This document provides information about an Oral and Interpersonal Communication course. It outlines the course's focus on developing speaking, listening, and communication skills through presentations and group activities. Students will analyze communication situations, apply skills like listening and conflict resolution, and give formal and informal presentations. The instructor, Tara Ptasnik, intends to respect students' time and learning styles. Students are responsible for actively participating in class, completing all assignments, and upholding academic integrity. The document details assignment categories, grading policies, and resources for academic support.
This document provides an overview and syllabus for an Oral and Interpersonal Communication course. It introduces the instructor, Tara Ptasnik, and outlines the course's focus on developing speaking, listening, and communication skills through presentations and group activities. The document details assignments, grading policies, resources for students, and expectations to help students learn and be successful in the course.
This document provides an overview and syllabus for an Oral and Interpersonal Communication course. It outlines the course objectives, which include developing speaking, listening, and nonverbal communication skills through individual presentations, group activities, and other projects. The document details the course assignments, grading scale, textbook, schedule of units, instructor contact information, student responsibilities, and resources for academic support.
This document outlines the course details for Mechanical Engineering 5680 at Ohio State University for Autumn 2015. The course will be taught by Dr. Sandra Metzler on Tuesdays and Thursdays from 11:10 am to 12:30 pm in Scott Lab E200. It will cover topics such as solid modeling, motion simulation, geometric dimensioning and tolerancing, and computer-aided manufacturing. Students will use software like SolidWorks and complete labs involving CNC machining, robotics, and injection molding. The grading will be based on homework, labs, quizzes, projects, and exams. Safety protocols are outlined for the labs.
The document discusses strategies for improving student success in online programs through effective faculty members. It outlines four key strategies: 1) Educating and certifying faculty in online teaching methods; 2) Providing students with support materials to set them up for success; 3) Leveraging assessments to evaluate student and faculty performance; 4) Conducting periodic evaluations of faculty to provide feedback and opportunities for improvement. Implementing these strategies can help ensure faculty members are effective in promoting student success in online learning environments.
This document is the syllabus for an English 101 course taught by Jamie Flathers at Washington State University in Spring 2020. The syllabus provides Flathers' contact information and office hours. It describes the course as introducing students to writing as both a skill and academic subject through sustained writing practice and revision. Students will complete assignments such as a literature review, literacy narrative, discourse community analysis, and rhetorical reading. The syllabus outlines policies on attendance, late work, communication, academic integrity, and reasonable accommodations.
Aca 115 syllabus example for website fall 2016Amy Davis
This document summarizes an orientation for a Success and Study Skills course at Cleveland Community College. The course is 1 credit hour and meets on Mondays and Wednesdays each week in room 2062 from 11:00-11:50 am, except for specified dates. The instructor's contact information and office hours are provided. The course description outlines the focus on exploring campus resources and developing academic skills for educational goals. Requirements include a textbook, supplies, computer/internet access, and a student email account. The objectives, evaluation methods, grading scale, attendance policy, academic integrity policy, and course schedule are also summarized.
This document provides information about an Oral and Interpersonal Communication course. It outlines the course's focus on developing speaking, listening, and communication skills through presentations and group activities. Students will analyze communication situations, apply skills like listening and conflict resolution, and give formal and informal presentations. The instructor, Tara Ptasnik, intends to respect students' time and learning styles. Students are responsible for actively participating in class, completing all assignments, and upholding academic integrity. The document details assignment categories, grading policies, and resources for academic support.
This document provides an overview and syllabus for an Oral and Interpersonal Communication course. It introduces the instructor, Tara Ptasnik, and outlines the course's focus on developing speaking, listening, and communication skills through presentations and group activities. The document details assignments, grading policies, resources for students, and expectations to help students learn and be successful in the course.
This document provides an overview and syllabus for an Oral and Interpersonal Communication course. It outlines the course objectives, which include developing speaking, listening, and nonverbal communication skills through individual presentations, group activities, and other projects. The document details the course assignments, grading scale, textbook, schedule of units, instructor contact information, student responsibilities, and resources for academic support.
This document outlines the course details for Mechanical Engineering 5680 at Ohio State University for Autumn 2015. The course will be taught by Dr. Sandra Metzler on Tuesdays and Thursdays from 11:10 am to 12:30 pm in Scott Lab E200. It will cover topics such as solid modeling, motion simulation, geometric dimensioning and tolerancing, and computer-aided manufacturing. Students will use software like SolidWorks and complete labs involving CNC machining, robotics, and injection molding. The grading will be based on homework, labs, quizzes, projects, and exams. Safety protocols are outlined for the labs.
The document discusses strategies for improving student success in online programs through effective faculty members. It outlines four key strategies: 1) Educating and certifying faculty in online teaching methods; 2) Providing students with support materials to set them up for success; 3) Leveraging assessments to evaluate student and faculty performance; 4) Conducting periodic evaluations of faculty to provide feedback and opportunities for improvement. Implementing these strategies can help ensure faculty members are effective in promoting student success in online learning environments.
This document is the syllabus for an English 101 course taught by Jamie Flathers at Washington State University in Spring 2020. The syllabus provides Flathers' contact information and office hours. It describes the course as introducing students to writing as both a skill and academic subject through sustained writing practice and revision. Students will complete assignments such as a literature review, literacy narrative, discourse community analysis, and rhetorical reading. The syllabus outlines policies on attendance, late work, communication, academic integrity, and reasonable accommodations.
Aca 115 syllabus example for website fall 2016Amy Davis
This document summarizes an orientation for a Success and Study Skills course at Cleveland Community College. The course is 1 credit hour and meets on Mondays and Wednesdays each week in room 2062 from 11:00-11:50 am, except for specified dates. The instructor's contact information and office hours are provided. The course description outlines the focus on exploring campus resources and developing academic skills for educational goals. Requirements include a textbook, supplies, computer/internet access, and a student email account. The objectives, evaluation methods, grading scale, attendance policy, academic integrity policy, and course schedule are also summarized.
This document provides information about an American literature course titled ELIT 48C including:
1. Contact information for the professor and details about establishing accounts on the class website for completing homework assignments.
2. An overview of the course objectives, requirements, texts, student learning outcomes, and grading scale.
3. Class policies on essay submissions, attendance, conduct, late work, adding/dropping the course, and educational use of student papers.
This document outlines the course policies, schedule, assignments, and grading for CMAT 465 Communication and Technology taught by Dr. Vinita Agarwal in Spring 2015. The course will meet on Tuesdays and Thursdays from 9:30-10:45AM in room TETC 110B. There are six main assignments including daily tweets, a weekly blog, an in-class technology presentation with a partner, two exams, daily lab work and readings, and a final portfolio project. Grades are calculated on a percentage basis and are comprised of these six assignments. Important semester dates are also provided such as exam dates, add/drop dates, and the last day of class.
This document provides the syllabus for an online management course. It outlines general course information including the course number, title, required reading materials, objectives, and schedule. It describes the online class structure and forums for discussions, teams, and individual assignments. It details policies on attendance, participation, assignments, late work, academic integrity, and confidentiality. Finally, it lists the specific assignments and assessments for each of the 6 weeks, including discussions, individual papers, and team projects. Students will analyze management topics, construct arguments, solve problems, and reflect on business and ethical issues both individually and collaboratively in teams.
The document discusses the implications of redesigning education for multi-access learning. It addresses issues of policy, pedagogy, and practice when moving towards models that provide flexibility in modality. Key points include the need for student accessibility and preference of modality to be considered, and how blended and multi-access learning can help meet student needs relating to mobility, work, family responsibilities and costs. Student perspectives shared indicate that multi-access enhanced the learning experience by providing connectivity and flexibility while not negatively impacting the quality of teaching and learning.
Give Your Course a Mini-Makeover, at Minnesota #D2LigniteD2L Barry
This document provides guidance on giving an online course a "mini-makeover" by focusing on key areas to improve the student experience and learning. It discusses getting started instructions, introducing the course purpose and structure, stating expectations for online communication ("netiquette"), and outlining relevant course and institutional policies. Specific recommendations are given for each area, such as providing a clear course map or tour, stating attendance policies, and linking to academic integrity guidelines. The overall aim is to orient students to how the course is organized and what is required of them from the beginning of the class.
English 101-syllabus sec50-56-final_fall 2019Jamie Flathers
This document is a syllabus for an English 101 college composition course taught by Jaime Flathers in the fall of 2019. The syllabus outlines the course goals, assignments, grading policies, and communication guidelines. The major assignments include a personal narrative, research project on a problem, research on solutions to the problem, and an auto rhetorical analysis. The course uses a portfolio assessment where students submit revised drafts and receive feedback, but are not graded until the end of the semester. Regular attendance is required, and the course is part of a first-year living-learning community program.
This document provides an overview and guidelines for a health information technology coding course. It outlines the learning outcomes, which include analyzing medical documentation to ensure accurate coding. It introduces the instructor and lists required course materials and textbooks. It provides details on coursework, assignments, exams, discussions, grades, announcements, resources and support. It emphasizes the importance of academic honesty, communication with the instructor, and following directions for all course aspects. The goal is to prepare students for real-world healthcare coding careers through rigorous and accurate coursework.
The document discusses using problem-based learning (PBL) for staff development activities. It provides instructions for a sample PBL activity where staff are divided into groups and given a trigger to discuss. The document outlines roles, resources, and technologies to support PBL, including using Twitter and a phone conferencing tool to facilitate group work and presentations. It aims to explore creative teaching approaches and use of technology to support students through different academic roles.
This document provides information about Communication Studies 100, an introductory communication course. It outlines the course objectives to help students explore communication dynamics, recognize how communication impacts identity and relationships, and advocate for themselves and others. The course is taught through a combination of lectures and recitation sections. Students will complete speeches, written reflections, group discussions and quizzes which will be graded and contribute to their overall course grade. Course policies on attendance, academic conduct, special needs and grade disputes are also reviewed.
The document provides an orientation checklist for faculty at Open Campus, outlining important tasks and deadlines throughout the semester. It includes preparing the course shell and materials before classes begin, welcoming and engaging students the first week, being present weekly, and wrapping up at the end of the semester. The summary also mentions resources for faculty like the employee portal, grading policies, proctored testing, campus feedback, and guidance documents.
Spring 2013 Convocation - Student Feedbackfscjopen
This document discusses the importance of feedback for online students. It begins by presenting a scenario where a student does not receive feedback for two weeks on an assignment. It then defines feedback as evaluative information that helps improve performance. The document explains that feedback is especially important for online students because it represents one of their only interactions with instructors. Research shows that online students crave interaction and feedback in order to feel engaged and be more likely to persist in their studies. The document recommends that instructors provide feedback that is timely, personalized, engaging, and models critical thinking. It presents research linking feedback to increased student success and persistence.
This document provides information about an ENC 1102 course taught by Professor Jennifer Brunk. It outlines the professor's contact information and office hours. The course involves composing essays, including a formal research paper. Students will demonstrate skills in research, documentation, critical reading and standard English usage. Required materials include textbooks and general supplies. The document details policies regarding email communication, academic honesty, attendance, assignments and late work.
RSCC - Setting Expectations for e-EducationBarry Dahl
This document discusses setting expectations for e-education. It provides examples of expectations that colleges commonly have for online students and faculty. For students, expectations often involve participation, technology access, and policies. For faculty, common expectations relate to interaction, feedback times, and course structure. The document stresses that expectations need to be clearly defined and communicated to students, faculty and staff. It also suggests topics that could be covered in defining expectations for both students and faculty regarding online learning.
The document summarizes the advantages and disadvantages of online courses compared to traditional in-person courses. Some key advantages of online courses are the flexibility they provide to students with work or family obligations, lower costs since no physical classroom is needed, and their ability to reach a global student population. However, online courses also face disadvantages like the risk of academic dishonesty being harder to detect without proctored exams. Overall, the document argues that while online and traditional courses each have benefits, online discussions can allow for more in-depth engagement if students have time to thoroughly research and write out their responses.
English 102 online syllabus spring 2021 dorsch_updated 4-9ScottDorsch
This 3-sentence summary covers the key information from the English 102 syllabus document:
The syllabus outlines the goals, requirements, and policies for an online English 102 course, including improving persuasive writing skills, completing 4 modules focused on reading, writing and rhetoric, submitting assignments in Microsoft Word format, and being graded on a point system for modules and assignments with over 500 total points needed to receive a passing grade of A, B, or C. The document provides contact information for the instructor, lists the required textbook, and provides resources and policies for students in the online course.
This first week introduces the course and has students complete an introductory FEMA problem solving course. Students are asked to introduce themselves on the discussion board by Friday and respond to two others by Tuesday. They should also complete the FEMA "Decision Making and Problem Solving" course by Monday and upload their certificate. Students should begin preparing for future assignments, including identifying someone to interview for an emergency management professional interview due in week 5.
Open Campus / Deerwood Center Adjunct Orientationfscjopen
This orientation introduces new faculty to the Deerwood Center campus. It provides an overview of campus administrators and resources available to support faculty, including the Campus Resource Center, faculty mentors, and learning communities. The orientation outlines faculty expectations around processes like textbook adoption, submitting syllabi and grades, and communicating absences. It also reviews student resources and highlights the semester checklist to help faculty prepare for each term. Finally, it discusses adjunct communications and opportunities for community engagement on campus.
This document provides an overview and agenda for the first session of the course EDU614 - Integrating Technology for All Students.
The session agenda includes: conducting a poll; reviewing the syllabus and course overview; a presentation on the importance of technology; an introduction to the class Ning site for collaboration; logging into accounts; and introductions from students about their teaching experience and favorite technologies.
The instructor, Kathy Favazza, then introduces herself and shares about her professional experience and classroom technology use before having students introduce themselves as well.
This document summarizes a study that compared examinee attitudes toward computer-assisted oral proficiency assessments (COPI) and more traditional oral proficiency assessments (SOPI and OPI). The study involved students at different proficiency levels in Spanish, Chinese, and Arabic. Students completed both COPI and SOPI assessments and provided feedback by completing questionnaires. Overall, students reacted positively to the COPI and felt that many aspects of oral communication could be captured through technology-mediated assessments. However, they noted some limitations in assessing interactional aspects of conversation. The researchers concluded that while technology-based assessments have potential, aspects like interaction may be better assessed through in-person interviews.
Wiki in the Classroom: Potentials Pitfafamiglietti
This document discusses the potentials and pitfalls of using wikis in the classroom. It describes how wikis allow students to recursively compose text and environments, leaving behind traces of their writing process. These traces can guide instruction and evaluation. However, a classroom is not the same as a wiki community, and students may resist new composition modes. The document proposes using badges to motivate wiki tasks and developing better tools to qualitatively analyze wiki traces.
The document discusses the role of social media, particularly Twitter, in political protests and uprisings in Iran in 2009 and Egypt in 2011. It notes that while Twitter helped spread information about the protests outside of the countries, the uprisings themselves were primarily organized through word of mouth networks. Concerns are raised that focusing too much on technology may diminish the role of ordinary citizens who risked their lives in the protests. Eyewitnesses on Twitter provided live updates but their reports still needed to be verified through other news sources.
This document provides information about an American literature course titled ELIT 48C including:
1. Contact information for the professor and details about establishing accounts on the class website for completing homework assignments.
2. An overview of the course objectives, requirements, texts, student learning outcomes, and grading scale.
3. Class policies on essay submissions, attendance, conduct, late work, adding/dropping the course, and educational use of student papers.
This document outlines the course policies, schedule, assignments, and grading for CMAT 465 Communication and Technology taught by Dr. Vinita Agarwal in Spring 2015. The course will meet on Tuesdays and Thursdays from 9:30-10:45AM in room TETC 110B. There are six main assignments including daily tweets, a weekly blog, an in-class technology presentation with a partner, two exams, daily lab work and readings, and a final portfolio project. Grades are calculated on a percentage basis and are comprised of these six assignments. Important semester dates are also provided such as exam dates, add/drop dates, and the last day of class.
This document provides the syllabus for an online management course. It outlines general course information including the course number, title, required reading materials, objectives, and schedule. It describes the online class structure and forums for discussions, teams, and individual assignments. It details policies on attendance, participation, assignments, late work, academic integrity, and confidentiality. Finally, it lists the specific assignments and assessments for each of the 6 weeks, including discussions, individual papers, and team projects. Students will analyze management topics, construct arguments, solve problems, and reflect on business and ethical issues both individually and collaboratively in teams.
The document discusses the implications of redesigning education for multi-access learning. It addresses issues of policy, pedagogy, and practice when moving towards models that provide flexibility in modality. Key points include the need for student accessibility and preference of modality to be considered, and how blended and multi-access learning can help meet student needs relating to mobility, work, family responsibilities and costs. Student perspectives shared indicate that multi-access enhanced the learning experience by providing connectivity and flexibility while not negatively impacting the quality of teaching and learning.
Give Your Course a Mini-Makeover, at Minnesota #D2LigniteD2L Barry
This document provides guidance on giving an online course a "mini-makeover" by focusing on key areas to improve the student experience and learning. It discusses getting started instructions, introducing the course purpose and structure, stating expectations for online communication ("netiquette"), and outlining relevant course and institutional policies. Specific recommendations are given for each area, such as providing a clear course map or tour, stating attendance policies, and linking to academic integrity guidelines. The overall aim is to orient students to how the course is organized and what is required of them from the beginning of the class.
English 101-syllabus sec50-56-final_fall 2019Jamie Flathers
This document is a syllabus for an English 101 college composition course taught by Jaime Flathers in the fall of 2019. The syllabus outlines the course goals, assignments, grading policies, and communication guidelines. The major assignments include a personal narrative, research project on a problem, research on solutions to the problem, and an auto rhetorical analysis. The course uses a portfolio assessment where students submit revised drafts and receive feedback, but are not graded until the end of the semester. Regular attendance is required, and the course is part of a first-year living-learning community program.
This document provides an overview and guidelines for a health information technology coding course. It outlines the learning outcomes, which include analyzing medical documentation to ensure accurate coding. It introduces the instructor and lists required course materials and textbooks. It provides details on coursework, assignments, exams, discussions, grades, announcements, resources and support. It emphasizes the importance of academic honesty, communication with the instructor, and following directions for all course aspects. The goal is to prepare students for real-world healthcare coding careers through rigorous and accurate coursework.
The document discusses using problem-based learning (PBL) for staff development activities. It provides instructions for a sample PBL activity where staff are divided into groups and given a trigger to discuss. The document outlines roles, resources, and technologies to support PBL, including using Twitter and a phone conferencing tool to facilitate group work and presentations. It aims to explore creative teaching approaches and use of technology to support students through different academic roles.
This document provides information about Communication Studies 100, an introductory communication course. It outlines the course objectives to help students explore communication dynamics, recognize how communication impacts identity and relationships, and advocate for themselves and others. The course is taught through a combination of lectures and recitation sections. Students will complete speeches, written reflections, group discussions and quizzes which will be graded and contribute to their overall course grade. Course policies on attendance, academic conduct, special needs and grade disputes are also reviewed.
The document provides an orientation checklist for faculty at Open Campus, outlining important tasks and deadlines throughout the semester. It includes preparing the course shell and materials before classes begin, welcoming and engaging students the first week, being present weekly, and wrapping up at the end of the semester. The summary also mentions resources for faculty like the employee portal, grading policies, proctored testing, campus feedback, and guidance documents.
Spring 2013 Convocation - Student Feedbackfscjopen
This document discusses the importance of feedback for online students. It begins by presenting a scenario where a student does not receive feedback for two weeks on an assignment. It then defines feedback as evaluative information that helps improve performance. The document explains that feedback is especially important for online students because it represents one of their only interactions with instructors. Research shows that online students crave interaction and feedback in order to feel engaged and be more likely to persist in their studies. The document recommends that instructors provide feedback that is timely, personalized, engaging, and models critical thinking. It presents research linking feedback to increased student success and persistence.
This document provides information about an ENC 1102 course taught by Professor Jennifer Brunk. It outlines the professor's contact information and office hours. The course involves composing essays, including a formal research paper. Students will demonstrate skills in research, documentation, critical reading and standard English usage. Required materials include textbooks and general supplies. The document details policies regarding email communication, academic honesty, attendance, assignments and late work.
RSCC - Setting Expectations for e-EducationBarry Dahl
This document discusses setting expectations for e-education. It provides examples of expectations that colleges commonly have for online students and faculty. For students, expectations often involve participation, technology access, and policies. For faculty, common expectations relate to interaction, feedback times, and course structure. The document stresses that expectations need to be clearly defined and communicated to students, faculty and staff. It also suggests topics that could be covered in defining expectations for both students and faculty regarding online learning.
The document summarizes the advantages and disadvantages of online courses compared to traditional in-person courses. Some key advantages of online courses are the flexibility they provide to students with work or family obligations, lower costs since no physical classroom is needed, and their ability to reach a global student population. However, online courses also face disadvantages like the risk of academic dishonesty being harder to detect without proctored exams. Overall, the document argues that while online and traditional courses each have benefits, online discussions can allow for more in-depth engagement if students have time to thoroughly research and write out their responses.
English 102 online syllabus spring 2021 dorsch_updated 4-9ScottDorsch
This 3-sentence summary covers the key information from the English 102 syllabus document:
The syllabus outlines the goals, requirements, and policies for an online English 102 course, including improving persuasive writing skills, completing 4 modules focused on reading, writing and rhetoric, submitting assignments in Microsoft Word format, and being graded on a point system for modules and assignments with over 500 total points needed to receive a passing grade of A, B, or C. The document provides contact information for the instructor, lists the required textbook, and provides resources and policies for students in the online course.
This first week introduces the course and has students complete an introductory FEMA problem solving course. Students are asked to introduce themselves on the discussion board by Friday and respond to two others by Tuesday. They should also complete the FEMA "Decision Making and Problem Solving" course by Monday and upload their certificate. Students should begin preparing for future assignments, including identifying someone to interview for an emergency management professional interview due in week 5.
Open Campus / Deerwood Center Adjunct Orientationfscjopen
This orientation introduces new faculty to the Deerwood Center campus. It provides an overview of campus administrators and resources available to support faculty, including the Campus Resource Center, faculty mentors, and learning communities. The orientation outlines faculty expectations around processes like textbook adoption, submitting syllabi and grades, and communicating absences. It also reviews student resources and highlights the semester checklist to help faculty prepare for each term. Finally, it discusses adjunct communications and opportunities for community engagement on campus.
This document provides an overview and agenda for the first session of the course EDU614 - Integrating Technology for All Students.
The session agenda includes: conducting a poll; reviewing the syllabus and course overview; a presentation on the importance of technology; an introduction to the class Ning site for collaboration; logging into accounts; and introductions from students about their teaching experience and favorite technologies.
The instructor, Kathy Favazza, then introduces herself and shares about her professional experience and classroom technology use before having students introduce themselves as well.
This document summarizes a study that compared examinee attitudes toward computer-assisted oral proficiency assessments (COPI) and more traditional oral proficiency assessments (SOPI and OPI). The study involved students at different proficiency levels in Spanish, Chinese, and Arabic. Students completed both COPI and SOPI assessments and provided feedback by completing questionnaires. Overall, students reacted positively to the COPI and felt that many aspects of oral communication could be captured through technology-mediated assessments. However, they noted some limitations in assessing interactional aspects of conversation. The researchers concluded that while technology-based assessments have potential, aspects like interaction may be better assessed through in-person interviews.
Wiki in the Classroom: Potentials Pitfafamiglietti
This document discusses the potentials and pitfalls of using wikis in the classroom. It describes how wikis allow students to recursively compose text and environments, leaving behind traces of their writing process. These traces can guide instruction and evaluation. However, a classroom is not the same as a wiki community, and students may resist new composition modes. The document proposes using badges to motivate wiki tasks and developing better tools to qualitatively analyze wiki traces.
The document discusses the role of social media, particularly Twitter, in political protests and uprisings in Iran in 2009 and Egypt in 2011. It notes that while Twitter helped spread information about the protests outside of the countries, the uprisings themselves were primarily organized through word of mouth networks. Concerns are raised that focusing too much on technology may diminish the role of ordinary citizens who risked their lives in the protests. Eyewitnesses on Twitter provided live updates but their reports still needed to be verified through other news sources.
This document summarizes the editing process for the Wikipedia article on the 2008–2009 Gaza War. It describes how the article rapidly grew in size and editors debated how to represent civilian casualties in a neutral point of view. Editors appealed to Wikipedia principles of neutral point of view, verifiability, and avoiding original research. Compromises were reached by citing casualty figures from both sides and adding discussions of source methodologies. However, achieving neutrality through reliable sources presented challenges, and structural features of Wikipedia also influenced the process. Sustained engagement with Wikipedia's processes was needed to shape content in a constructive manner.
The document discusses key considerations for digitizing collections, emphasizing the importance of preparation. It recommends understanding goals, needs, and risks; preparing requirements and timelines; selecting appropriate file formats, naming conventions, and metadata; and determining internal vs. external resources. Choosing a supplier requires checking credentials, references, and obtaining a written quote. Overall, thorough preparation is essential to ensuring a successful digitization project.
The document summarizes the agricultural revolution that occurred between the 17th and 18th centuries in England, the Netherlands, and France. It discusses the shift from open field systems to enclosed fields and new farming techniques like crop rotation which increased food production. This resulted in population growth and forced many peasants off the land, contributing to the rise of cottage industries and migration to cities. The enclosure movement commercialized farming but hurt the poor and reduced economic opportunities for women.
The document provides background information on the 18th century and the Age of Enlightenment. It discusses how the 18th century marked a transition period between the modern age and contemporary age. The Enlightenment was an intellectual movement that emerged in France and emphasized the use of reason to improve society and advance human happiness and progress. Key Enlightenment thinkers like Montesquieu, Voltaire, Rousseau, and Diderot are discussed and their major ideas summarized, such as Montesquieu's advocacy for separation of powers and Rousseau's concept of popular sovereignty. The document also examines political, economic, and social changes in Europe during this time period, including the growth of economic liberalism and liberal ideas
The document summarizes the key aspects of the Industrial Revolution. It began in the late 18th century in Britain and involved major changes from manual labor to machine-based manufacturing starting with the textile industry. These changes had widespread socioeconomic impacts as they spread across Europe and North America. The revolution marked a shift to machine production fueled by new energy sources like coal and new technologies in transportation like railways.
This document provides an overview of an online college success course including information about the instructor, required texts, course competencies, student learning outcomes, assignments, policies, and grading. The key details are: the instructor's contact information is provided; there are no required texts; students will develop strategies for academic and career success using campus resources; assignments include weekly discussions, tests, profiles, activities, and meeting with an advisor; and the course is graded based on completion of various assignments worth a total of 1000 points.
This document outlines best practices for effective online learning. It discusses why students like online learning, including flexibility and increased interaction. Five attributes of effective learners are identified: being self-directed, inquisitive, self-aware, risk-taking, and open-minded. Three keys to success in online courses are proper time management, planning, and commitment. Guidelines for quality course design are provided. Effective online learning incorporates various styles, balanced assessments, and universal design principles.
This document provides guidance on effective online learning. It discusses why students like online learning, including flexibility and increased interaction. Five attributes of effective learners are identified: being self-directed, inquisitive, self-aware, risk-taking, and open-minded. Three keys to success in online courses are proper time management, planning, and commitment. Guidelines for quality course design are also presented.
This document provides guidance on effective online learning. It discusses why students like online learning, including flexibility and increased interaction. Five attributes of effective learners are identified: being self-directed, inquisitive, self-aware, risk-taking, and open-minded. Three keys to success in online courses are proper time management, planning, and commitment. Guidelines for quality course design are also presented.
This document is a syllabus for an English 102 college writing course. It outlines the course goals, learning outcomes, assignments, grading policies, and expectations. The main goals of the course are to improve students' skills in persuasive and expository writing for various audiences, purposes, and genres. Students will focus on community awareness and thinking rhetorically about interactions in their environment. Major assignments include essays analyzing a sense of place and a community issue, as well as a public service announcement. The syllabus provides details on class structure, participation expectations, assignments, grading scale, academic honesty policies, and instructor contact information.
This document provides an overview of an introduction to public relations course at Georgia Southern University. It includes information about the professor, course description, prerequisites, required materials, learning objectives, grading policy, assignments including blog posts and exams, and course policies on attendance, late work, plagiarism, and classroom behavior. The main assignments are blog posts, an interview of a PR professional, online quizzes, and a final exam. Attendance is required and more than 6 absences will result in failing the course. Late work is not accepted and academic dishonesty is taken seriously.
This document provides information about an Oral and Interpersonal Communication course. It outlines the course's focus on developing speaking, listening, and communication skills through presentations and group activities. It introduces the instructor, Tara Ptasnik, and describes assignments, grading, resources for students, and expectations for success in the course. Students will analyze communication situations, apply listening and conflict resolution skills, and give presentations on topics like the job search and communicating in different cultures. The course aims to prepare students to communicate effectively in professional contexts.
This document outlines the syllabus for an undergraduate career exploration course. The course aims to help students gain an understanding of their personal strengths, interests, and values as they relate to career possibilities and majors. It will expose students to multiple career paths and have them explore a career path of interest. Key assignments include a best self reflection paper, a career research paper and presentation on a selected career cluster, and a final career portfolio. The course is discussion-based and emphasizes active participation, attendance, timeliness, and academic integrity.
This document provides information about a Speech Communication course at Northampton Community College. It includes details about the course such as the title, number, times, required materials, and instructor information. The course description explains that students will learn communication theory, develop speech-giving skills, and practice communicating in small groups. The course objectives are to improve students' public speaking, listening, use of persuasive strategies, and understanding of communication concepts. Course policies address attendance, late work, classroom conduct, and the academic honesty policy.
This document provides an overview and syllabus for an Oral and Interpersonal Communication course. It outlines the course objectives, which focus on developing speaking, listening, and nonverbal communication skills through individual presentations and group activities. The document details the responsibilities and expectations for students, including completing assignments on time and with academic integrity. It also provides contact information for the instructor and describes various resources available to help students succeed, such as the Writing Center, Computer Help Desk, and Disability Resource Services.
This document provides information about a Consumer Behavior course offered at the University of Dayton in Spring 2017. The key details are:
- The class is online with assignments due on Thursdays by 11:59 pm.
- The instructor is Mr. Wasyl Terlecky and the course focuses on understanding consumer behavior and how it relates to marketing strategy.
- Grades are based on chapter simulations, weekly discussions, homework, and two exams. Students must participate in the discussions and all due dates are fixed.
Distance education aims to provide university education to students who cannot attend campus physically. It allows flexible study from anywhere in the world at any time. The benefits of distance education include fitting study around other commitments, varying study load, and interacting with other students and instructors online. However, it also has disadvantages like lack of social interaction, not being suitable for all learners, and requiring comfort with new technologies. Evaluating distance students involves tests, quizzes, projects, essays, and games to assess comprehension of topics from different perspectives. Key aspects to evaluate distance education programs are content, structure, communication, student assessment, flexibility, support, staff qualifications, leadership, resources, and holistic processes.
This document provides information about a public relations publications course taught at Georgia Southern University in spring 2009. It includes the course description, prerequisites, objectives, assignments, policies, and contact information for the professor. The main assignments for the course are the creation of publications like a logo, business card, brochure and newsletter using desktop publishing software. Students will work individually and in groups throughout the semester on various design projects and presentations. The grading criteria and attendance policy are also outlined.
This document provides instructions for students in a nursing history course. It outlines expectations for the weekly discussion assignments, including discussing the history of one's previous nursing school. It provides guidelines for formatting, citations, plagiarism, late policies, and communication. Students are expected to incorporate course readings, cite sources, thoughtfully engage with peers' responses, and communicate directly with the instructor as needed.
Chapter 1 Competitive AdvantageThe business that I will build w.docxcravennichole326
Chapter 1: Competitive Advantage
The business that I will build will be called InstaFitness. This will be an online platform whereby subscribers can get live exercise feeds from professional trainers. Across the country, many people are finding it difficult to live healthy lifestyles. As such, there is a demand for reliable and efficient fitness programs. Through Instafitness, users will not only have access to training schedules, but they also get live video support to ensure they stay motivated and are doing the proper exercises.
There is minimal supplier influence in the business. This is because the content required will be operated in-house and will not be sourced from third parties. Similarly, the buyer power is also low. This is because the cost of subscriptions will be relatively small, to cater for the needs of a wide variety of clientele. In this way, individual customers will have little influence on the terms of the business.
The level of competitive rivalry is high. Multiple platforms offer services that are almost similar and might make it difficult for InstaFitness to get a large market share. However, the solution to this is having loyalty programs that will help to attract and retain customers. The entry barriers are limited since one only needs a good video camera and stable video connection. The only challenge might be getting noticed given the large amount of content on the internet. The solution to this is embracing product differentiation whereby the business will have various service offerings to the target clients. The threat of substitute products is high since users can access similar content on the internet. The marketing approach should, therefore, be innovative to attract and retain clients.
The most appropriate generic strategy to be used is the focus approach. This will involve concentration on the needs of a niche in the market, leading to the development of low-cost products to cater for their needs. The focus of InstaFitness will be campus students who might have a limited spending power but are interested in keeping fit.
Citing a Discussion Posting in APA Style
If you want to cite a colleague’s Discussion posting, follow the guidelines in the
APA Manual. Note, however, that authors of formal writing published in scholarly
journals would rarely cite a Discussion posting because of its questionable
scholarly value.
So let’s say that you, student Zelda Gilroy, are participating in a Discussion topic
called “Environmental Responsibility.” You read a comment by fellow student
Chatsworth Osborne posted on June 29, 2011, and you want to cite it. In your
posting, you would write something like:
Osborne (2013, June 29) commented that people who drive gas-guzzlers
are insensitive to environmental degradation. While that might be true for
many drivers, it’s impossible to say it’s true for everyone. That kind of
generalization is exactly what has so polarized the voting public.
In the Ref ...
The document discusses best practices for online teaching. It begins by providing tips for preparing for class such as checking computer software and updates, course resources on publisher sites, and updating syllabi and due dates. It then discusses online navigation and grouping course elements sequentially and by type. The document also covers different online communication tools like discussion boards, announcements, and course mail and provides examples of how to use each tool. It emphasizes setting clear expectations, providing feedback, and addressing absent students. Overall, the document outlines strategies for organizing an online course and engaging with students.
This document is the syllabus for an English course titled "Advanced Strategies in Rhetoric and Research" that will focus on rhetoric, research, and developing advanced composition strategies. The course will involve students working in different media formats and choosing the presentation format best suited to the rhetorical task. Students will develop the ability to analyze rhetorical situations, explain composition decisions, and gain familiarity with oral presentations, video production, and written papers. They will also gain an understanding of basic research methods. The goal is for students to become more eloquent. The syllabus outlines course objectives, texts, assignments, policies on attendance, academic integrity, and resources for writing assistance.
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Introduction to Ethics
Alamo Colleges District •
San Antonio College •
- •
PHIL-Philosophy
Introduction to Ethics
PHIL-2306
8 Weeks Flex I Spring 2018Section 050.203343-3-0 Credits01/16/2018 to 03/10/2018Modified 01/10/2018
Contact Information
Department of Language, Philosophy, and Culture:
Materials
Elements of Moral PhilosophyAuthor: RachelsPublisher: McGraw-Hill PublishersEdition: 8thISBN: 9780078038242
Description
Classical and contemporary theories concerning the good life, human conduct in society, and moral and ethical standards. This course fulfills the Language, Philosophy, and Culture foundational component area and the Component Area Option of the core, and addresses the following required objectives: Critical Thinking, Communication, Social Responsibility, and Personal Responsibility.
Prerequisite(s)
INRW 0420
Objectives
Objective 1: The student will be able to articulate key concepts in ethical and moral philosophy.
Objective 2: The student will construct defensible personal beliefs about assigned philosophical topics.
Objective 3: The student will be able to analyze primary philosophical works.
Objective 4: The student will be able to recognize and assess arguments and construct counter arguments.
Objective 5: The student will be able to identify the influence of major philosophers on contemporary ethical thought and experience.
Outcomes
1 Read, analyze, and critique philosophical texts.
2 Define and appropriately use important terms such as relativism, virtue, duty, rights, utilitarianism, natural law, egoism, altruism, autonomy, and care ethics.
3 Demonstrate knowledge of major arguments and problems in ethics.
4 Present and discuss well-reasoned ethical positions in writing.
5 Apply ethical concepts and principles to address moral concerns.
6 Apply course material to various aspects of life.
7 Discuss ways of living responsibly in a world where people have diverse ethical beliefs.
Evaluation
WEEKLY READINGS
The online course will be organized around weekly readings. While the amount of assigned readings will not be extensive, they will require careful reading and rereading. Notes on reading philosophical text are provided in detail below.
DISCUSSION
Discussions will play a central role in this course, so your active participation is required. I will post on CANVAS, and take part in, discussion questions related to the readings for each of the 8 weeks. Everyone must have at least one post and must respond to TWO other student’s post. Discussion posts should be AT LEAS.
This document provides the syllabus for CMAT 240 - Introduction to Journalism and Public Relations. The course will be taught on Tuesdays and Thursdays from 12:30-1:45pm in TETC 116B. The instructor is Vinita Agarwal and their contact information is provided.
The major learning objectives of the course are to understand the principles and practices of journalism and public relations historically and today, and to learn how to write news stories and analyze events from a journalistic perspective. Assignments will include writing news articles, creating a mini-media kit, and developing a nonprofit project proposal and presentation to be completed in groups. The grading breakdown and course schedule are outlined at the end
STRATEGIES FOR STUDENT ENGAGEMENT IN ONLINE LEARNINGAwaisAhmed201
Student engagement is a concept often discussed in education and an abundance of research exists on the topic. Student engagement is something instructors want to see and feel in their classrooms.
Similar to DRAFT Syllabus for EMAC 2321 Spring 2012 (20)
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
DRAFT Syllabus for EMAC 2321 Spring 2012
1. ATEC 2321 Writing and Research For New Media
Spring 2012
Syllabus
Course Description
Digital media play an extremely important role in contemporary writing and research techniques. In
fact, it would not be inaccurate to say that all writing and research are now digital! However, the
platforms and technologies that make up digital media are constantly changing and shifting. Anyone
who only learns writing and research techniques tied too closely to a single platform is likely to find
that these skills rapidly go out of date. This course, Writing and Research for New Media, seeks to
avoid this pitfall by helping students learn broad, transferrable skills that will help them use current
platforms successfully, and adapt to new platforms as they emerge. As such, this course stresses the
process of learning over rote memorization! Students are expected to experiment with techniques, and
learn to be comfortable exploring new platforms and tools.
This print version of the syllabus is provided to give students a clear initial overview of the course, and
to meet university requirements for course syllabi. The syllabus website, available at [FILL IN HERE]
contains a more up-to-date version of this syllabus. If the print version and website version of the
syllabus disagree the web version is correct.
Reading
Students are not required to purchase reading material for this course. Instead a variety of web-based
resources will be provided.
Contact Information
The best way to contact either the instructor (Prof. Famiglietti) or the TA (Tameka Reeves) is to send an
email to the email address listed below.
• Prof. Famiglietti's Office: ATEC Building, room 1.602
• Prof. Famiglietti's Office Hours: Monday & Wednesday 2pm-5pm and by appointment
Course Policies
All students should familiarize themselves with official UTD course policies, as listed on the provost's
website (http://provost.utdallas.edu/syllabus-policies/). In particular, be sure to carefully review the
sections on Academic Integrity, Class Attendance, and Avoiding Plagiarism. Here are some additional
guidelines that will ensure your success in this class:
Be Bold
This class is about learning how to learn. The learning process always involves experimentation, trial
and error, and making mistakes, especially early on. In some cases, I will ask you to participate in
assignments that are designed to give you experience with this process, and in these cases I may simply
ask you to attempt to accomplish a particular task using a particular technology, without explaining a
detailed set of instructions for accomplishing this task. When this happens, it is important that you be
bold and experiment with the assigned task. Try your best to accomplish the task, and ask for help from
the instructor and your classmates as you encounter difficulties you can't resolve on your own. You will
2. not be penalized for having difficulties!
Furthermore, the major class project, the group blog project, will also require boldness on the part of
students. For many stages of the blog project, I will give detailed instructions on how to complete
necessary work. However, as the project goes on and the blog becomes your own, you will want to find
ways to make the blog meet your own personal goals and aspirations. To do this, you will need to
engage in experiments and listen to the feedback provided to gauge when experiments are or are not
working. Be brave!
Be In Class
This class is a discussion class. Our class meetings provide an essential opportunity for discussing
readings and assignments, working through difficulties and misunderstandings, and exploring ideas
from different points of view. I cannot arrange to have a class discussion over again if you miss our
meeting! For this reason, your regular attention is essential. All students are permitted three class
absences over the course of the semester, no questions asked. Students may miss an additional two
classes if they complete a make-up assignment for each absence. Make-up assignments will be devised
on a case-by-case basis, but will generally consist of at least a two-page essay summarizing class
readings and ideas. Students who miss more than five absences must schedule an appointment with the
instructor to discuss the reasons for their absences, the steps the student has taken to document these
absences with University authorities, and their prospects for completing the class successfully. Students
that miss more than five class meetings and do not promptly schedule such a meeting will fail the
course.
Be In Touch
This class asks students to be bold, experiment, and try new things. It also asks that they take
responsibility for completing a large and complex new media project: the group blog project. All this
will require students to keep in touch with each other, and the instructor, much more closely than they
do in other courses. Students should expect to receive communication from the instructor in the form of
email on a regular basis. For this reason, you should plan on checking your campus email at least once
per day. Students who do not check their campus email regularly will have difficulty completing this
course successfully. If circumstances make it difficult for you to check your email this often, try to find
a classmate to serve as your “email buddy,” and send you a text message or call when important emails
arrive.
In addition, this course will make extensive use of Twitter as a platform for informal communication,
troubleshooting, and collaboration. You are encouraged to make use of the Twitter platform to keep in
touch with your classmates and instructor. Twitter can be used via text message, if that makes sense for
you.
Be Respectful
This classroom is a safe space. You are expected to show your classmates the highest level of respect.
Language or actions that discriminate against class members on the basis of Race, Age, Religion,
Ethnicity, Sex, Gender, or Sexual Orientation will not be tolerated.
Be On Time
Work that is not complete by the date due will be penalized 30% for each day or fraction of a day it is
late. As work this class will be comprised of many small assignments, it is imperative that you not get
behind. If you do find that you have missed an assignment, it may be better to abandon this assignment
3. and complete the next one on time.
Pseudonymous Participation Policy
This class asks students to participate in publicly accessible blogs and other forms of public writing.
Writing in public has several advantages for student learning. It creates a closer analogue to the “real
world” environment, and allows for the creation of writing that is designed to be shared with a real
audience, instead of just an instructor. It also allows students to learn from each other. However, some
students may have legitimate privacy concerns about participating in publicly accessible assignments.
These students may choose to participate in public assignments under a pseudonym, or assumed name.
If you wish to request this accommodation for any reason, please contact me immediately.
Assignments and Grade Breakdown
The major assignments for this class are listed below, along with the percentage of the total class grade
each assignment is worth. In this print version of the syllabus, detailed descriptions of each assignment
follow the course
• Annotated Blog Roll (15%)
• Group Blog Proposal (15%)
• Group Blog Project (25%)
• Class Participation (15%)
• Reflection Blog (10%)
• In-Class Assignments (10%)
• Final Presentation (10%)
Schedule
For each class meeting, the schedule lists the reading to complete for that meeting, if any under the
heading READ. This reading must be completed PRIOR TO the class meeting it is listed for. In
addition, a brief summary of what to expect during each class meeting (discussion, class activities etc.)
is listed under IN CLASS for each class meetings. Due dates and assignment announcements are listed
in italics at the bottom of the listing for the nearest class meeting to the due date.
Introduction: Background and first steps
Wednesday, January 18: Introductions and Syllabus review
READ: None
IN CLASS: Icebreakers and Syllabus review.
The blog group questionnaire will be announced today.
Monday, January 23: Why blogging?
READ: Introduction to “Say Everything: How Blogging Began, What It's becoming, and Why It
Matters,” by Scott Rosenberg (http://www.sayeverything.com/excerpt/say-everything-introduction/)
IN CLASS: Discuss the history of blogging and the basic elements of the blog's form. What separates
blogs from earlier media, both digital and analog? Why use blogging for this class? Introduction to the
Wordpress dashboard.
Blog group questionnaire responses due at 11:59pm January 23!
Unit One: Analyzing a blogging community
4. Wednesday, January 25: Understanding the community aspects of writing and research for new media
READ: Broadcast Institutions, Community Values
IN CLASS: Discuss what the “community” metaphor means for digital communications. Why is
“publish then filter” such a radical change?
The annotated blog-roll assignment will be announced today.
Blog groups will be assigned today.
First Reflection blog post due at 11:59pm January 27
Monday, January 30: Filter Failure
READ: Watch the video “It's Not Information Overload, It's Filter Failure” featuring Clay Shirky
(http://blip.tv/web2expo/web-2-0-expo-ny-clay-shirky-shirky-com-it-s-not-information-overload-it-s-
filter-failure-1283699) NOTE: This video may be hard to watch on a slow internet connection. Students
without fast connections at home may want to plan to watch this video on campus or at a coffeeshop
with a fast connection.
IN CLASS: Discuss the idea of “filter failure.” How does the inability to filter information effectively
alter our practices of information gathering online?
Wednesday, February 1: Mindful Infotention and Filter Techniques
READ: “Mindful Infotention,” by Howard Rheingold
(http://blog.sfgate.com/rheingold/2009/09/01/mindful-infotention-dashboards-radars-filters/)
“Practical 101S: Google Reader and Persistent Search,” by Dave Fleet
(http://davefleet.com/2008/10/practical-101s-google-reader-and-persistent-search/)
“Screen Shots: How I Use RSS To Track Thousands of News Sources Easily,” by Marshall Kirkpatrick
(http://marshallk.com/how-i-use-rss-to-track-thousands-of-news-sources-easily)
IN CLASS: Discuss the “mindful infotention” concept. How can we use filters to manage information
and discover sources? How can we tune into the larger conversation? Begin building shared
information sources to use to inform your blog project.
Monday, February 6: Crap Detection
READ: “Crap Detection 101,” by Howard Rheingold (http://www.sfgate.com/cgi-
bin/blogs/rheingold/detail?entry_id=42805)
IN CLASS: Discuss the methods Rheingold gives us for evaluating sources. Investigate why
“reputation” is a helpful way to think about sources. Source evaluation exercises.
Wednesday, February 8: More Filter Techniques/Thinking Critically About Filters 1
READ: “Twitter Literacy,” by Howard Rheingold (http://blog.sfgate.com/rheingold/2009/05/11/twitter-
literacy-i-refuse-to-make-up-a-twittery-name-for-it/)
“How Journalists Verified Info Around Eltahawy's Arrest,” by Andrew Katz
(http://storify.com/katz/freemona)
IN CLASS: Discuss the use of social media as an information filter. Join twitter. Discuss the
connections between social media and blogging. Discuss how to critically evaluate information on
twitter. Observe how messages move from blogs to social media and vice versa. Begin building lists of
trusted twitter sources for group blogs.
Second reflection blog post due at 11:59pm February 10
Monday, February 13: Thinking Critically About Filters 2 – Systemic filter problems to be aware of
READ: Watch the video “The Filter Bubble TED Talk,” (http://www.thefilterbubble.com/ted-talk)
NOTE: This video may be hard to watch on a slow internet connection. Students without fast
connections at home may want to plan to watch this video on campus or at a coffeeshop with a fast
5. connection.
IN CLASS: Discuss the possible systemic problems with available information filters, and techniques
for avoiding falling victim to these failings.
Annotated Blogrolls must be submitted by 11:59PM February 13
Wednesday, February 15: Collaboration Workshop – Building your group blogroll
READ: A brief activity will take the place of reading for today. Prior to class, experiment with Google
Docs and Etherpad.
IN CLASS: Work together in groups to combine your individual blogrolls into a collective blogroll
using collaboration software like Google Docs or Etherpad. Practice combining, commenting on, and
editing collaborative documents in this environment.
The blog proposal assignment will be announced today.
Unit Two: Developing the group blog proposal
Monday, February 20: Writing and Organization
READ: “My Ten Years of Blogging,” by Malik Om (http://gigaom.com/2011/11/26/10-years-gigaom/)
IN CLASS: Discuss the written and organizational techniques of effective blogging. What does it mean
to develop a unique “voice” for blogging? Why is writing regularly important? How does creating
content categories help readers understand and use your blog? Observe how these writing and
organization techniques are used on some successful blogs.
Wednesday, February 23: Visual Design and Image Use
READ: Non-Designers Design Book Chapters 1, 6 and 8
IN CLASS: Discuss the CRAP design principles. Observe how these principles are used on successful
blogs.
Third reflection blog post due at 11:59pm February 24
Monday, February 27: Content Reuse and Licensing
READ: “About Creative Commons” (http://creativecommons.org/about)
“About the Licenses” (http://creativecommons.org/licenses/)
IN CLASS: Discuss how both laws and norms guide how we reuse content. Explain the legal concepts
of Copyright, Public Domain, and Fair Use. Discuss how the Creative Commons licenses reveal
community preferences for reuse. Observe how successful blogs use creative commons, reuse content
produced by others, and reuse their own content across different platforms.
Wednesday, February 29: Sources, Citation, and Linking
READ: “New Rule: Cover what you do best, link to the rest,” by Jeff Jarvis
(http://www.buzzmachine.com/2007/02/22/new-rule-cover-what-you-do-best-link-to-the-rest/)
IN CLASS: Discuss how linking and citing sources can add value to your blog. When should you
link/cite? How should you link/cite? Who should you link/cite? Observe linking and citation practices
on successful blogs.
Monday, March 5: Presentation Prep/Workshop Day
READ: None, BUT students should come to class with significant work on the blog proposal already
complete to be fully successful.
IN CLASS: Work in your blog groups to complete your blog proposal presentations. The instructor and
TA will offer feedback on your progress.
6. Wednesday, March 7: Presentations and Mid-semester evaluations
READ: None, BUT rehearsing your presentation prior to class is strongly recommended
IN CLASS: Groups will present their blog proposals to the class and receive peer feedback. Ten
minutes of class time will be reserved for mid-semester class evaluations.
Blog Proposals are due by 11:59pm March 7.
Fourth reflection blog post due by 11:59pm March 9.
Unit Three: Maintaining and revising group blogs
Monday, March 12: SPRING BREAK
Wednesday, March 14: SPRING BREAK
Monday, March 19: Managing Online Projects – Principles from the example of Wikipedia
READ: “The Hive” by Marshall Poe (http://www.theatlantic.com/magazine/archive/2006/09/the-
hive/5118/?single_page=true)
IN CLASS: Discuss what the example of Wikipedia suggests about successful collaboration strategies
in the digital environment. What made Jimmy Wales a more effective project manager than Larry
Sanger? How does the digital environment favor some leadership and collaboration techniques over
others?
The final presentation assignment will be announced today.
Wednesday, March 21: Advanced Wordpress Skills
READ: Selections from the Wordpress codex TBA. Experiment with the Wordpress dashboard. Make a
list of things you want to do with your blog, but are having trouble accomplishing.
IN CLASS: Demonstrations of the advanced features of the Wordpress dashboard. Discussion of
widgets and sidebars. A very brief introduction to custom CSS and fonts.
Your blog group is expected to complete their proposed posting schedule this week, and every week
from now until the last week of classes.
Monday, March 26: Managing Online Projects – Peer communication and collaboration at a distance
READ: None
IN CLASS: Groups will compete in an exercise designed to test their ability to collaborate using digital
communications.
Wednesday, March 28: Collaborative Editing
READ: Review the Wikipedia Manual of Style
(http://en.wikipedia.org/wiki/Wikipedia:Manual_of_Style). You do not need to closely read the whole
thing, as it is rather extensive. Skim it, get a sense of what is there, and be ready to navigate it quickly
during class, as you will be using it.
IN CLASS: Small group collaborative editing exercises. Discuss how the Wikipedia Manual of Style
rules might be adapted to fit the needs of your blog project.
Fifth reflection blog post due by 11:59pm March 30.
Monday, April 2: Transmedia 1 – What is transmedia?
READ: “Transmedia Storytelling 101,” by Henry Jenkins
(http://www.henryjenkins.org/2007/03/transmedia_storytelling_101.html)
IN CLASS: Discuss the idea of “transmedia.” What does a message gain by being spread among many
platforms? Jenkins is explaining how large media companies make use of transmedia techniques. How
7. might we apply these techniques to our blogs? How are they used by other blogs in our blogging
community?
Wednesday, April 4: Transmedia 2 – Thinking critically about platforms
READ: “Project Reclaim,” by Boone Gorges (http://teleogistic.net/2011/03/project-reclaim/)
IN CLASS: How do the values Boone uses to guide his project help us learn to think critically about
platforms? How can we evaluate the reputations of platforms in the same way we evaluate the
reputations of our sources?
Monday, April 9: Group blog project midpoint discussion
READ: Prior to today's class students should familiarize themselves with their classmates' blogs. Feel
free to comment!
IN CLASS: Each group should be prepared to talk about the progress of their blog project for about 10
minutes. The instructor and TA will lead the class in a discussion of the relative strengths and
weaknesses of each blog, with the goal of providing constructive criticism for groups, and allowing
students to learn from their peers.
Wednesday, April 11: Presentation Design
READ: Watch the following videos:
“Larry Lessig on laws that choke creativity”
(http://www.ted.com/talks/larry_lessig_says_the_law_is_strangling_creativity.html)
“Apple iPad, Steve Jobs Keynote” (http://www.youtube.com/watch?v=OBhYxj2SvRI)
IN CLASS: Discuss how Jobs and Lessig use visuals and spoken language to make their respective
cases. How does each tailor his presentation to meet the needs of his audience? What is effective, or
perhaps ineffective, about these presentations?
Monday, April 16: Transmedia 3 – Location aware media
READ: “Location Literacy and Foursquare in the Classroom,” by Dean Terry
http://mediacommons.futureofthebook.org/content/location-literacy-foursquare-classroom
IN CLASS: What are the possible uses of location aware media Dean Terry imagines in this piece?
How are these uses frustrated by the current economic model supporting locational media? How might
blogs engage with locational media as part of a transmedia communication strategy.
Wednesday, April 18: Digital Divides 1 – Awareness of race, class, and gender divides in new media
READ: “The Better Off Online” (http://pewresearch.org/pubs/1809/internet-usage-higher-income-
americans)
“For Minorities, New Digital Divide Seen” (http://www.usatoday.com/tech/news/2011-01-10-
minorities-online_N.htm)
IN CLASS: Discuss why we need to be aware of digital divide(s) as we consume and produce
information online. What steps can we take to ameliorate digital divide(s)?
Sixth reflection blog post due by 11:59pm April 20.
Monday, April 23: Digital Divides 2 – Accessibility and Universal Access
READ: “For the disabled, just getting online can be a struggle.”
(http://technolog.msnbc.msn.com/_news/2011/01/21/5892186-for-the-disabled-just-getting-online-is-a-
struggle)
IN CLASS: Experiment with screen-readers, and evaluate the readiness of your group blogs for use by
people with disabilities.
8. Wednesday, April 25: Final Presentation workshop day
READ: None
IN CLASS: Discuss your final presentation plans with the instructor and TA, and work to revise and
develop these plans.
All groups must complete a draft of their final presentation visual, and draft outline of your final
spoken presentation prior to this class.
Monday, April 30: Final Presentations
READ: None
IN CLASS: Groups 1-3 will give their final presentations today
Wednesday, May 2: Final Presentations, Evaluations, Donuts
READ: None
IN CLASS: Groups 4-5 will give their final presentations today. Students will complete course
evaluations. Donuts will be provided to reward attendance during this last class meeting of the
semester.
Final reflection blog post due by 11:59pm May 8.
All changes your group wishes to make to your blog prior to the final blog grade being assigned must
be completed
Detailed Assignment Descriptions