Communication in the Digital Age

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COMM 1255 SEC01 Office hours Content
TU/FR 9:50 - 11:30 am
Snell Library 115 		Joseph Reagle, Ph.D., <j.reagle>
TU appointments starting at 15:30
Comm Studies, 215 Holmes Hall
Tip: Enter at 41A Leon St. 		Policies
Assignments
Rubric
Resources
Schedule

 

Course objectives

Digital communication is central to contemporary life and yet (or consequently) we take it for granted. Communication in the Digital Age will remedy this; at its successful completion you will be able to explain the technical basis, communicative effects, and commercial aspects of 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 race and gender in online communication.

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 digital competencies 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, for example, is if you do not volunteer at least one good discussion contribution 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 that I update; I expect you to bookmark it and to follow links. (If you find a broken link, let me know!) You can easily find things on this page with control-f. We will also make use of Google Docs. I recommend you use something like Zim or Evernote to “make information your own.” By the way, in emails I often use markdown conventions and use the bottom-style with quotes.

This is a 4 credit course, which is a 12 hour per week workload. Subtracting ~4 hours for class time, that’s 4 hours per class to be spent in preparation or on assignments.

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.

We sometimes use devices in class as part of an activity, but the default policy is for gadgets to be silenced and put away. (Interestingly, as noted in my tips for note-taking, handwritten notes can lead to better learning.) If you want to use a device throughout classes, email me a device proposal with your intended usage. Note, device users might also be called upon you to perform tasks such as looking things up or taking collaborative notes. I can also rescind device privileges. 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

There are 1000 points at stake over the course of the term. This is converted to letter grades on the basis of thresholds; they are not rounded.

Writing requirements

Written assignments (greater than 450 words) must be double-spaced, 12 point font, 1-inch margins. (One contains approximately 250 words.) Pages must be numbered and stapled together. Citations must be in the APA style.

No APA cover page is required. In fact, so as to avoid bias, I read assignments “blind” without knowing the author until the last page. Hence, your name (and final word count absent bibliography) should appear only on the back side of the final page. That is, I should know only your name by turning the assignment over and seeing the assignment appendix.

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

Communication Studies courses are expected, on average, to have a GPA of no more than a 3.3 (B+); this means those receiving an A or A- are in the minority. 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 to my public wiki (remember, control-f is your friend), but I’ve gathered some of the most important ones below. As I explain in this video about tracking assignment requirements, I have high expectations and send a lot of information your way, I recommend you use a tool, like zim wiki or Evernote, so as to “make the information your own.”

Tip: temporarily place requirements and rubrics into your work (e.g., at the top of the response file template).

Readings

Most readings are linked to from this page, if not check this password protected zip file (the password is my dog’s name in lowercase). However, you must acquire the following:

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.

Note that for selections, I specify the chapter (ch=) or pages (pp=) to read.

Schedule

Sep 11 Fri - Savvy

  1. Subscribe to the class email list (non-digest).
  2. Bring a mnemonic linking your name with something novel about yourself. For instance, I like science fiction: “Joseph the Jedi”.
  3. Come to class prepared to discuss Vaidhyanathan and the question of if and how your generation is digitally savvy.

Sep 15 Tue - Introduction

Response: Ask a synthesis or evaluation question from Bloom’s taxonomy about the reading. Then reflect on that question, perhaps by discussing how you would answer it. For instance, an example evaluation question would be: “how would you prioritize the skills Rheingold talks about in the digital age?”

Sep 18 Fri - Attention

Response: As part of your reflection conduct the “online intention” exercise from the Attention Probes.

Sep 22 Tue - How the Web works

Response: Identify something about digital communication that you would like to learn more about, or something from the reading you found confusing. Don’t get too hung up on technical details (especially about cryptography), we’ll cover everything in class.

Sep 25 Fri - Markdown

REQUIRED: As your response, review the Markdown and wiki tutorial and create Scribble page (using headings, links, images, and videos) prior to class related to the short reading. That is, write a “rich media” response and in addition to emailing me your markdown, send me the link to your page. Bring your device if you’d like help with markdown in class.

Sep 29 Tue - Crap detection

REQUIRED: See the practical wiki assignment section above and answer the questions in the Web search and evaluation assignment. Use the power of the Web (headings, links, embedded images, etc.) to show me your searches and results as appropriate while engaging with the reading.

Oct 02 Fri - Learning

We will discuss the science of learning. Bring your computer and some concepts you’d like to remember to class. In class we will be installing and using software so you can complete the SRL Deck exercise. You may write a response.

Oct 06 Tue - Filtering

REQUIRED: See the practical wiki assignment section above and integrate your thoughts on the readings below with screenshots from the Filter and label your email assignment into your wiki response.

Oct 09 Fri - Know how

(When’s there no prompt, summarize and engage.)

Oct 13 Tue - Social shape

Oct 16 Fri - Privacy

REQUIRED: See the practical wiki assignment section above and integrate your thoughts on the readings below with a few screenshots from the Privacy footprint assignment into your wiki response. (Don’t use screenshots that reveal your personal information such as name and phone number!)

Oct 20 Tue - Manipulated

Due: Essay proposal

Due:Turn in your reading response file, emailed to me, following template structure.

Oct 23 Fri - Discrimination in ads

Guest: Christo Wilson

Do algorithms exhibit biases (intentional or otherwise) in online commerce? (Please bring Hacker’s Pocket Style Manual to class.)

REQUIRED: Turn in the SRL Deck assignment via email to the instructor 90 minutes before class. (You may also write a reading response.)

Oct 27 Tue - Online ads and blockers

REQUIRED: See the practical wiki assignment section above and integrate your thoughts on the readings below with screenshots from the Adblocking assignment into your wiki response.

Oct 30 Fri - Exam Review

In your response, craft two multiple choice questions and two short/essay questions that could appear on the exam. For each question, provide an answer/explanation, or even a mnemonic, in a section below the questions. You may count this toward your reading responses.

Nov 03 Tue - Exam

Nov 06 Fri - Dating

Nov 10 Tue - Breakup

Nov 13 Fri - Shaped

Nov 17 Tue - Gender

How does gender figure into digital communication and contribution?

Nov 20 Fri - NO CLASS (Conference)

Nov 24 Tue - Haters

Why does digital communication give rise to such toxic behavior, including that of haters and that seen in “bully battles”?

Nov 27 Fri - NO CLASS

Dec 01 Tue - Collapsed context

Bring your device for a class class activity.

Dec 04 Fri - Bemused

Dec 08 Tue - Pushback

Due:Turn in your reading response file for the latter half of course only, emailed to me, following template structure.

Due: Essay.

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