

users.
Communication
Quarterly,
46,
353-‐374.
[Read
page
357
only;
SU

Library,
on
Communication
and
Mass
Media
Db]

Lab:

§ Organizing
apps
(Social
shaping
critique)
|
Make
an
App

§ ***Paper
1—Mobile
media:
Texting
due***

(TR)

Readings:

§ Daft,
R.
L.,
&
Lengel,
R.
H.
(1986).
Organizational
information

requirements,
media
richness,
and
structural
design.
Management
Science,

32,
554-‐571.
[Read
all
pages,
Available
online
at:

http://www.communicationcache.com/uploads/1/0/8/8/10887248/org
anizational_information_requirements_media_richness_and_structural_des
ign.pdf

§ Lawrence
Lessig.
(2006).
Code:
Version
2.0.
New
York:
Basic
Books
[Read

Ch.
1,
“Code
is
Law,”
pp.
1—8,
Ch.
2,
“Architectures
of
Control,”
pgs.
38-‐60;


Lab:

§ App
(contd.),
Power
point

§ Introduce
Second
Life
(out-‐of-‐class)

Week
5
Emerging
Technologies:
Feb
25th
&
27th

Conferencing

&
Decision

Support

Systems

(T)

Readings:

§ Stephen
Talbott
(1995).
The
Future
Does
not
Compute—Transcending
the

Machines
in
our
Midst.
[Read
Ch.
10,
“Thoughts
on
a
Group
Support

System”
online
at:
http://netfuture.org/fdnc/]

§ Scott,
C.
R.,
Quinn,
L.,
&
Timmerman,
C.
E.
(1998).
Ironic
uses
of
group

communication
technology:
Evidence
from
meeting
transcripts
and

interviews
with
group
decision
support
system
users.
Communication

Quarterly,
46,
353-‐374.
[Read
Pages
353—357,
first
para
of
pg.
357
only;

SU
Library,
on
Communication
and
Mass
Media
Database]



CMC

§ Fairbank,
J.
F.,
Spangler,
W.
E.,
&
Williams,
S.
D.
(2003).
Motivating

creativity
through
a
computer-‐mediated
employee
suggestion

management
system.
Behavior
and
Information
Technology,
22,
305-‐314.

[Read
Pages
305—310;
Available
on
E-‐Reserves
on
My
Classes
web
site]

§ Conferencing
Systems:

http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.91.7607&rep
=rep1&type=pdf

§ A
Brief
History
of
DSS

http://dssresources.com/history/dsshistory.html

Lab:

§ Skype,
Google+
Hangouts,
and
others

§ Continue
Second
Life

(TR)

Readings:

§ JCR
Licklider,
“The
Computer
as
a
Communication
Device“
(pg.
21—41)

[In
Memoriam:
J.
C.
R.
Licklider,
1915—1990.
Available
online
from:

http://memex.org/licklider.pdf
]

§ Walther,
J.
B.,
&
Jang,
J-‐W.
(2012).
Communication
processes
of

participatory
websites.
Journal
of
Computer-‐Mediated
Communication,
18,

2-‐15.
[Read
All;
E-‐Reserves
on
My
Classes]

§ Richardson,
K.,
&
Hessey,
S.
(2009).
Archiving
the
self?
Facebook
as

biography
of
social
and
relational
memory.
Journal
of
Information,

Communication,
and
Ethics
in
Society,
7,
25-‐38.
[All
Pages;
E-‐Reserves]

§ Fortin,
D.
R.,
&
Dholakia,
R.
R.
(2005).
Interactivity
and
vividness
effects
on

social
presence
and
involvement
with
a
web-‐based
advertisement.
Journal

of
Business
Research,
58,
387-‐396.
[Pages:
387—389;
394—395;
E-‐
Reserves
on
My
Classes]

§ Humphreys,
L.,
Gill,
P.,
Krishnamurthy,
B.,
&
Newbury,
E.
(2013).

Historicizing
new
media:
A
content
analysis
of
Twitter.
Journal
of

Communication,
63,
413-‐431.
[Read
All
Pages;
E-‐Reserves
on
My
Classes]

Lab:

§ Microsoft
Publisher:
Business
Cards/Letter
head

§ Continue
Second
Life

§ ***Paper
2—Immersive
environments:
Second
life
due***

Week
6
Emerging
Technologies:
Mar
4th
&
6th

Immersive
and

Augmented

Reality
and

Video
Games

(T)

Readings:

§ J.C.R
Licklider,
“Man-‐Computer
Symbiosis”
(pg.
1—20).
[In
Memoriam:
J.
C.

R.
Licklider,
1915—1990.
Available
online
from:

http://memex.org/licklider.pdf

§ Lemos,
A.
(2011).
Pervasive
computer
games
and
processes
of

spatialization:
Informational
territories
and
mobile
Technologies.

Canadian
Journal
of
Communication,
36,
277-‐294.
[Read
All
Pages;
SU

Library,
on
Communication
and
Mass
Media
Database]



Diffusion
of

Innovations

§ Lawrence
Lessig.
(2006).
Code:
Version
2.0.
New
York:
Basic
Books
[Read

Ch.
6,
“Cyberspaces,”
pp.
83—119;
Available
online
at:


Lab:

§ Second
Life
journals
due

§ ***Paper
3—Organizations:
Conferencing
tool
or
DSS***

(TR)

Readings:

§ Haider,
M.,
&
Kreps,
G.
L.
(2004).
Forty
years
of
diffusion
of
innovations:

Utility
and
value
in
public
health.
Journal
of
Health
Communication,
9,
3-‐11.

[Read
All
Pages;
E-‐Reserves
on
My
Classes]

§ Wei,
R.
(2006).
Wi-‐Fi
powered
WLAN:
When
built,
who
will
use
it?

Exploring
predictors
of
wireless
Internet
adoption
in
the
workplace.

Journal
of
Computer-‐Mediated
Communication,
12,
155-‐175.

[Read
Pages

155—162,
Available
E-‐Reserves
on
My
Classes]

Lab

§ Audio
profile
of
diffusion
in
healthcare
or
an
industry
of
your
choice.

Week
7
Theoretical
Frameworks:
Mar
11th
&
13th

Researching

Technology
&

Comm

Exam
1

(T)

Readings:

§ Suggs,
L.
S.
(2006).
A
10-‐year
retrospective
of
research
in
new

technologies
for
health
communication.
Journal
of
Health
Communication,

11,
61-‐74.
[Read
All
Pages;
E-‐Reserves
on
My
Classes]

§ Agarwal,
V.,
&
Buzzanell,
P.
M.
(2008).
Spatial
narratives
of
the
local:

Bringing
the
basti
center
stage.
[Ch.
7,
Read
Pages
123-‐128;
E-‐Reserves
on

My
Classes]

§ Denzin,
N.
K.
(1999).
Cybertalk
and
the
method
of
instances
[Ch.
5,
Read

Pages
110—115,
E-‐Reserves
on
My
Classes]

Lab:

§ Archiving
our
socially
networked
Facebook
and/or
Twitter
selves.

§ ***Deadline
to
obtain
approval
for
final
presentation
topic***

(TR)

§ Exam
1:
Covers
all
material
(readings,
lectures,
discussions,
assignments

until
03/11).
In-‐class.

Week
8
Spring
Break
:
Mar
18th
&
20th

No
Class.
Spring
break
J

Week
9
Technology
and
Policy:
Mar
25th
&
27th

Net
Neutrality

(T)

Readings:

§ Harold
Feld,
“What
does
network
neutrality
look
like
today?”

http://www.publicknowledge.org/news-‐blog/blogs/what-‐does-‐network-‐
neutrality-‐look-‐today-‐0

§ Who
Killed
Network
Neutrality?:
Closing
time
for
the
open
internet”



Freedom
of

Expression

http://www.newyorker.com/online/blogs/elements/2014/01/who-‐
killed-‐net-‐neutrality.html

§ FCC,
“The
Open
Internet”
http://www.fcc.gov/guides/open-‐internet

§ American
Library
Association,
“Network
Neutrality”

http://www.ala.org/advocacy/telecom/netneutrality

Lab:

§ Google
docs,
Drop
box

§ ***Paper
4—Networked
Identities:
Social
network***

(TR)

Readings:

4. Kembrew
McLeod.
(2005).
Freedom
of
expression:
Overzealous
copyright

bozos
and
other
enemies
of
creativity.
New
York:
Doubleday.
[Read
Chapter

Four,
“Culture,
Inc.:
Our
hyper-‐referential,
branded
culture,”
pg.
171—224.

Available
online

http://www.freedomofexpression.us/documents/mcleod-‐
freedomofexpression.pdf

5. Freedom
on
the
Internet
[Available
online.
Read
United
States,

http://freedomhouse.org/sites/default/files/resources/FOTN%202013_F
ull%20Report_0.pdf

Lab:

§ Wiki

Week
10
Technology
and
Policy:
Apr
1st
&
3rd

Privacy

Culture:
Lens

on
Society

(T)

Readings:

§ Lawrence
Lessig.
(2006).
Code:
Version
2.0.
New
York:
Basic
Books
[Read

Ch.
12,
“Free
Speech,”
pp.
233—275
and
Ch.
11,
“Privacy,”
pgs.
200-‐232;

Available
online
at:


§ Wireless
Policy:
“Best
Practices
and
Guidelines
for
Location
Based

Services”
http://www.ctia.org/policy-‐initiatives/voluntary-‐
guidelines/best-‐practices-‐and-‐guidelines-‐for-‐location-‐based-‐services

Lab:

§ Wiki/
Share
point
(Get
approval
for
Ethnography
assignment
site)

(TR)

§ Presenting
Top
Paper
at
CSCA,
MN/
Read
Gibson’s
“Neuromancer”
this

week
(My
personal
copy
is
on
reserve
at
Blackwell
Library)

Week
11
Technology
and
Identity:
Apr
8th
&
10th

Intellectual

Property

(T)

Readings:

§ Lawrence
Lessig.
(2006).
Code:
Version
2.0.
New
York:
Basic
Books
[Read

Ch.
10,
“Intellectual
Property,”
pp.
169-‐199;
Available
online
at:


§ Copyright
basics

http://www.copyright.gov/circs/circ01.pdf



Digital
Divide

§ What
is
Copyright?

http://copyright.lib.utexas.edu/

Lab:

§ Wiki/Share
point
(tentative)

(TR)

Readings:

§ Anthony
G.
WIllheim.
(2004).
Digital
nation:
Toward
an
inclusion

information
society.
Cambridge,
MA:
MIT
Press.
[pp.
17-‐36,
“Everybody

Should
Know
the
Basics:
Like
How
to
Use
the
Computer,”
E-‐book]

§ Williams
Sims
Bainbridge.
(1999).
Chapter
19:
Future
of
the
Internet:

Cultural
and
individual
conceptions.
In
P.
N.
Howard
&
S.
Jones
(Eds.),

Society
online:
The
Internet
in
context.
Thousand
Oaks,
CA:
Sage.
[Read
all

pages:
307—323;
E-‐Reserves
on
My
Classes]

§ Lisa
Nakamura.
(1999).
Chapter
5:
Interrogating
the
digital
divide:
Political

economy
of
race
in
new
media.
In
P.
N.
Howard
&
S.
Jones
(Eds.),
Society

online:
The
Internet
in
context.
Thousand
Oaks,
CA:
Sage.
[Read
all
pages:

71-‐82;
E-‐Reserves
on
My
Classes]

§ Ling,
R.
(2008).
Should
we
be
concerned
that
the
elderly
don’t
text?
The

Information
Society,
24,
334-‐341.
[Read
All
Pages;
E-‐Reserves,
My
Classes]

Lab:

§ This
is
what
digital
divide
looks
like
(Ethnography,
out-‐of-‐class
field
work)

Week
12
Civic
Networks:
Apr
15th
&
17th

Virtual

Community

Democracy

and
Dissent

(T)

Readings:

§ Stephen
L.
Talbott.
(1995).
The
future
does
not
compute—Transcending
the

machines
in
our
midst.
Sebastopol,
CA:
O’Reilly
&
Associates.
[Read
Ch.
9,

“Do
We
Really
Want
a
Global
Village?”
http://netfuture.org/fdnc/
]

§ Langdon
Winner:
Who
will
we
be
in
Cyberspace?

https://mywebspace.wisc.edu/msteenson/web/j176/readings/1-‐
Winner-‐Who%20will%20we%20be%20in%20cyberspace.pdf

Lab:

§ This
is
what
digital
divide
looks
like
(Ethnography,
out-‐of-‐class
field
work)

§ ***Paper
5—Digital
divide:
Access,
Literacy,
and
Practices
of
ICT***

(TR)

Readings:

§ Howard
Frederick,
“Computer
Networks
and
the
Emergence
of
Global
Civil

Society”
http://w2.eff.org/Activism/global_civil_soc_networks.paper

§ APC:
http://www.apc.org

§ Mobile
Media
and
Political
Collective
Action
[Available
online
at:

http://www.rheingold.com/texts/PoliticalSmartMobs.pdf
]

§ Coopman,
T.
M.
(2011).
Networks
of
dissent:
Emergent
forms
in
media

based
collective
action.
Critical
Studies
in
Media
Communication,
28,
153-‐
172.
(Read
pages:
153—160;
Available
on
E-‐Reserves
on
My
Classes]

§ Jenkins,
H.
(2006).
Convergence
culture:
Where
old
and
new
media
collide.


New
York:
NYU
Press.
[Read
all
pages
of:
“Conclusion:
Democratizing
TV:

Politics
of
Participation,”
Available
on
E-‐Reserves
on
My
Classes]

§ Anthony
G.
WIllheim.
(2004).
Digital
nation:
Toward
an
inclusion

information
society.
Cambridge,
MA:
MIT
Press.
[Read
Ch.
4,
“The
New

Frontier
of
Civil
Rights,”
SU
Library
E-‐book]

Lab:

§ Flash
mobs!
(use
tools
of
your
choice
from
above,
out-‐of-‐class
field
work)

Week
13
Lens
on
Culture:
Apr
22nd
&
24th

Organizing

Processes

Lens
on

Culture

(T)

§ Flash
mobs.

§ ***Paper
6—Issues:
Net
neutrality,
freedom
of
speech,
privacy***

(TR)

§ Presenting
Top
Two
Paper
at
ECA,
RI/
Review
classic
Cyberpunk
movie

on
Blackwell
library
reserve
or
YouTube
(e.g.,
Ridley
Scott’s
“Blade

Runner,”
“Lawnmower
Man,”
Frtiz
Lang’s
“Metropolis.”
personal
copies.)

Week
14
Collaborative
Engagement
&
Critique:
Apr
29th
&
May
1st

Collaborative

Engagement

(T)

§ Portfolio
Paper
and
Presentation
(Individual)

(TR)

§ Portfolio
Paper
and
Presentation
(Individual)

Week
15
Collaborative
Engagement
&
Critique:
May
6th
&
8th

Collaborative

Engagement

(T)

§ Portfolio
Paper
and
Presentation
(Individual)

(TR)

§ Portfolio
Paper
and
Presentation
(Individual)

Week
16
Exam
2:
May
13th
&
15th

Exam
2

(T)

§ Exam
2:
All
material
(readings,
lectures,
discussions,
assignments)

covered
between
03/22—05/08).
In-‐class.

Finals
Week!

Dates:
May
15—May
21,
2014.

Final
portfolio
paper
due

§ Monday,
May
19th,
8Am—10:30AM

***Assignment
Due
Date
Reminders
(Does
not
include
class
application
exercises)***

1) Blogs:
Due
every
Sunday
before
midnight.
First
one
due
the
week
of
Feb
3rd
and
the
last
one
due

on
the
week
of
April
21st.

2) Mini-‐Thought
Papers:
Paper
1
due—Feb
11th
|
Paper
2
due—Feb
27th
|
Paper
3
due—March
4th
|

Paper
4
due—March
25h
|
Paper
5
due—April
15th
|
Paper
6
due—April
22nd.

3) Exam
1:
March
13th

4) Exam
2:
May
15th

5) Technology
Review
Presentations:
Week
2:
Feb
6th|
Week
3:
Feb
11th
&
13th
|
Week
5:
Feb
25th
&

27th
|
Week
6:
March
4th

6) Final
Technology
Portfolio
Presentation:
Week
14:
April
29th
&
May
1st
|
Week
15:
May
6th
&

May
8th

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