Course objectives

Digital communication is central to contemporary life and yet (or consequently) we take it for granted. This course will remedy this; at its successful completion you will be able to explain the technical basis, communicative effects, and commercial aspects to digital communication. For instance, you will learn about attention and multi-tasking, the shape and strengths of one’s relationships; you’ll learn about online ads, content, and privacy; and we’ll discuss gender and power in online communication. Furthermore, you will gain experience in digital communication competencies such as writing in a Web markup format, filtering email and managing ads and your own personal exposure online.

Successful completion of this course enables one to:

1. recall, compare, and give examples of key issues and theories;
2. ask complex questions and have a sense of how one might address those questions;
3. exercise practical skills such as filtering email, writing markup, and assessing your digital footprint.
4. compellingly write in both a short-form online venue and longer-form academic format;
5. collaborate with one’s peers to improve academic performance.

Policy

Active learning and the Web

“I hear and I forget. I see and I remember. I do and I understand.” – Confucius

This is an active learning course meaning that you will be engaged with activities such as class and group discussion, participating in and designing class exercises, collaborative note-taking, and peer assessment. An implication of this is, for example, if you do not volunteer at least one good comment or question during a class, I might “cold call” you myself.

I also make much use of the Web. For instance, this syllabus is a Web page and I expect you to follow links.

Academic policies

In short, come to class on time and with the readings and assignments completed; be respectful and willing to collaborate. There are no provisions for missed exams or late assignments.

While we sometimes use devices in class as part of an activity, the default policy is for gadgets to be silenced and put away. If you want to use a device during the course, email me a proposal with your intended usage. Note, device users might also called upon you to perform tasks such as looking things up or taking collaborative notes. If I or others think your gadget usage is distracting, I will put you on the spot (e.g., ask you to immediately send me your notes) and possibly revoke the privilege. Such deviations from classroom professionalism and respect may result in dismissal from class and demerits against your grade. See full course policies for more detail.

In general, if you have an issue, such as needing an accommodation for a religious obligation or learning disability, speak with me before it affects your performance; afterward it is too late. Do not ask for favors; instead, offer proposals that show initiative and a willingness to work.

Academic Integrity : “The promotion of independent and original scholarship ensures that students derive the most from their educational experience and their pursuit of knowledge.” Violations include cheating, fabrication, plagiarism, and participating in or encouraging dishonesty. I will and have reported violators to the Office of Student Conduct.

Assignments

• (20 pts) Class participation – which entails much more than (even perfect) attendance.

• (20 pts) Reading responses. For every session for which there is a reading you will write and submit a reading response unless it is a practical wiki assignment (see below) or you use one of your optional freebies. Absent a specific prompt, summarize and engage. You should compose and keep these in a response file (see template ) so that you can spell and grammar check your writing, maintain a checklist, and have your responses as a resource for your assignments. I will assess your response file (emailed to me) twice a semester and it must contain only the responses as sent. (Do not add or edit responses.) You are permitted five freebies over the course of the semester, two in the first half and three in the second. Responses that were not submitted by the due date, including freebies, must be documented as such in the response file (see template ). Even if you take a response-freebie you are expected to do the reading and be prepared to contribute to class.

  Responses (and notices of freebies) are due 90 minutes prior to class. Responses must be emailed to me (j.reagle) with a subject prefix of cda-r: followed by a descriptive subject. Use simple plaintext (you can use markdown conventions ), no attachments. If you fail to do this, I may not see the email and you could fail to get credit. Responses are viewable by other students via the Web.

• (20 pts) Practical wiki assignments

  Instead of writing a simple reading response, you are to engage these short mandatory assignments which require you to achieve a specific competency (e.g., filtering your email) and to write a short reflection (~250 words) upon it and the associated reading using markdown at scribble . If needed, use whatever image host you wish (i.e., for screen-shots), such as troll.ws . Be creative: use hypertext and embed images, video, or audio as appropriate. Just as you would in a response, include the link in your response file and send the link to me before class. (See the markdown and wiki tutorial .) Due prior to class.

  1. Web search and evaluation
  2. Filter and label your email
  3. Adblocking
  4. Privacy footprint

• (20 pts) Midterm Exam 1

  Exams consist of multiple choice, fill in the blank, short and longer questions.

• (20 pts) Topical essay and proposal

  Due prior to usual class time. Assignment must be printed and handed in and submitted to Blackboard. See writing assignment requirements below.

  1. (5 pts) Write a ~500 word proposal describing your chosen topic , likely argument, and sources (from class and at least three external sources; at least one of which should be scholarly). (Note, this must follow the writing requirements below.) Proposals may be revised .
  2. (15 pts) Write a ~1500 word essay on your chosen topic, also follow writing requirements below.

• TRACE

  Our college requires all students to complete TRACE evaluations at the end of the semester even if you (anonymously) opt-out of completing the survey.

Writing assignment requirements (greater than 450 words)

Written assignments must be double-spaced, 12 point font, 1-inch margins. One page should contain approximately 250 words. Pages must be numbered and stapled together. Citations must be in the APA style. No cover page is required.

So as to avoid bias, I read assignments “blind” without knowing the author. Hence, your name (and final word count absent bibliography) should only appear on the back side of the final page. (That is, I should only know your name by turning the assignment over.) Consequently, include the assignment appendix as the final page.

All assignments must be reviewed by two peers and assessed according to the writing rubric . Make use of Hacker’s Pocket Manual and my writing tips handout . If you fail to give a peer a draft in time for review; or if they fail to give you a review, document it on the assignment appendix.

On the due date, print copies must be submitted in class and the electronic version must be submitted to BlackBoard Turnitin. The Turnitin version need not include the assignment appendix.

If you have permission to revise a written assignment for re-assessment, please see these revision instructions .

Grading Rubric

The course rubric notes that “A” students have all of the following attributes.

1. show mastery in assignments. Their work demonstrates impressive understanding of readings, discussions, themes and ideas. It is fluid, clear, analytical, well-organized and grammatically polished. Reasoning and logic are well-grounded and examples precise.
2. have virtually perfect attendance . Their commitment to the class resembles that of the teacher.
3. are prepared for class. They always read assignments and participate fully. Their attention to detail is such that they occasionally catch the teacher in a mistake.
4. show interest in the class. They look up or dig out what they don’t understand. They often ask interesting questions or make thoughtful comments.
5. have retentive minds. They are able to connect past learning with the present.
6. have a winning attitude . They have the determination, initiative and self-discipline to succeed.

Resources

Many links are found through-out this syllabus (remember, control-f is your friend), but I’ve gathered some of the most important ones below. I also recommend Northeastern’s library resources and writing center .

Tip : temporarily place requirements and rubrics into your work, such as demonstrated at the top of the response file template .

• Class rubric
• Class email list to which we can all send and receive messages.
• Reading responses
  • Reading response requirements and exemplar
  • Response file template
  • Student responses for a given class
• Essays
  • Writing rubric
  • Choosing a topic
  • Tips for writing class essays and writing tips handout
  • Writing assignment appendix
  • Revision instructions
• In class
  • Lecture/slide handouts
  • Participation rubric

Readings

Most readings are freely available online, if not check Blackboard . However, you must acquire the following:

• Howard Rheingold (2012), Net Smart: How To Thrive Online .
• Diane Hacker (2010, Fifth Edition), A Pocket Style Manual .

Note the chapter (ch=) or pages (pp=) to read.

Bibliography

Like other skills, bibliography is something you learn to do well. Technology can make it easier. NU makes RefWorks and EndNote available to students; you can also use the freely available browser-based Zotero . You can then import the bibTeX file of this class’s readings into those applications.

I provide bibliographic information in a shorthand. For example: d=date a=address p=publisher or=organization ch=chapter j=journal nt=note cb=blog cw=website pp=pages ch=chapter …