This document outlines the course policies, schedule, assignments, and expectations for a Communication and Technology course taught by Dr. Vinita Agarwal in Spring 2014. The course will examine innovations in communication techniques and applications of emerging technologies. It will meet on Tuesdays and Thursdays from 9:30-10:45AM. Assignments include a weekly blog, technology review presentations, mini-thought papers, two exams, daily class participation, and a final portfolio. The document provides details on attendance, late policies, grading scale, academic integrity and support services. Important semester dates are also listed.
Syllabus Spring '14: Social Media in Public RelationsVinita Agarwal
CMAT 490—Social Media in PR will involve the study of strategic communication principles guiding social media planning and integration using tools such as blogging, podcasting, YouTube, Facebook, RSS, Pinterest, and Twitter to identify and engage key influencers. Students gain knowledge and experience in strategic implementation of social media initiatives in PR contexts such as social media crises, corporate communications, issues management, and reputation management. CMAT 490 is an enhanced course, requiring intensive study in any one area of speech or communication studies, ideally in the student’s track. Substantial research paper/academic project and class presentation are required.
Introduction to Journalism and Public Relations Vinita Agarwal
This document provides information about a course titled "Introduction to Journalism and Public Relations" taught in spring 2016. The course will be held on Tuesdays and Thursdays from 12:30-1:45 PM. The instructor is Dr. Vinita Agarwal and her contact information is provided.
The course aims to teach students the principles and practices of journalism and public relations, both historically and today. Students will learn how to write news stories, cover different news beats, understand legal and ethical issues in journalism, and more. Required textbooks and class policies on attendance, participation, teamwork, and deadlines are outlined.
This document provides the course policies and syllabus for CMAT 344-001 Writing for the Professions, which meets on Tuesdays and Thursdays from 9:30-10:45am in TETC 116B. The course is taught by Dr. Vinita Agarwal and focuses on preparing students for print journalism and public relations careers through weekly writing assignments. Students will learn to write news stories, feature stories, public relations materials and complete a semester-long news beat. The course requires in-class and out-of-class work totaling 11-19 hours per week. Assignments include quizzes, exams, in-class writing, a news story, media kit and blogging.
This document outlines the policies, schedule, and expectations for a Digital PR course taught by Dr. Agarwal. The class will meet on Tuesdays and Thursdays from 11:00AM to 12:15PM in room PH 248. Students will learn about developing digital strategies, conducting audience research, and using social media channels. Assessment will include individual and team-based projects. Students are expected to actively participate in both in-person and online discussions. Regular attendance, professional conduct, and initiative in seeking help from the instructor are emphasized.
This document outlines the policies and schedule for Dr. Vinita Agarwal's Spring 2016 CMAT 465 Communication and Technology course. Key details include:
- The course examines innovations in communication techniques and technologies and meets Tuesdays and Thursdays from 9:30-10:45AM in TETC 277.
- Dr. Agarwal can be contacted via email or during her office hours.
- Students are expected to actively engage with course readings, discussions, and activities involving technologies like Microsoft Publisher and app design.
- Attendance is mandatory and participation is an important part of the grade. Late assignments will be penalized.
This document outlines the policies and schedule for an International Public Relations hybrid course taught by Dr. Vinita Agarwal. The course meets in-person 60-65% of the time and utilizes online activities and discussions for the remaining 35-40%. Students are expected to spend 11-19 hours per week on out-of-class work. Key dates, technology requirements, learning objectives, assignments, and attendance policies are provided.
Syllabus Spring '14: Social Media in Public RelationsVinita Agarwal
CMAT 490—Social Media in PR will involve the study of strategic communication principles guiding social media planning and integration using tools such as blogging, podcasting, YouTube, Facebook, RSS, Pinterest, and Twitter to identify and engage key influencers. Students gain knowledge and experience in strategic implementation of social media initiatives in PR contexts such as social media crises, corporate communications, issues management, and reputation management. CMAT 490 is an enhanced course, requiring intensive study in any one area of speech or communication studies, ideally in the student’s track. Substantial research paper/academic project and class presentation are required.
Introduction to Journalism and Public Relations Vinita Agarwal
This document provides information about a course titled "Introduction to Journalism and Public Relations" taught in spring 2016. The course will be held on Tuesdays and Thursdays from 12:30-1:45 PM. The instructor is Dr. Vinita Agarwal and her contact information is provided.
The course aims to teach students the principles and practices of journalism and public relations, both historically and today. Students will learn how to write news stories, cover different news beats, understand legal and ethical issues in journalism, and more. Required textbooks and class policies on attendance, participation, teamwork, and deadlines are outlined.
This document provides the course policies and syllabus for CMAT 344-001 Writing for the Professions, which meets on Tuesdays and Thursdays from 9:30-10:45am in TETC 116B. The course is taught by Dr. Vinita Agarwal and focuses on preparing students for print journalism and public relations careers through weekly writing assignments. Students will learn to write news stories, feature stories, public relations materials and complete a semester-long news beat. The course requires in-class and out-of-class work totaling 11-19 hours per week. Assignments include quizzes, exams, in-class writing, a news story, media kit and blogging.
This document outlines the policies, schedule, and expectations for a Digital PR course taught by Dr. Agarwal. The class will meet on Tuesdays and Thursdays from 11:00AM to 12:15PM in room PH 248. Students will learn about developing digital strategies, conducting audience research, and using social media channels. Assessment will include individual and team-based projects. Students are expected to actively participate in both in-person and online discussions. Regular attendance, professional conduct, and initiative in seeking help from the instructor are emphasized.
This document outlines the policies and schedule for Dr. Vinita Agarwal's Spring 2016 CMAT 465 Communication and Technology course. Key details include:
- The course examines innovations in communication techniques and technologies and meets Tuesdays and Thursdays from 9:30-10:45AM in TETC 277.
- Dr. Agarwal can be contacted via email or during her office hours.
- Students are expected to actively engage with course readings, discussions, and activities involving technologies like Microsoft Publisher and app design.
- Attendance is mandatory and participation is an important part of the grade. Late assignments will be penalized.
This document outlines the policies and schedule for an International Public Relations hybrid course taught by Dr. Vinita Agarwal. The course meets in-person 60-65% of the time and utilizes online activities and discussions for the remaining 35-40%. Students are expected to spend 11-19 hours per week on out-of-class work. Key dates, technology requirements, learning objectives, assignments, and attendance policies are provided.
This document provides information for a digital public relations course including the instructor, class times, course description, objectives, assignments, and grading. The course will introduce students to how digital and social media are transforming public relations and will involve hands-on experience using tools like Radian6. Major assignments include reaction papers, maintaining a class blog, and a final Radian6 brand monitoring project. The course aims to prepare students for digital PR careers by developing knowledge of tools and ethical practices in the field.
This document outlines the syllabus for CMAT 445-001—Digital PR taught by Dr. Vinita Agarwal. The course will teach principles of digital communications management and their application. It is a 4-credit, web-enhanced course that meets Tuesday/Thursday from 9:30-10:45AM. Assignments include a month-long micro-campaign addressing a campus issue using 2 digital networks, an issue analysis research paper, digital class participation on Twitter, case studies presented on Wordpress and YouTube, and exams on Google Analytics and AdWords. The course aims to provide an in-depth understanding of digital PR strategies and build skills in audience engagement, evaluation, strategy, and project management.
Fall 2013 Syllabus: Social Media in Public RelationsVinita Agarwal
Senior Seminar in Public Relations applying strategic communication principles effectively to use of PR tools and techniques in the domain of social media. Students gain a hands-on insight into how social media is shaping public relations practice and build a professional portfolio. Engages students as social media consultants to achieve their community non profit client's objectives and in personal branding.
(c) Vinita Agarwal. All Rights Reserved.
Opportunity Knocks on the Student Life CycleSalesforce.org
Presentation from Salesforce.org Higher Ed Summit 2018 by: Nadia Kaminski, Manager of Academic Success Coaches, and Laura Kite, Assistant Dean for Student Affairs, University of Wisconsin-Extension.
Student Information Systems (SIS) have been available for a number of years and have been deployed by colleges and universities as a means of managing the student lifecycle as defined by traditional higher education - essentially time-based activities (application, admission, registration, semester-based enrollment, graduation) based on an academic calendar. However, these SIS' tend not to work for a new model of higher education - Competency-Based Education (CBE) - where the student lifecycle is led by the student themselves. THE CBE model lends itself to a new way of thinking about SIS functionality - where subscription periods can be treated as sales opportunities - where the student advisor's task is to help the student purchase the best options that meet the expectations of the student’s academic path. With this new mindset the University of Wisconsin-Extension undertook a software implementation (the Student Engagement System - SES) that reconsidered the student lifecycle as a series of sales opportunities - and then established these opportunities into Salesforce - a Customer Relationship Management (CRM) enterprise platform. We believe that, while extending the Salesforce platform to achieve this mindset is not alone innovative, the re-engineering of business processes in the student life cycle as sales opportunities certainly is.
Watch a recording of this presentation: https://youtu.be/1fNiyYxKg3U
This document provides an overview of the course "HT-391 Principles of Social Media Marketing Management". It outlines the instructor's contact information, course objectives, required materials, assignments and evaluation criteria. The main assignments are active participation in class discussions, a social media marketing plan developed by student teams, a presentation by each team on a social media channel, and optional opportunities to earn extra points. Key policies outlined include expectations for attendance, participation and timely submission of assignments.
This document is a syllabus for an Introduction to Career Counseling graduate course offered in the summer of 2016. The course will cover key topics in career counseling including career development theories, assessment tools, counseling strategies, and program development. Students will complete assignments to develop career materials like a resume and cover letter, participate in mock interviews, and propose a career programming event. Grading will be based on these assignments, participation in online discussions and materials, and engagement in classroom activities and discussions. The course aims to help students gain knowledge and skills for the career counselor role and meet CACREP standards for career counseling.
This document summarizes a presentation on blended learning given by Veronica Diaz and Patricia McGee. It defines blended learning as courses that combine online and classroom activities to improve student outcomes while reducing classroom time. It discusses models for blending, opportunities for institutions, and strategies for effective course design, implementation, faculty development, and student readiness.
NewhouseSU COM 400 Social Media U Need 2 Know #NewhouseSM4 - Fall 2012 syllabusDr. William J. Ward
NewhouseSU COM 400 Social Media U Need 2 Know #NewhouseSM4 - Fall 2012 syllabus
Social media class at the S.I. Newhouse School of Public Communications at Syracuse University taught by DR4WARD
This document is a course syllabus for COMM 335: Writing Across Platforms taught by Matthew J. Kushin at Shepherd University during the Spring 2016 semester. The course will focus on writing effectively for various digital platforms and emphasizes clear communication, professional standards, and tailoring messages for different audiences and mediums. Students will complete writing assignments across multiple genres including news releases, blog posts, and social media content. They will also participate in writing challenges during class and complete quizzes on AP style. The syllabus outlines major assignments, grading criteria, a tentative schedule, and additional course resources.
This document outlines an instructional plan for a course to help young adults become debt-free. The course consists of three 4-hour sessions held on Saturday mornings. The course goals are to teach students how to create a budget, evaluate credit card options, and navigate student loans. The plan details the phases, delivery methods, instructional strategies, technologies, and assessments used. Formative assessments include discussions and activities. A summative evaluation survey collects feedback to improve future sessions.
This document describes the interACT project at the Centre for Medical Education at the University of Dundee. The project aims to improve feedback dialogue for their postgraduate medical education program which is delivered online. They plan to develop a longitudinal self-reflective feedforward system within their learning management system and create online activities to improve self, peer, and tutor feedback using technologies like blogs and video conferencing. The document provides context on the program and challenges with the current feedback model. It outlines proposed changes to incorporate student self-evaluation and online reflection on feedback to stimulate more dialogue. Outcome measures and principles of effective feedback are also discussed.
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.
The document outlines competencies for effective online teaching. It discusses seven competencies: understanding online format, understanding online pedagogy, developing course content, understanding instructional design, understanding course management, practicing technology use, and developing quality assurances. Each competency is then mapped to specific best practices for online teaching discussed earlier in the document.
This document provides a course syllabus for an online college success strategies course. It outlines the instructor contact information, course description and competencies, learning outcomes, required activities and assignments, technology needs, academic integrity policy, attendance policy, grading scale, and tentative weekly schedule. The course introduces students to strategies for self-management, use of campus resources, and academic success. Students are required to complete various assignments each week related to topics like time management, test anxiety, learning styles, and careers. They must also participate in at least 5 approved campus activities.
The document summarizes the key elements of successful online teaching and learning. It discusses the characteristics of successful online students, including being self-motivated and having strong writing skills. It also outlines the qualities of good online instructors, such as being organized and responsive. The document emphasizes fostering interaction through forums, team projects, and building a sense of community. It concludes that a variety of training opportunities are needed to support online instructors.
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.
This 3-sentence summary provides the key details about the document:
The document is a guidance booklet created by Dr. Pam Parker that provides guidance for revising module specifications at the university level, with templates and examples for both undergraduate and postgraduate modules to help clearly outline the content, learning outcomes, assessments, and other essential details for students.
The guidance covers topics like the module summary, expected learning outcomes, teaching methods, assessment types and criteria, reading lists, and other standard sections to include to inform students about what they will learn from the module and how it will be taught and assessed.
An example module specification for a postgraduate program in academic practice is also included in an appendix to demonstrate
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 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 an introduction and first chapter to a dissertation on the threat of revolutionary terrorism in early 20th century Russia. It defines terrorism as using violence or threats of violence to further a revolutionary cause when open warfare is not possible. The introduction discusses the origins and growth of revolutionary groups in Russia in response to political and social frustrations under the autocratic tsarist regime. It argues that while terrorism on its own did not destabilize the state, it did weaken the government psychologically and hasten its downfall through assassinations of officials.
This document provides information for a digital public relations course including the instructor, class times, course description, objectives, assignments, and grading. The course will introduce students to how digital and social media are transforming public relations and will involve hands-on experience using tools like Radian6. Major assignments include reaction papers, maintaining a class blog, and a final Radian6 brand monitoring project. The course aims to prepare students for digital PR careers by developing knowledge of tools and ethical practices in the field.
This document outlines the syllabus for CMAT 445-001—Digital PR taught by Dr. Vinita Agarwal. The course will teach principles of digital communications management and their application. It is a 4-credit, web-enhanced course that meets Tuesday/Thursday from 9:30-10:45AM. Assignments include a month-long micro-campaign addressing a campus issue using 2 digital networks, an issue analysis research paper, digital class participation on Twitter, case studies presented on Wordpress and YouTube, and exams on Google Analytics and AdWords. The course aims to provide an in-depth understanding of digital PR strategies and build skills in audience engagement, evaluation, strategy, and project management.
Fall 2013 Syllabus: Social Media in Public RelationsVinita Agarwal
Senior Seminar in Public Relations applying strategic communication principles effectively to use of PR tools and techniques in the domain of social media. Students gain a hands-on insight into how social media is shaping public relations practice and build a professional portfolio. Engages students as social media consultants to achieve their community non profit client's objectives and in personal branding.
(c) Vinita Agarwal. All Rights Reserved.
Opportunity Knocks on the Student Life CycleSalesforce.org
Presentation from Salesforce.org Higher Ed Summit 2018 by: Nadia Kaminski, Manager of Academic Success Coaches, and Laura Kite, Assistant Dean for Student Affairs, University of Wisconsin-Extension.
Student Information Systems (SIS) have been available for a number of years and have been deployed by colleges and universities as a means of managing the student lifecycle as defined by traditional higher education - essentially time-based activities (application, admission, registration, semester-based enrollment, graduation) based on an academic calendar. However, these SIS' tend not to work for a new model of higher education - Competency-Based Education (CBE) - where the student lifecycle is led by the student themselves. THE CBE model lends itself to a new way of thinking about SIS functionality - where subscription periods can be treated as sales opportunities - where the student advisor's task is to help the student purchase the best options that meet the expectations of the student’s academic path. With this new mindset the University of Wisconsin-Extension undertook a software implementation (the Student Engagement System - SES) that reconsidered the student lifecycle as a series of sales opportunities - and then established these opportunities into Salesforce - a Customer Relationship Management (CRM) enterprise platform. We believe that, while extending the Salesforce platform to achieve this mindset is not alone innovative, the re-engineering of business processes in the student life cycle as sales opportunities certainly is.
Watch a recording of this presentation: https://youtu.be/1fNiyYxKg3U
This document provides an overview of the course "HT-391 Principles of Social Media Marketing Management". It outlines the instructor's contact information, course objectives, required materials, assignments and evaluation criteria. The main assignments are active participation in class discussions, a social media marketing plan developed by student teams, a presentation by each team on a social media channel, and optional opportunities to earn extra points. Key policies outlined include expectations for attendance, participation and timely submission of assignments.
This document is a syllabus for an Introduction to Career Counseling graduate course offered in the summer of 2016. The course will cover key topics in career counseling including career development theories, assessment tools, counseling strategies, and program development. Students will complete assignments to develop career materials like a resume and cover letter, participate in mock interviews, and propose a career programming event. Grading will be based on these assignments, participation in online discussions and materials, and engagement in classroom activities and discussions. The course aims to help students gain knowledge and skills for the career counselor role and meet CACREP standards for career counseling.
This document summarizes a presentation on blended learning given by Veronica Diaz and Patricia McGee. It defines blended learning as courses that combine online and classroom activities to improve student outcomes while reducing classroom time. It discusses models for blending, opportunities for institutions, and strategies for effective course design, implementation, faculty development, and student readiness.
NewhouseSU COM 400 Social Media U Need 2 Know #NewhouseSM4 - Fall 2012 syllabusDr. William J. Ward
NewhouseSU COM 400 Social Media U Need 2 Know #NewhouseSM4 - Fall 2012 syllabus
Social media class at the S.I. Newhouse School of Public Communications at Syracuse University taught by DR4WARD
This document is a course syllabus for COMM 335: Writing Across Platforms taught by Matthew J. Kushin at Shepherd University during the Spring 2016 semester. The course will focus on writing effectively for various digital platforms and emphasizes clear communication, professional standards, and tailoring messages for different audiences and mediums. Students will complete writing assignments across multiple genres including news releases, blog posts, and social media content. They will also participate in writing challenges during class and complete quizzes on AP style. The syllabus outlines major assignments, grading criteria, a tentative schedule, and additional course resources.
This document outlines an instructional plan for a course to help young adults become debt-free. The course consists of three 4-hour sessions held on Saturday mornings. The course goals are to teach students how to create a budget, evaluate credit card options, and navigate student loans. The plan details the phases, delivery methods, instructional strategies, technologies, and assessments used. Formative assessments include discussions and activities. A summative evaluation survey collects feedback to improve future sessions.
This document describes the interACT project at the Centre for Medical Education at the University of Dundee. The project aims to improve feedback dialogue for their postgraduate medical education program which is delivered online. They plan to develop a longitudinal self-reflective feedforward system within their learning management system and create online activities to improve self, peer, and tutor feedback using technologies like blogs and video conferencing. The document provides context on the program and challenges with the current feedback model. It outlines proposed changes to incorporate student self-evaluation and online reflection on feedback to stimulate more dialogue. Outcome measures and principles of effective feedback are also discussed.
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.
The document outlines competencies for effective online teaching. It discusses seven competencies: understanding online format, understanding online pedagogy, developing course content, understanding instructional design, understanding course management, practicing technology use, and developing quality assurances. Each competency is then mapped to specific best practices for online teaching discussed earlier in the document.
This document provides a course syllabus for an online college success strategies course. It outlines the instructor contact information, course description and competencies, learning outcomes, required activities and assignments, technology needs, academic integrity policy, attendance policy, grading scale, and tentative weekly schedule. The course introduces students to strategies for self-management, use of campus resources, and academic success. Students are required to complete various assignments each week related to topics like time management, test anxiety, learning styles, and careers. They must also participate in at least 5 approved campus activities.
The document summarizes the key elements of successful online teaching and learning. It discusses the characteristics of successful online students, including being self-motivated and having strong writing skills. It also outlines the qualities of good online instructors, such as being organized and responsive. The document emphasizes fostering interaction through forums, team projects, and building a sense of community. It concludes that a variety of training opportunities are needed to support online instructors.
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.
This 3-sentence summary provides the key details about the document:
The document is a guidance booklet created by Dr. Pam Parker that provides guidance for revising module specifications at the university level, with templates and examples for both undergraduate and postgraduate modules to help clearly outline the content, learning outcomes, assessments, and other essential details for students.
The guidance covers topics like the module summary, expected learning outcomes, teaching methods, assessment types and criteria, reading lists, and other standard sections to include to inform students about what they will learn from the module and how it will be taught and assessed.
An example module specification for a postgraduate program in academic practice is also included in an appendix to demonstrate
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 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 an introduction and first chapter to a dissertation on the threat of revolutionary terrorism in early 20th century Russia. It defines terrorism as using violence or threats of violence to further a revolutionary cause when open warfare is not possible. The introduction discusses the origins and growth of revolutionary groups in Russia in response to political and social frustrations under the autocratic tsarist regime. It argues that while terrorism on its own did not destabilize the state, it did weaken the government psychologically and hasten its downfall through assassinations of officials.
This document contains the resume of T.Raghavendra which summarizes his personal details, education qualifications, skills in manual testing, SQL, automation testing using Selenium, core Java programming language and details of an academic project on electricity generation using magnets. It also lists his co-curricular activities, achievements and strengths.
Las redes sociales son estructuras sociales compuestas por grupos de personas conectadas a través de relaciones como la amistad, el parentesco o intereses comunes. Las redes sociales en internet son aplicaciones que facilitan el contacto entre individuos. Las redes sociales están cambiando constantemente e influyendo en las instituciones educativas, ofreciendo beneficios como centralizar actividades, aumentar la comunicación y facilitar la coordinación de trabajos.
This document provides details on two alcohol and marijuana prevention programs at Winona State University: the Alcohol and College Life Course and Common Ground program.
The Alcohol and College Life Course is a new orientation course aimed at educating first-year students on the risks of alcohol and marijuana use through various modules and assignments. It has the goal of reducing alcohol and drug incidents on campus by 30% by 2020.
The Common Ground program uses heightened law enforcement, limiting student access to alcohol, and managing environmental factors to decrease excessive drinking. It aims to reduce alcohol incident reports by 5% during the 2016-2017 school year through initiatives like increased ID checking at bars and limiting availability.
Both programs provide budgets, timelines,
The document discusses how leaders can double worker productivity without increasing hours or hiring more people. It states that over 90% of CEOs feel their employees are not being utilized to their full potential. It provides tools for leaders to increase productivity, such as letting go of needing all the answers, being transparent, challenging and engaging employees, empowering them, recognizing them, and developing them. With these approaches, the document claims management can directly influence employee output to double, with benefits like higher retention, improved quality, and happier employees.
This document is a training record for an employee named Hassan Samir Hassan Sharaf who works as a Concierge Agent at the Palace Port Chalib Resort. It lists over 30 training courses and programs he has completed between 2008 and 2014, including courses on customer service, safety procedures, language skills and compliance topics. Many of the courses were 1-2 days and held onsite at the resort. The record shows the dates, duration and location of each training program, as well as whether the course was passed or failed.
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
This document is a dissertation submitted for an MA in History that examines the parallels between 19th and 20th century anarchists and contemporary lone-wolf terrorists. The introduction provides context on the rise of lone-wolf terrorism and outlines how the dissertation will compare anarchist terrorists to modern lone wolf cases to identify similarities in tactics and motivations. It will analyze how individual terrorism emerged within anarchist movements and if there are common factors enabling increased lone wolf attacks today.
Ms. Aishwarya Singh completed a one-month training program at PTC India Ltd from August 10th to September 17th, 2015. During her training, she worked closely with the Business Development Group and made valuable contributions. The Vice President of HR at PTC India Ltd certified that Ms. Singh sincerely worked on her assignments during the training period.
This is a summary of the Santa Cruz County Sanitation District 14th and 16th Avenue Pump Station Abandonment Project. This presentation was given at the Community Meeting.
This document is a syllabus for a business management course that will be held in spring 2015. It provides information on the instructor, required textbook, course objectives and policies. The course will cover management theories, functions, planning, organizing, influencing and controlling. Students will be evaluated based on attendance, quizzes on assigned readings, individual homework assignments, group chapter presentations, and a team project analyzing a company.
Course outline august 2015 qsb 2813 software application for qsw ss
This document provides information about a module on software applications for quantity surveying. It outlines the module synopsis, teaching objectives, learning outcomes, modes of delivery including lectures and tutorials, office hours, and assessment components. The module aims to develop students' technical skills in using software for tasks like preparing bills of quantities and estimating. It will assess students continuously and expects a minimum 80% attendance for exam eligibility. Plagiarism, late submissions, and missing assessments will impact grades.
Course outline august 2015 qsb 2813 software application for qsshensin1015
This document provides information about a module on software applications for quantity surveying. It outlines the module synopsis, teaching objectives, learning outcomes, modes of delivery including lectures and tutorials, office hours, and assessment components. The module aims to develop students' technical skills in using software for tasks like preparing bills of quantities and estimating. It will assess students continuously and expects a minimum 80% attendance for exam eligibility. Plagiarism, late submissions, and missing assessments will impact grades.
This document provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
This document provides information about the Creative Thinking Skills module offered at Taylor's University. It discusses the module synopsis, teaching objectives, learning outcomes, modes of delivery including lectures and tutorials, assessment components, and general rules around attendance, late submission, and plagiarism. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and random association to develop and translate ideas. Students will learn to apply these skills to assignments and recognize their importance in personal and professional lives. Assessment includes components like portfolios to evaluate students' performance and development throughout the course.
This document provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
This document provides information about the Creative Thinking Skills module offered at Taylor's University. It discusses the module synopsis, teaching objectives, learning outcomes, modes of delivery including lectures and tutorials, assessment components, and general rules around attendance, late submission, and plagiarism. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and random association to develop and translate ideas. Students will learn to apply these skills to assignments and recognize their importance in personal and professional lives. Assessment includes components like portfolios to evaluate students' performance and development throughout the course.
This document provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
This document provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
This document provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
This document provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
This document provides information about the Creative Thinking Skills module offered at Taylor's University. It discusses the module synopsis, teaching objectives, learning outcomes, modes of delivery including lectures and tutorials, assessment components, and general rules around attendance, late submission, and plagiarism. The module aims to equip students with critical and creative thinking skills through investigating a wide range of thinking techniques and applying divergent and convergent thinking methods. Students will learn to identify their own thinking abilities and apply practical thinking skills in academic assignments.
This document provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
This document provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
This document provides information about the Creative Thinking Skills module offered at Taylor's University. It discusses the module synopsis, teaching objectives, learning outcomes, modes of delivery including lectures and tutorials, assessment components, and general rules around attendance, late submissions, and plagiarism. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and random association to develop and translate ideas. Students will learn to apply these skills to assignments and recognize their importance in personal and professional lives. Assessment includes components like portfolios to evaluate students' performance and development throughout the course.
This document provides information about the Creative Thinking Skills module offered at Taylor's University. It discusses the module synopsis, teaching objectives, learning outcomes, modes of delivery including lectures and tutorials, office hours, communication tools, assessment details, general rules on attendance and submissions, plagiarism policy, student participation opportunities, student-centered learning approach, and types of assessment and feedback. The module aims to equip students with critical and creative thinking skills through investigating and applying a wide range of thinking techniques.
This document provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
This document provides information about the Creative Thinking Skills module offered at Taylor's University. It discusses the module synopsis, teaching objectives, learning outcomes, modes of delivery including lectures and tutorials, assessment components, and general rules around attendance, late submission, and plagiarism. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and random association to develop and translate ideas. Students will learn to apply these skills to assignments and recognize their importance in personal and professional lives. Assessment includes components like portfolios to evaluate students' performance and development throughout the course.
This document provides information about the Creative Thinking Skills module offered at Taylor's University. It discusses the module synopsis, teaching objectives, learning outcomes, modes of delivery including lectures and tutorials, assessment components, and general rules around attendance, late submission, and plagiarism. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and random association to develop and translate ideas. Students will learn to apply these skills to assignments and recognize their importance in personal and professional lives. Assessment includes components like portfolios to evaluate students' performance and development throughout the course.
This document provides information about the Creative Thinking Skills module offered at Taylor's University. It discusses the module synopsis, teaching objectives, learning outcomes, modes of delivery including lectures and tutorials, assessment components, and general rules around attendance, late submission, and plagiarism. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and random association to develop and present ideas. Students will learn to apply these skills to assignments and recognize how they can enhance personal and professional lives. Assessment includes components like portfolios to evaluate students' performance and understanding of the material throughout the semester.
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1. Course Policies and Meeting Schedule: Spring ‘14
CMAT 465 Communication and Technology | Dr. Vinita Agarwal
‘
Course Website:
My Classes
http://communicationandtechnology.wordpress.com/
_____________________________________________________________________________
Instructor Contact Information:
Dr. Vinita Agarwal
Assistant Professor of Communication Arts
Office: Fulton Hall 272
Email: vxagarwal@salisbury.edu
OH: T/TH: 1:45PM—2:30PM, W, 11:00 AM—02:30 PM and by appointment
_____________________________________________________________________________
Prerequisite
CMAT 297 with a grade of C or better.
Course Description
Examines innovations in communication techniques and applications. Topics include satellite and
terrestrial based technology, conferencing, decision support systems, computer mediated
communication and the impact of technology on the communication process and communicators.
Prerequisites: C or better in CMAT 297. Three hours per week with enhancement.
Learning Objectives
Communication and Technology is an interrogation of emerging and existing information and
communication technologies (ICTs) as they shape organizational, social, political, and individual
communication processes. Through a rigorous and in-depth reflection on technology
development, theory, application, and critique, students cultivate knowledge essential to be
critical consumers of technology and engage in its strategic application in a variety of
organizational, social, personal, and professional contexts. Upon successful completion of the
course, the student will be able to:
i. Articulate the issues and challenges shaping development of information and computing in a
democratic system including net neutrality, privacy, freedom of speech, and control.
ii. Critique development of ICTs with their impact on communication processes in social,
organizational, and individual contexts.
iii. Apply theoretical frameworks of technology including diffusion of innovations, social shaping of
technology, and media richness theory among others to achieve strategic communication goals.
iv. Successfully complete in-class activities and assignments to demonstrate proficiency with:
a. Application of select ICTs in individual, social, and organizational contexts through
successfully completing class activities involving proficiency using Microsoft Publisher,
immersive game environments, app design, or web-based collaborative tools.
b. Deliberation of social and individual consequences of ICT design and implementation
through the lens of theoretical frameworks to recommend innovative strategies that
address gaps identified.
c. Assessment and evaluation of implications of technology design and use, particularly
with respect to achieving strategic communication goals, embodying ideals of a
democratic society, and/or defining personal relationships and individual identity.
Spring 2014: CMAT 465 – Communication and Technology
Tues/Thurs, 09:30AM—10:45AM | PH 352
Course Policies
2. Course Policies and Meeting Schedule: Spring ‘14
CMAT 465 Communication and Technology | Dr. Vinita Agarwal
Required Readings
Readings are made available through four technologically mediated and physical venues:
Ø Virtual course pack: E-Reserves accessible via our My Classes course website. Password will be
provided in class.
Ø E-Books: Online access to e-books on Blackwell Library website & via open access on web (links
provided on syllabus)
Ø Online articles: Available online via open source [link will be provided on syllabus, and occasionally
linked to under “Syllabus Web Links” via My Classes.
Ø Multimedia and print cultural resources (e.g., movies and books): Placed on reserve in Blackwell
library or be available via YouTube.
Readings
Readings for the course come from a range of sources. Discussions of journal articles provide
proficiency with the key arguments and a theoretical framework for conceptualizing technology.
Readings from contemporary sources (policy documents, international regulatory body documents,
media critiques, and thought leaders) will provide a current, constantly evolving backdrop for
sparking discussions on contemporary debates and an anchor for applying theoretical perspectives.
Because there will be limited in-class time to go over each reading in detail, it is imperative that
readings are completed beforehand (i.e., before you come to class that day) and that each student is
prepared to share their thoughts and perspectives on the reading material.
Multimedia Materials
Some materials are available as freeware online, for others that are not available (e.g. Neuromancer),
I will be placing personal copies on reserve at the Blackwell Library for a limited time check out.
Please plan ahead to ensure you can access the book at an alternative time if it is checked out.
Websites
Recommended web sites are provided on My Classes. Bookmark these and add them to your daily
reading for class discussion. You are encouraged to add to this list.
Equipment Policy
We will be using and experimenting with different forms of technology. You may use the Marantz
audio flash recorder for audio recordings or video flip cameras for video recordings. These will be
checked out (using your SU ID) from Media Services (Room 334, TETC, Hours: TR, 9 AM—11 PM,
Fridays, 9 AM—5 PM and closed on Saturdays). This is available only for a day (late returns fined).
Copyright Statement
The content (lectures, assignments, handouts) are the property of the instructor and protected under
copyright law. You may not publicly distribute or display or share my course materials or lecture
notes without my written permission.
Attendance and Participation
Attendance is mandatory. Your participation in class discussions and lab work is vital to your
progress and learning outcomes from the course. Please do not request make-ups for missed in-class
participation. Participation is a 25% of your course grade and will significantly impact your grade.
If an unforeseen issue necessitates prolonged absence (i.e., greater than seven missed classes during
the semester), evaluate your course standing and/or consider dropping the course in a timely manner.
This is particularly important if you are a graduating senior and this is your final semester.
3. Course Policies and Meeting Schedule: Spring ‘14
CMAT 465 Communication and Technology | Dr. Vinita Agarwal
Class participation is assessed on quality and content of work produced. As most learning is
facilitated through reflection, asking questions, connecting to examples in personal lives and
contemporary affairs, and shared deliberation with a like-minded community of learners, asking
questions, sharing examples, responding thoughtfully to classmates’ examples, and identifying
aspects of readings that resonate with you will be counted as positive participation.
Conversely, if I observe or otherwise get the feeling of a class participant engaging in disruptive
behaviors including but not restricted to browsing other content while in class, texting, engaging in
activities that do not pertain to the class, distracted and disengaged class presence, unprepared
behaviors (unable to knowledgeably contribute to the arguments, to raise salient points from readings
or to connect across readings to personal experiences) it will result in loss of participation points.
Please monitor your class participation and other grades regularly so you are always aware of how
your classroom behaviors and performance impacts your course grade. Note you have up to a
maximum of one week or two class periods to bring any discrepancies to my attention for review.
Course Ethos
As an advanced elective, I will expect responsible engagement from every student in class. I will
strive to provide each of you with the resources and guidance necessary to achieve the course
objectives. I am available to provide feedback, resources, and guidance during class and office-hours
and will expect you to be an equal partner in your learning. The course environment promotes your
learning as future members of a globalized, cosmopolitan community of professionals.
As an intensive, immersive course involving deliberation, practice, application, and critique of
technology in organizational, social, individual, and relational contexts, the course is designed to
promote consistent engagement with course content.
Any personal accommodations made during the semester will be at my discretion weighing individual
circumstances against the principle of fairness to other class members.
Deadlines, Late Policy, and Make-Ups
All assignments are due promptly at the beginning of class. Any assignment turned in after attendance
has been taken will count as tardy and will be penalized by a 50% off full credit if turned in one
calendar day late and will receive no credit if more than one day late. General guidelines include:
⇒ Monitor your grades regularly on MyClasses. You have one week from the time grades are posted to
bring any grade to my notice for review. After one week, the grade will be taken as final. Returned
materials may be discarded if not collected from my office within a week.
⇒ Do not discuss grade-related matters at end of class or via email.
⇒ You are responsible for making up any missed work or content.
⇒ Pop quizzes may be given at the start, middle, or end of class and cannot be made up if missed.
⇒ Tardiness is unprofessional and habitual tardiness will result in loss of class participation points
(tardy more than 4 times in a semester). Tardiness is defined as arriving after attendance has been
taken or missing your attendance and falls under disruptive class behaviors.
Grading Policy
I strive to enter your grades within a week of their submission. You are responsible for monitoring
your grade on My Classes. All grades are considered final after one week of being returned to class.
You have up to one week from the day grades are returned to you to bring any concern to my notice.
Requests that bring up grade-related concerns more than a week old will not be reviewed. The review
4. Course Policies and Meeting Schedule: Spring ‘14
CMAT 465 Communication and Technology | Dr. Vinita Agarwal
process assumes you accept the possibility the grades can be revised upward/ or downward upon
review. I do not keep records of class assignments more than a week after grades are returned.
In general, my grading is based on the following broad rule-of-thumb: “C” work meets the basic
outlined criteria, “B” work does an excellent job of meeting the outlined criteria, and “A” work not
only does an excellent job of meeting the outlined criteria, but also surpasses expectations to
demonstrate innovative applications of the content that go beyond the outlined criteria. “D” work
does not meet one of the basic criteria outlined for the assignment at an acceptable level, and “F”
work is substandard and does not meet basic expectations on two or more of the outlined criteria.
Support Services
For trouble with your connection, access to the course website or the materials therein please contact
IT at 410-677-5454, at TETC Room 113 or via email at helpdesk@salisbury.edu.
Emergency Policy
In the event of an emergency, announcements and information will be communicated via instructor
email, My Classes course website, and SU’s home page. Course-related information will be updated
by the instructor on My Classes and course website and via university email.
Office of Student Disability Support Services (OSDSS)
The OSDSS provides guidance, access to resources, and accommodations for students with
documented disabilities including: medical, psychiatric, and/or learning disabilities, and/or mobility,
visual, and/or hearing impairments. They can be reached at 410-677-6536.
Academic Integrity
The CMAT department expects you have read and understand the University’s policy as described in
the Student Policy on Academic Integrity in your SU Student Handbook
(www.salisbury.edu/Students/handbook/welcome.html) and thereby agree to honor these standards.
Academic dishonesty as a serious offense and ALL incidences are subject to disciplinary action
including, but not limited to, separation from the university.
Brief Assignment Description [Detailed handouts for each at appropriate times during the semester]
Course assignments are structured to promote consistent, in-depth, and critical engagement with the
readings, lectures, and application exercises. The following six assignments include a mix of daily,
weekly, and once-a-semester projects, exams, and activities through the semester.
⇒ Blog (10%). Weekly, Due every Sunday, before midnight. Using a WordPress.com blog page, in a
450—500 word post, once a week, in-depth examination of form and function of one feature of a
technology. A week will be counted as starting from Monday-->Sunday, midnight. Week of Spring
break excluded. Starts Week 2, last post due Week 12.
⇒ Technology Review Presentation (15%): Once a semester, with a partner. Providing data from
existing sources, discuss the development, scope, prevalence, and future directions for your chosen
technology. This paper is data driven and asks you to provide numbers and specific technological
developments in the context of the media industry (e.g., digital audio, radio broadcasting, interactive
TV, satellite technology). You will draw on respected industry, government, and research sources for
your data and trends. 15-minute presentations with a partner during Weeks 2, 3, 5, and 6.
⇒ Mini-Thought Paper (15%). Four, due per dates indicated on the syllabus. A total of six 2-page mini-
thought issue papers that examine latest developments (social, legal, organizational, regulatory,
financial) of technology use with respect to the issues referenced. Complete any four of your choice.
⇒ Exam 1 & Exam 2 (20%): Once a semester, per date on syllabus. Short- and/or long-answer based,
theoretical and application critiques of technological developments, theoretical concepts, applications,
5. Course Policies and Meeting Schedule: Spring ‘14
CMAT 465 Communication and Technology | Dr. Vinita Agarwal
and critiques discussed through readings, lectures, exercises, assignments until the class before the
exam. Exam 2 is not cumulative and will cover material from the end of Exam 1 onward.
⇒ Class Participation (25%): Daily. Due per instructions end-of-class/next lab. Includes daily work
such as Microsoft Publisher, Wikis, Apps, Ever note, Apps. Online postings of readings may also be
routinely required. Will also include random daily (or almost daily) pop quiz. Pop quiz will be a short
answer or multiple-choice format question given at start of class (to assess class preparedness with
readings before coming to class) or at end of class (to assess grasp of lecture, discussion, or reading
material covered in class). These points cannot be made up.
⇒ Final Portfolio and Paper (15%): Once a semester. A final portfolio of your extensive (3—4 week
long) usage of any emerging technology in an out-of-class/campus/field site covered through the
semester utilizing any one theoretical and research methods lens will be presented to the class (and/or
guests) at the end of the semester (20 minutes). You will obtain approval for your chosen
technology/theoretical/methodological lens from me by end of Week 7.
Grade Breakdown
A= 90.0% & above; B= 80.0%-89.0%; C= 70.0%-79.0%; D= 60.0%-69.0%; F= 59.0% & below
v Important Semester Dates:
Jan 27th
–May 13th
: Session dates | Jan 27th
: First day of classes| Jan 27th
–Jan 31st
: Add/drop| Mar
17th
– Mar 23rd
: Spring Break | Apr 4th
: Last day to Withdraw with a grade of (W)| May 13th
: Last day
of classes| May 14th
: Reading day| May 15th
–May 21st
: Finals week| May 22nd
Commencement
1. Accessing e-Books: [SU
Libraryà
Books/e-‐BooksàEnter
titleà1st
Resultà
Click
on
Titleà
Check
for
Online
Access
at
your
LibraryàFind
Ità
Read
Full
Text
Atà
netIDàeBook
Full
Text
on
Left
Hand
Side
Menu]
2. Books
available
Online:
a. Stephen
L.
Talbott.
(1995).
The
future
does
not
compute—Transcending
the
machines
in
our
midst.
Sebastopol,
CA:
O’Reilly
&
Associates.
[Accessible
online
at:
http://netfuture.org/fdnc/
]
b. Lawrence
Lessig.
(2006).
Code:
Version
2.0.
New
York:
Basic
Books
[Available
online:
http://codev2.cc/download+remix/Lessig-‐Codev2.pdf]
c. Kembrew
McLeod.
(2005).
Freedom
of
expression:
Overzealous
copyright
bozos
and
other
enemies
of
creativity.
New
York:
Doubleday.
[Available
online
http://www.freedomofexpression.us/documents/mcleod-‐freedomofexpression.pdf]
3. Accessing
Articles
on
SU’s
Library
Website:
[SU
Libraryà
Find
DatabasesàCommunication
and
Mass
MediaàSearchà
Click
on
“Communication
and
Mass
Media
Completeӈ
Searching
“Communication
and
Mass
Media
CompleteӈCopy
and
Paste
article
title
in
first
field
“Select
a
field
(optional)àPDF
Full
Textà
à”Download
PDF”
on
Top
Blue
Menu]
Grading
Assignment Total % Points
Ø Blogging 10%
Ø Technology Review Presentation 15%
Ø Mini-Thought Paper (Any 4) 15%
Ø Exam 1 & Exam 2 20%
Ø Class Work, Readings, Pop Quiz, & Participation 25%
Ø Final Portfolio Paper & Presentation 15%
6. Course Policies and Meeting Schedule: Spring ‘14
CMAT 465 Communication and Technology | Dr. Vinita Agarwal
TENTATIVE
SCHEDULE—SPRING
2014
CMAT
465—COMMUNICATION
AND
TECHNOLOGY
Week
1
Communication
and
Technology:
Jan
28th
&
30th
Introduction
to
Syllabus
Computers
Internet
(T)
§ Intro
to
syllabus,
learning
goals,
class
structure,
expectations
Lab:
§ Virtual
course
pack:
E-‐reserves
§ MyClasses—Overview
§ Library—Overview
HW:
§ Readings
for
TR
(TR)
Readings:
§ Paul
E.
Ceruzzi.
(1998).
A
history
of
modern
computing.
Cambridge,
MA:
MIT
Press.
[Read:
“Introduction—Defining
Computer,”
SU
Library,
e-‐book]
§ Tim
Berners
Lee,
A
Brief
History
of
the
Internet.
[Access
online
at:
http://www.internetsociety.org/internet/what-‐internet/history-‐
internet/brief-‐history-‐internet
]
§ Tim
Berners
Lee:
Future
of
the
WWW
[Access
online
at:
http://dig.csail.mit.edu/2007/03/01-‐ushouse-‐future-‐of-‐the-‐web.html
]
Lab:
§ WordPress:
How-‐To
and
Getting
Started.
§ Writing
for
the
web—style,
design,
and
content
considerations
WordPress
(abbreviated
WP)
blog—goal,
audience,
strategy
(structure,
content,
message),
evaluation.
Frequency
and
content
expectations.
Week
2
Emerging
Technologies:
Feb
4th
&
6th
Satellite
and
terrestrial
based
technology
Digital
TV/Video
Interactive
TV
(T)
Readings:
§ Paul
E.
Ceruzzi.
(1998).
A
history
of
modern
computing.
Cambridge,
MA:
MIT
Press.
[Read:
“Conclusion:
The
Digitization
of
the
World
Picture,”
SU
Library
e-‐book]
§ Global
VSAT
Forum
[Available
online
at:
http://gvf.org/
]
§ FCC,
National
Broadband
Map
[Online
at:
http://www.broadbandmap.gov/classroom/technology
]
§ Satellite
Today
[Available
online
at:
http://www.satellitetoday.com/
]
Lab:
§ Writing
for
the
web—style,
design,
and
content
considerations
§ Usability
criteria
(TR)
Readings:
§ Bociurkiw,
M.
(2008).
Commentary:
Put
on
your
bunny
ears,
take
your
TV
around
the
block:
Old
and
new
discourses
of
gender
and
nation
in
mobile,
digital,
HDTV.
Canadian
Journal
of
Communication,
33,
537-‐544.
[Read
All
7. Course Policies and Meeting Schedule: Spring ‘14
CMAT 465 Communication and Technology | Dr. Vinita Agarwal
Pages;
Available
on
E-‐Reserves
on
My
Classes
web
site]
§ FCC
14th
Video
Competition
Report,
July
20,
2012.
[Read
points
#
1
to
30.
Available
online
at:
http://hraunfoss.fcc.gov/edocs_public/attachmatch/FCC-‐12-‐81A1.pdf
]
§ Screen
Digest
[http://www.screendigest.com]
§ Craig,
R.
T.
(2007).
Issue
forum
introduction:
Mobile
media
and
communication:
What
are
some
important
questions?
Communication
Monographs,
74,
386-‐388.
[Read
All
Pages;
Available
on
E-‐Reserves
on
My
Classes
web
site]
Lab:
§ Intro
to
Microsoft
Publisher.
Flyer
Week
3
Emerging
Technologies:
Feb
11th
&
13th
Mobile
broadband
Radio
Broadcasting
and
Digital
Audio
(T)
Readings:
§ The
Mobile
Web:
http://www.w3.org/2007/Talks/0222-‐3gsm-‐tbl/text
§ The
Semantic
Web
Revisited
http://eprints.soton.ac.uk/262614/1/Semantic_Web_Revisted.pdf
§ Scientific
American:
“The
Scientific
Flaws
of
Online
Dating
Sites”
http://www.scientificamerican.com/article/scientific-‐flaws-‐online-‐
dating-‐sites/
§ Katz,
J.
E.
(2007).
Mobile
media
and
communication:
Some
important
questions.
Communication
Monographs,
74,
369-‐394.
[Read
All
Pages;
Available
on
E-‐Reserves
on
My
Classes
web
site]
§ Jackson,
M.
H.
(2007).
Fluidity,
promiscuity,
and
mash-‐ups:
New
concepts
for
the
study
of
mobility
and
Communication.
Communication
Monographs,
74,
408-‐413.
[Read
All
Pages;
Available
on
E-‐Reserves
on
My
Classes
web
site]
§ Kelly,
L.,
Keaton,
J.
A.,
Becker,
B.,
Cole,
C.,
Littleford,
L.,
&
Rothe,
B.
(2012).
“It’s
the
American
lifestyle!”:
An
investigation
of
text
messaging
by
college
students.
Qualitative
Research
Reports
in
Communication,
13,
1-‐9.
[Available
on
E-‐Reserves
on
My
Classes
web
site]
Lab:
§ Microsoft
Publisher:
Newsletter
(TR)
Readings:
§ Hamilton,
B.
(May,
2013).
Impact
of
digital
convergence
on
community
radio
in
the
USA,
Media
Development,
Issue
2,
p.
12—19
[Read
All
Pages;
SU
Library,
full
text
journal
article
on
Communication
and
Mass
Media
Db]
§ Anderson,
J.
N.
(2012).
Radio
broadcasting’s
digital
dilemma.
Convergence:
The
International
Journal
of
Research
into
New
Media
Technologies,
19,
177-‐194.
[Read
All
Pages;
SU
Library,
“Linked
Full
Text”
on
Communication
and
Mass
Media
Database]
Lab:
§ Microsoft
Publisher:
Tri-‐fold
brochure
Week
4
Theoretical
Frameworks:
Feb
18th
&
20th
8. Course Policies and Meeting Schedule: Spring ‘14
CMAT 465 Communication and Technology | Dr. Vinita Agarwal
Social
Shaping
of
Technology
Media
Richness
Theory
&
Critical
Perspectives
on
Communicatio
n
and
Technology
(T)
Readings:
§ MacKenzie,
D.,
&
Wajcman,
J.
(1999).
Introductory
essay:
The
social
shaping
of
technology.
In
D.
MacKenzie
and
J.
Wajcman
(Eds.),
The
social
shaping
of
technology,
2nd
ed.
(pp.
3—27).
Buckingham,
UK:
Open
University
Press.
[Available
online
at:
http://eprints.lse.ac.uk/28638/1/Introductory%20essay%20(LSERO).pdf
§ Winner,
L.
(1986).
Do
artifacts
have
Politics?
In
L.
Winner,
The
whale
and
the
reactor:
A
search
for
limits
in
an
age
of
high
technology
(pp.
19—39).
Chicago:
University
of
Chicago
Press.
[Available
online
at:
http://zaphod.mindlab.umd.edu/docSeminar/pdfs/Winner.pdf
§ Adaptive
Structuration
Theory:
Scott,
C.
R.,
Quinn,
L.,
&
Timmerman,
C.
E.
(1998).
Ironic
uses
of
group
communication
technology:
Evidence
from
meeting
transcripts
and
interviews
with
group
decision
support
system
users.
Communication
Quarterly,
46,
353-‐374.
[Read
page
357
only;
SU
Library,
on
Communication
and
Mass
Media
Db]
Lab:
§ Organizing
apps
(Social
shaping
critique)
|
Make
an
App
§ ***Paper
1—Mobile
media:
Texting
due***
(TR)
Readings:
§ Daft,
R.
L.,
&
Lengel,
R.
H.
(1986).
Organizational
information
requirements,
media
richness,
and
structural
design.
Management
Science,
32,
554-‐571.
[Read
all
pages,
Available
online
at:
http://www.communicationcache.com/uploads/1/0/8/8/10887248/org
anizational_information_requirements_media_richness_and_structural_des
ign.pdf
§ Lawrence
Lessig.
(2006).
Code:
Version
2.0.
New
York:
Basic
Books
[Read
Ch.
1,
“Code
is
Law,”
pp.
1—8,
Ch.
2,
“Architectures
of
Control,”
pgs.
38-‐60;
http://codev2.cc/download+remix/Lessig-‐Codev2.pdf]
Lab:
§ App
(contd.),
Power
point
§ Introduce
Second
Life
(out-‐of-‐class)
Week
5
Emerging
Technologies:
Feb
25th
&
27th
Conferencing
&
Decision
Support
Systems
(T)
Readings:
§ Stephen
Talbott
(1995).
The
Future
Does
not
Compute—Transcending
the
Machines
in
our
Midst.
[Read
Ch.
10,
“Thoughts
on
a
Group
Support
System”
online
at:
http://netfuture.org/fdnc/]
§ Scott,
C.
R.,
Quinn,
L.,
&
Timmerman,
C.
E.
(1998).
Ironic
uses
of
group
communication
technology:
Evidence
from
meeting
transcripts
and
interviews
with
group
decision
support
system
users.
Communication
Quarterly,
46,
353-‐374.
[Read
Pages
353—357,
first
para
of
pg.
357
only;
SU
Library,
on
Communication
and
Mass
Media
Database]
9. Course Policies and Meeting Schedule: Spring ‘14
CMAT 465 Communication and Technology | Dr. Vinita Agarwal
CMC
§ Fairbank,
J.
F.,
Spangler,
W.
E.,
&
Williams,
S.
D.
(2003).
Motivating
creativity
through
a
computer-‐mediated
employee
suggestion
management
system.
Behavior
and
Information
Technology,
22,
305-‐314.
[Read
Pages
305—310;
Available
on
E-‐Reserves
on
My
Classes
web
site]
§ Conferencing
Systems:
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.91.7607&rep
=rep1&type=pdf
§ A
Brief
History
of
DSS
http://dssresources.com/history/dsshistory.html
Lab:
§ Skype,
Google+
Hangouts,
and
others
§ Continue
Second
Life
(out-‐of-‐class)
(TR)
Readings:
§ JCR
Licklider,
“The
Computer
as
a
Communication
Device“
(pg.
21—41)
[In
Memoriam:
J.
C.
R.
Licklider,
1915—1990.
Available
online
from:
http://memex.org/licklider.pdf
]
§ Walther,
J.
B.,
&
Jang,
J-‐W.
(2012).
Communication
processes
of
participatory
websites.
Journal
of
Computer-‐Mediated
Communication,
18,
2-‐15.
[Read
All;
E-‐Reserves
on
My
Classes]
§ Richardson,
K.,
&
Hessey,
S.
(2009).
Archiving
the
self?
Facebook
as
biography
of
social
and
relational
memory.
Journal
of
Information,
Communication,
and
Ethics
in
Society,
7,
25-‐38.
[All
Pages;
E-‐Reserves]
§ Fortin,
D.
R.,
&
Dholakia,
R.
R.
(2005).
Interactivity
and
vividness
effects
on
social
presence
and
involvement
with
a
web-‐based
advertisement.
Journal
of
Business
Research,
58,
387-‐396.
[Pages:
387—389;
394—395;
E-‐
Reserves
on
My
Classes]
§ Humphreys,
L.,
Gill,
P.,
Krishnamurthy,
B.,
&
Newbury,
E.
(2013).
Historicizing
new
media:
A
content
analysis
of
Twitter.
Journal
of
Communication,
63,
413-‐431.
[Read
All
Pages;
E-‐Reserves
on
My
Classes]
Lab:
§ Microsoft
Publisher:
Business
Cards/Letter
head
§ Continue
Second
Life
(out-‐of-‐class)
§ ***Paper
2—Immersive
environments:
Second
life
due***
Week
6
Emerging
Technologies:
Mar
4th
&
6th
Immersive
and
Augmented
Reality
and
Video
Games
(T)
Readings:
§ J.C.R
Licklider,
“Man-‐Computer
Symbiosis”
(pg.
1—20).
[In
Memoriam:
J.
C.
R.
Licklider,
1915—1990.
Available
online
from:
http://memex.org/licklider.pdf
§ Lemos,
A.
(2011).
Pervasive
computer
games
and
processes
of
spatialization:
Informational
territories
and
mobile
Technologies.
Canadian
Journal
of
Communication,
36,
277-‐294.
[Read
All
Pages;
SU
Library,
on
Communication
and
Mass
Media
Database]
10. Course Policies and Meeting Schedule: Spring ‘14
CMAT 465 Communication and Technology | Dr. Vinita Agarwal
Diffusion
of
Innovations
§ Lawrence
Lessig.
(2006).
Code:
Version
2.0.
New
York:
Basic
Books
[Read
Ch.
6,
“Cyberspaces,”
pp.
83—119;
Available
online
at:
http://codev2.cc/download+remix/Lessig-‐Codev2.pdf]
Lab:
§ Second
Life
journals
due
§ ***Paper
3—Organizations:
Conferencing
tool
or
DSS***
(TR)
Readings:
§ Haider,
M.,
&
Kreps,
G.
L.
(2004).
Forty
years
of
diffusion
of
innovations:
Utility
and
value
in
public
health.
Journal
of
Health
Communication,
9,
3-‐11.
[Read
All
Pages;
E-‐Reserves
on
My
Classes]
§ Wei,
R.
(2006).
Wi-‐Fi
powered
WLAN:
When
built,
who
will
use
it?
Exploring
predictors
of
wireless
Internet
adoption
in
the
workplace.
Journal
of
Computer-‐Mediated
Communication,
12,
155-‐175.
[Read
Pages
155—162,
Available
E-‐Reserves
on
My
Classes]
Lab
§ Audio
profile
of
diffusion
in
healthcare
or
an
industry
of
your
choice.
Week
7
Theoretical
Frameworks:
Mar
11th
&
13th
Researching
Technology
&
Comm
Exam
1
(T)
Readings:
§ Suggs,
L.
S.
(2006).
A
10-‐year
retrospective
of
research
in
new
technologies
for
health
communication.
Journal
of
Health
Communication,
11,
61-‐74.
[Read
All
Pages;
E-‐Reserves
on
My
Classes]
§ Agarwal,
V.,
&
Buzzanell,
P.
M.
(2008).
Spatial
narratives
of
the
local:
Bringing
the
basti
center
stage.
[Ch.
7,
Read
Pages
123-‐128;
E-‐Reserves
on
My
Classes]
§ Denzin,
N.
K.
(1999).
Cybertalk
and
the
method
of
instances
[Ch.
5,
Read
Pages
110—115,
E-‐Reserves
on
My
Classes]
Lab:
§ Archiving
our
socially
networked
Facebook
and/or
Twitter
selves.
§ ***Deadline
to
obtain
approval
for
final
presentation
topic***
(TR)
§ Exam
1:
Covers
all
material
(readings,
lectures,
discussions,
assignments
until
03/11).
In-‐class.
Week
8
Spring
Break
:
Mar
18th
&
20th
No
Class.
Spring
break
J
Week
9
Technology
and
Policy:
Mar
25th
&
27th
Net
Neutrality
(T)
Readings:
§ Harold
Feld,
“What
does
network
neutrality
look
like
today?”
http://www.publicknowledge.org/news-‐blog/blogs/what-‐does-‐network-‐
neutrality-‐look-‐today-‐0
§ Who
Killed
Network
Neutrality?:
Closing
time
for
the
open
internet”
11. Course Policies and Meeting Schedule: Spring ‘14
CMAT 465 Communication and Technology | Dr. Vinita Agarwal
Freedom
of
Expression
http://www.newyorker.com/online/blogs/elements/2014/01/who-‐
killed-‐net-‐neutrality.html
§ FCC,
“The
Open
Internet”
http://www.fcc.gov/guides/open-‐internet
§ American
Library
Association,
“Network
Neutrality”
http://www.ala.org/advocacy/telecom/netneutrality
Lab:
§ Google
docs,
Drop
box
§ ***Paper
4—Networked
Identities:
Social
network***
(TR)
Readings:
4. Kembrew
McLeod.
(2005).
Freedom
of
expression:
Overzealous
copyright
bozos
and
other
enemies
of
creativity.
New
York:
Doubleday.
[Read
Chapter
Four,
“Culture,
Inc.:
Our
hyper-‐referential,
branded
culture,”
pg.
171—224.
Available
online
http://www.freedomofexpression.us/documents/mcleod-‐
freedomofexpression.pdf
5. Freedom
on
the
Internet
[Available
online.
Read
United
States,
http://freedomhouse.org/sites/default/files/resources/FOTN%202013_F
ull%20Report_0.pdf
Lab:
§ Wiki
Week
10
Technology
and
Policy:
Apr
1st
&
3rd
Privacy
Culture:
Lens
on
Society
(T)
Readings:
§ Lawrence
Lessig.
(2006).
Code:
Version
2.0.
New
York:
Basic
Books
[Read
Ch.
12,
“Free
Speech,”
pp.
233—275
and
Ch.
11,
“Privacy,”
pgs.
200-‐232;
Available
online
at:
http://codev2.cc/download+remix/Lessig-‐Codev2.pdf]
§ Wireless
Policy:
“Best
Practices
and
Guidelines
for
Location
Based
Services”
http://www.ctia.org/policy-‐initiatives/voluntary-‐
guidelines/best-‐practices-‐and-‐guidelines-‐for-‐location-‐based-‐services
Lab:
§ Wiki/
Share
point
(Get
approval
for
Ethnography
assignment
site)
(TR)
§ Presenting
Top
Paper
at
CSCA,
MN/
Read
Gibson’s
“Neuromancer”
this
week
(My
personal
copy
is
on
reserve
at
Blackwell
Library)
Week
11
Technology
and
Identity:
Apr
8th
&
10th
Intellectual
Property
(T)
Readings:
§ Lawrence
Lessig.
(2006).
Code:
Version
2.0.
New
York:
Basic
Books
[Read
Ch.
10,
“Intellectual
Property,”
pp.
169-‐199;
Available
online
at:
http://codev2.cc/download+remix/Lessig-‐Codev2.pdf]
§ Copyright
basics
http://www.copyright.gov/circs/circ01.pdf
12. Course Policies and Meeting Schedule: Spring ‘14
CMAT 465 Communication and Technology | Dr. Vinita Agarwal
Digital
Divide
§ What
is
Copyright?
http://copyright.lib.utexas.edu/
Lab:
§ Wiki/Share
point
(tentative)
(TR)
Readings:
§ Anthony
G.
WIllheim.
(2004).
Digital
nation:
Toward
an
inclusion
information
society.
Cambridge,
MA:
MIT
Press.
[pp.
17-‐36,
“Everybody
Should
Know
the
Basics:
Like
How
to
Use
the
Computer,”
E-‐book]
§ Williams
Sims
Bainbridge.
(1999).
Chapter
19:
Future
of
the
Internet:
Cultural
and
individual
conceptions.
In
P.
N.
Howard
&
S.
Jones
(Eds.),
Society
online:
The
Internet
in
context.
Thousand
Oaks,
CA:
Sage.
[Read
all
pages:
307—323;
E-‐Reserves
on
My
Classes]
§ Lisa
Nakamura.
(1999).
Chapter
5:
Interrogating
the
digital
divide:
Political
economy
of
race
in
new
media.
In
P.
N.
Howard
&
S.
Jones
(Eds.),
Society
online:
The
Internet
in
context.
Thousand
Oaks,
CA:
Sage.
[Read
all
pages:
71-‐82;
E-‐Reserves
on
My
Classes]
§ Ling,
R.
(2008).
Should
we
be
concerned
that
the
elderly
don’t
text?
The
Information
Society,
24,
334-‐341.
[Read
All
Pages;
E-‐Reserves,
My
Classes]
Lab:
§ This
is
what
digital
divide
looks
like
(Ethnography,
out-‐of-‐class
field
work)
Week
12
Civic
Networks:
Apr
15th
&
17th
Virtual
Community
Democracy
and
Dissent
(T)
Readings:
§ Stephen
L.
Talbott.
(1995).
The
future
does
not
compute—Transcending
the
machines
in
our
midst.
Sebastopol,
CA:
O’Reilly
&
Associates.
[Read
Ch.
9,
“Do
We
Really
Want
a
Global
Village?”
http://netfuture.org/fdnc/
]
§ Langdon
Winner:
Who
will
we
be
in
Cyberspace?
https://mywebspace.wisc.edu/msteenson/web/j176/readings/1-‐
Winner-‐Who%20will%20we%20be%20in%20cyberspace.pdf
Lab:
§ This
is
what
digital
divide
looks
like
(Ethnography,
out-‐of-‐class
field
work)
§ ***Paper
5—Digital
divide:
Access,
Literacy,
and
Practices
of
ICT***
(TR)
Readings:
§ Howard
Frederick,
“Computer
Networks
and
the
Emergence
of
Global
Civil
Society”
http://w2.eff.org/Activism/global_civil_soc_networks.paper
§ APC:
http://www.apc.org
§ Mobile
Media
and
Political
Collective
Action
[Available
online
at:
http://www.rheingold.com/texts/PoliticalSmartMobs.pdf
]
§ Coopman,
T.
M.
(2011).
Networks
of
dissent:
Emergent
forms
in
media
based
collective
action.
Critical
Studies
in
Media
Communication,
28,
153-‐
172.
(Read
pages:
153—160;
Available
on
E-‐Reserves
on
My
Classes]
§ Jenkins,
H.
(2006).
Convergence
culture:
Where
old
and
new
media
collide.
13. Course Policies and Meeting Schedule: Spring ‘14
CMAT 465 Communication and Technology | Dr. Vinita Agarwal
New
York:
NYU
Press.
[Read
all
pages
of:
“Conclusion:
Democratizing
TV:
Politics
of
Participation,”
Available
on
E-‐Reserves
on
My
Classes]
§ Anthony
G.
WIllheim.
(2004).
Digital
nation:
Toward
an
inclusion
information
society.
Cambridge,
MA:
MIT
Press.
[Read
Ch.
4,
“The
New
Frontier
of
Civil
Rights,”
SU
Library
E-‐book]
Lab:
§ Flash
mobs!
(use
tools
of
your
choice
from
above,
out-‐of-‐class
field
work)
Week
13
Lens
on
Culture:
Apr
22nd
&
24th
Organizing
Processes
Lens
on
Culture
(T)
§ Flash
mobs.
§ ***Paper
6—Issues:
Net
neutrality,
freedom
of
speech,
privacy***
(TR)
§ Presenting
Top
Two
Paper
at
ECA,
RI/
Review
classic
Cyberpunk
movie
on
Blackwell
library
reserve
or
YouTube
(e.g.,
Ridley
Scott’s
“Blade
Runner,”
“Lawnmower
Man,”
Frtiz
Lang’s
“Metropolis.”
personal
copies.)
Week
14
Collaborative
Engagement
&
Critique:
Apr
29th
&
May
1st
Collaborative
Engagement
(T)
§ Portfolio
Paper
and
Presentation
(Individual)
(TR)
§ Portfolio
Paper
and
Presentation
(Individual)
Week
15
Collaborative
Engagement
&
Critique:
May
6th
&
8th
Collaborative
Engagement
(T)
§ Portfolio
Paper
and
Presentation
(Individual)
(TR)
§ Portfolio
Paper
and
Presentation
(Individual)
Week
16
Exam
2:
May
13th
&
15th
Exam
2
(T)
§ Exam
2:
All
material
(readings,
lectures,
discussions,
assignments)
covered
between
03/22—05/08).
In-‐class.
Finals
Week!
Dates:
May
15—May
21,
2014.
Final
portfolio
paper
due
§ Monday,
May
19th,
8Am—10:30AM
***Assignment
Due
Date
Reminders
(Does
not
include
class
application
exercises)***
1) Blogs:
Due
every
Sunday
before
midnight.
First
one
due
the
week
of
Feb
3rd
and
the
last
one
due
on
the
week
of
April
21st.
2) Mini-‐Thought
Papers:
Paper
1
due—Feb
11th
|
Paper
2
due—Feb
27th
|
Paper
3
due—March
4th
|
Paper
4
due—March
25h
|
Paper
5
due—April
15th
|
Paper
6
due—April
22nd.
3) Exam
1:
March
13th
4) Exam
2:
May
15th
5) Technology
Review
Presentations:
Week
2:
Feb
6th|
Week
3:
Feb
11th
&
13th
|
Week
5:
Feb
25th
&
27th
|
Week
6:
March
4th
6) Final
Technology
Portfolio
Presentation:
Week
14:
April
29th
&
May
1st
|
Week
15:
May
6th
&
May
8th