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:
- recall, compare, and give examples of key issues and theories;
- ask complex questions and have a sense of how one might address those questions;
- exercise practical digital competencies such as filtering email, writing markup, and assessing
your digital footprint;
- compellingly write in both a short-form online venue and longer-form academic format;
- 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. You can open links in
new tabs with control-click. We will also
make use of Google
Docs. I recommend you use something like Zim, FoldingText, or Evernote
to “make information your own.” By the
way, in emails I often use markdown conventions and
respond below your quoted (‘>’)
text.
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.
(200 pts) Class participation –
which entails much more than (even perfect) attendance. Note: participation is not an easy “gimme
grade”; I probably grade this more severely than anything else.
(Pass/Fail (0/-20pts) Learning assignment
Email me a plain-text export of your SRL
Deck containing at least 30 items. If you PASS this assignment it will not affect your grade and
you will receive 0pts out of 0pts; if you fail to complete it, you will lose 20pts. (That’s the only
way I’ve been able to figure out how to do Pass/Fail in Blackboard.)
(200 pts) Reading responses. You are expected to read and be prepared to discuss all
readings. In each half of the course you must also complete a certain number of reading
responses— this is in addition to all practical wiki assignments (see below). That is,
for classes that don’t already have REQUIRED wiki assignment, you must
complete five responses (typically 250-350 words) before they are collected at the
middle of the semester and five after. Plan this ahead of time so you are not
caught short. Absent a specific prompt, summarize and engage.
Compose and keep your responses 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, as an attachment or inline) twice a semester and it must contain only the responses as sent. (Do
not add or edit responses.)
Responses are due 90 minutes prior to class. Responses must be emailed to me (j.reagle) with a
descriptive subject for the email beginning with cda-r:. (For example, “cda-r:
Response to Rheingold chapter 1”.) Use simple plaintext with markdown conventions, no
attachments. If you fail to do this, I may not see the email and you could fail to get credit.
Responses sent since the last class are viewable by others on the
Web.
(160 pts) Practical wiki assignments
These assignments are like the reading response except they are mandatory and
require you to document at Scribble a specific competency
(e.g., filtering your email) in the context of that class’s readings. See the Markdown and wiki
tutorial. If needed, use whatever image host you wish (i.e., for screen-shots), such as imgur.com. Be creative in your use of markdown: use headings, links,
quotes, and embed images, video, or audio as appropriate. Email me your page’s
<url> (put it in pointy brackets so it automatically becomes a link) and its
markdown content (so I can give you feedback) 90 minutes before class.
Simply, this is like a response (making use of readings, emailed to me before class, written in
markdown) except
that they are mandatory, have extra questions or tasks, and are published at TryScribble rather than
in your response file. They typically take 400-600 words.
- Markdown and wiki
tutorial (0 pts)
- Web
search and evaluation (50 pts)
- Filter
and label your email (50 pts)
- Adblocking
(50 pts)
- Privacy
footprint (50 pts)
These are assessed on the basis of:
- Substantive engagement with the assignment’s task and accurate results.
- Good use and integration of that day’s readings.
- Deft use of markdown/wikis (headings, links, images, etc.).
- Well written.
(200 pts) Exam
Exams consist of multiple choice, fill in the blank, short and longer questions.
(200 pts) Topical essay and proposal
Due prior to usual class time. Assignment must be printed and handed in and submitted to
Turnitin. Follow the writing requirements for both
assignments.
- (50 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). Follow all writing
requirements as this will be good practice for the actual essay. Previous topics included:
“Productive Procrastination vs Media-Multitasking,” “Homophily in Online Dating,” “Gender
Differences in Social Media,” “Behavioral Targeting: Is it Ethical?,” “Social Media as a Recruiting
Tool,” and “Privacy in the Digital Age.”
- (150 pts) Write a ~1500 word essay
on your chosen topic.
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 requirements
Written assignments (greater than 450 words) must be double-spaced, 12 point font, 1-inch
margins. (One page 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.
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
Jan 12 Tue - Savvy
- Subscribe to the class email
list (non-digest).
- Bring a mnemonic linking your name with
something novel about yourself. For instance, I like science fiction: “Joseph the Jedi”.
- Come to class prepared to discuss Vaidhyanathan and the question of if and how your generation
is digitally savvy.
Jan 15 Fri - 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?”
- Rheingold, “Introduction,” ch=0
Jan 19 Tue - Attention
Response: As part of your reflection conduct the “online intention” exercise from the Attention
Probes.
- Rheingold, “Attention,” ch=1
Jan 22 Fri - 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.
- Brian W. Kernighan, 2011, “The World Wide Web,” D Is for Digital, ch=10
Jan 26 Tue - 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.
Jan 29 Fri - 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.
- Rheingold, “Crap detection,” ch=2
Feb 02 Tue - 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.
- Brown, Roediger, McDaniel, 2014 Make it Stick: The Science of Successful Learning. (The
PDF is of chapter 1 and the “take aways” of the other chapters.)
Feb 05 Fri - 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.
- Nicholas Carr, 20110307, Situational overload and
ambient overload, Rough Type
- Rachel Martin, Shayne Hughes, 20130210, To
foster communication, Bay Area boss cut off email, NPR Weekend Edition
- Brooke Gladstone, 20110617, The echo chamber revisited,
On the Media. Also see
transcript
Feb 09 Tue - Participation power
As your response to this chapter, provide three good multiple
choice questions; provide your answers in a section below the questions. (No need to write a
summary or any such thing.)
- Rheingold, “Participation power,” ch=3
Feb 16 Tue - Gender
How does gender figure into digital communication, participation, and contribution?
REQUIRED: Turn in the SRL
Deck assignment via email to the instructor 90 minutes before class. (You may also write a
reading response.)
Feb 19 Fri - Social shape
- Rheingold, “Social has a shape,” ch=5
Feb 23 Tue - 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.
Due:Turn in your reading response file, emailed to me, following template structure.
Mar 01 Tue - Manipulated
In what ways are online reviews, ratings, rankings, and comments manipulated? What can you trust
and how would you know?
- Joseph Reagle, 2015, Manipulated: Which ice cube is the best?, Reading the Comments,
ch=3
Mar 04 Fri - Ads and social graph background
What are the main types of advertisements available online? This will inform our discussions of
both algorithmic discrimination, online manipulation, and privacy.
(Please bring Hacker’s Pocket Style Manual to class.)
Mar 15 Tue - Algorithmic discrimination
Guest: Christo Wilson
Do algorithms exhibit biases (intentional or otherwise) in online commerce?
Mar 18 Fri - Online ads and blockers
Knowing what we know about online advertising, should users be able to easily block ads? If so,
who then pays for the free content and services we consume?
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.
Mar 22 Tue - Dating
How has digital communication changed the dating landscape? Can we trust what we see? What sort
of biases emerge in people’s messaging behaviors?
Mar 25 Fri - Breakup
On the flip-side of dating, how to people breakup in the digital age?
- Ilana Gershon, How do you know?, The Breakup 2.0, 2010, Ithaca, Cornell University Press,
9780801448591, ch=4
Mar 29 Tue - Privacy
How concerned should we be about our privacy online? Is there anything we can do to protect
it?
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!)
- Brian W. Kernighan, 2011, “Data, information, and privacy,” D Is for Digital,
DisforDigital.net, ch=11
- Adrian Short, 20110927, Why
Facebook’s new Open Graph makes us all part of the Web underclass, The Gaurdian
Apr 01 Fri - Haters
Why does digital communication give rise to such toxic behavior, including that of haters and
that seen in “bully battles”?
- Joseph Reagle, 2015, “Alienated: You fail it! Your skill is not enough!,” Reading the
Comments, ch=5
Apr 05 Tue - Shaped
How does digital communication affect our ability to be mindful? How does it affect self-esteem;
is it making us narcissistic?
- Joseph Reagle, 2015, “Shaped: Aw shit, I have to update my Twitter,” Reading the
Comments, ch=6
Apr 08 Fri - Collapsed context
What does it mean to be authentic online? Is it possible anymore to have more than one persona
online?
Bring your device for a class class
activity.
Apr 12 Tue - Bemused
How can we make sense of the odd and embarrassing behavior we see online?
- Joseph Reagle, 2015, “Bemused: WTF!,” Reading the Comments, ch=7
Apr 15 Fri - CLASS CANCELLED (Reagle at conference)
Apr 19 Tue - Pushback
Is it possible to opt-out of digital communication?
- Ricardo Gomez, Stacey Morrison, 2014, Pushback: The growth of expressions of resistance to
constant online connectivity, iConference, Berlin
Due:Turn in your reading response file for the latter half of course only,
emailed to me, following template structure.
Due: Essay.
