CFT2009: Digital Intervention in the Dissemination of Knowledge
Matthew Jett Hall
Goal: explore use of digital technologies in the
classroom to determine the impact on students
and faculty and apparent effectiveness.
students to create content and teach
teachers to enhance participation and disseminate
works? What is?
How effective are digital technologies in the
Inventory of Courses
Inventory of Digital Intervention Techniques
Electronic, digital and software tools impose
a cost burden in terms of time even if “free”
There is a risk of S.P.O.R. from “free” SaaS
Advertising models will expand
Support, maintenance, and preparation time
Some class time will be invested in teaching
the use of the tools
If it can break, it will break. Be prepared.
Does the technology get in the way?
How much effort is required?
Is it useful to the students?
How much preparation before class?
How steep is the learning curve?
How complex is it during the class?
What is the risk of the technology failing?
Traditionalists (62-83) “the Silent Generation, veterans”
Born: between about 1925 and 1946
Cultural influences: Great Depression, World War II, Korean War, postwar boom era, GI Bill
Workplace values: loyalty, recognition, hierarchy, resistance to change
Baby Boomers (44-61) “ Sandwich Generation (many take care of children and aging parents)”
Born: between about 1946 and 1964
Cultural influences: popularization of television, assassination of President John F. Kennedy, Beatles, first
moon walk, Vietnam War, antiwar protests, sexual revolution
Workplace values: dedication, face time, team spirit
Generation X (27 - 43) aka: “Slacker Generation, the Me Generation”
Born: between about 1964 and 1982
Cultural influences: fall of the Soviet Union, women's-liberation movement, MTV, grunge, rise of home
video games and personal computers, birth of the Internet, dot-com boom and bust
Workplace values: work-life balance, autonomy, flexibility, informality
Generation Y (18-26) aka: “Millennials”
Born: between about 1982 and the late 1990s
Cultural influences: Internet era, September 11 terrorist attacks, cellphones, Columbine High School
Workplace values: feedback, recognition, fulfillment, advanced technology, fun
Fogg, Piper “When Generations Collide.” Chronicle of Higher Education. 18 Jul 2008: Online
SO WHAT ARE
Collaborate & Discover
Web / video conference
Fixed line and mobile phones
Instant text and mobile messaging
Application sharing and joint editing
Real Time & Immediate: across time & distance
Expand the classroom
Extend the hours of learning
Digital content on-demand
Fall 2007 English 115F: Worlds of Wordcraft
Spring 2008 CS 292: Beyond the One Way Web
Fall 2008 English 115F: Worlds of Wordcraft
Spring 2009 ENGM 216 Engineering Economy
Course: English 115F: Worlds of Wordcraft - - Narrative Expression in a Digital Age
Time Delivered: Fall 2007, 2008, 2009
Students: 15 first year students
Computer games are transforming the entertainment industry, generating $12.5 billion in revenue in 2006 and attracting countless
adults as well as children to virtual play. For more than twenty years, online communities have been producing new forms of
psychological, social, and cultural experience. The early text-based spaces of MOOs and chat rooms have evolved into virtual societies
such as Second Life, which provide a platform for everything from educational experiments to virtual sex to commerce with imaginary
currency and real money freely exchanged. Early text-based adventure games such as Zork have become the multimedia
environments of online games like World of Warcraft, which combine the written word with graphics, music, skills, professions, and
Are online games generating new interactive modes of narrative? How do multimedia environments transform the age-old patterns of
quest romances that structure much game play? Is the line between virtual and real experience erased by the fusion of online
communities, role playing, and escapist fictions? These questions will animate our consideration of digital narrative forms.
Co-taught by the head of ITS and the chair of the English department, the course will meet in a high tech multimedia seminar
room, allowing us to explore the fundamentals of game design. Students will be required to subscribe to an online game for the
semester and will compare the interactive story arcs with related narrative forms from literature and film. Readings will range from
Spenser’s Faerie Queene to Neal Stephenson’s Snow Crash and include critical theory such as Bolter and Grusin’s Remediation:
Understanding New Media, Edward Castronova’s Synthetic Worlds: The Business and Cultures of Online Games, Jesper Juul’s Half-
Real: Video Games between Real Rules and Fictional Worlds, and McKenzie Wark’s Gamer Theory.
Website / Syllabus: http://worldsofwordcraft.wordpress.com/syllabus-2008/
Course: Computer Science 292: Beyond the One Way Web: From Publishing to Participation
Time Delivered: Spring 2008
Students: 12 undergraduate, 3 graduate students
October 2004 marked the debut of a new set of terminology and concepts in both the computer science and mainstream vocabularies: Web 2.0. As personal computers, 3D rendering,
game consoles, and smart mobility devices achieve ever lower price points and higher degrees of capabilities, each can connect to high speed mobile and land based Internet services.
The network now is much greater than the sum of its parts, and social computing, personal journalism, and digital media now take on new significance in the hands of individuals as
equally empowered as well-known journalists and authors. As the worldwide population with Internet connectivity reaches over 1.1 billion people in 2007, the power of individuals to
create and disseminate interesting, professional and informative content and technical innovation rises at an exponential rate.
This course explores both the technological breakthroughs and the underlying social changes that enabled the shift from publishing to participation. In conjunction with this, we will
explore how industries such as software development, entertainment, and medicine adapt to the increasing changes forced upon them. By equipping the student with basic
vocabularies and living examples from the Web 2.0 world, he or she can more effectively engage in and shape the on-going discussions about the future of our connected societies.
Upon completing this course, the student will
Develop a conceptual framework work that places technical innovation in appropriate business and social context
Understand the fundamental history of the Internet
Be able to define Web 2.0 and approach conversations around this topic in both an informed and critical manner
Understand Web 2.0’s social impact on journalism, publishing, intellectual property and broadcasting
Develop a framework and vocabulary for critical analysis and discourse
Gain practical experience with Mashup, Podcasting and Blogging software and tools
Undertake examinations, projects, and individual experiences that utilize Web 2.0 terms, tools, and techniques
Create a Podcast: Summary of a Chapter from Where Wizards Stay Up Late
Weekly class blog post: screen shot and topic
Participate in five quizzes to test your knowledge of the topics under discussion.
Be informed as to the future of our connected world
Website / Syllabus: http://beyondtheonewayweb.wordpress.com/7/
Course: Engineering Management 216: Engineering Economy
Time Delivered: Spring 2009
Students: 43 Undergraduate Engineering students (Civil / Structural
Economic evaluation and comparison of alternatives: interest, periodic
payments depreciation, criteria, and analytical procedures in investment
decision-making, plant feasibility, and cost estimating. Provides a
fundamental finance course for determine the time value of money in
addition to macro-economic trends that impact how you make good
Course Links: http://delicious.com/matthew_hall4/216
Supplemental Materials: http://tinyurl.com/a5kve8
Ease of Use
Technical Support Required
Out of Custody / Loss of Control
4/9/2009 – Engineering Management
Embarassing in video advert
Advice – Screen your content in its entirety!
Source of Credibility Transfer
Perusing, Scanning, and Verifying utility
Is it legal? Copyright? Re-Use
Will it be there in future?
115F Course Home: http://worldsofwordcraft.wordpress.com/
Matt’s Youtube Channel: http://www.youtube.com/user/matthewjetthall
115f Supplemental: http://preview.tinyurl.com/worldsofwordcraft
Vicarious Universe: http://vicariousuniverse.wordpress.com/
Delicious Bookmarks: http://delicious.com/matthew_hall4
Center for Teaching
Cycle 1: http://www.cfkeep.org/html/snapshot.php?id=34889880693415
Cycle 2: http://www.cfkeep.org/html/snapshot.php?id=78806081767013
Cycle 3: http://www.cfkeep.org/html/snapshot.php?id=8586875133763
The Net Generation Goes to College: http://chronicle.com/free/v52/i07/07a03401.htm
When Generations Collide: http://chronicle.com/weekly/v54/i45/45b01801.htm