We Are But Meme Machines
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My Computers & Writing 2013 slide-show. There's a bunch of talky-talking that happens during a number of the pictures, so just reading this might not make much sense. Hopefully if you see the presentation, though, having access to it will remind you of my anecdotes and central premise.
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The Rise Of Us: Dynamics of Smartmobs (Fall 2008)
Presented at the University at Buffalo, for "The Wisdom (and Vicissitudes) of Crowds: Web 2.0, Social Networking, and Higher Education" at http://ubtlc.buffalo.edu/workshops/workshop.asp?EventID=776
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This document discusses social media as a living organism that follows natural laws of life. It argues that social networks are multi-cellular organisms that feed on human expression through likes, shares, and comments. They replicate through memes and spread virally as the organism gains strength and ubiquity. The key takeaways are that social media abides by natural laws more than mechanical ones, people use it primarily to communicate, share life moments, affiliate with meaningful things, and share values/passions with others.
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The document discusses the history and origins of the Washington Redskins logo and name. It notes that while the team claims the name was chosen in the 1930s to honor their coach and Native American players, the term "redskin" has a historical legacy as a racial slur. The logo itself has changed over time but has featured Native American imagery since the 1960s. The document argues the issue is more complex, as many believe the narratives around the logo representing strength and tradition, and calls for more accurate historical education and inclusion of Native American voices in the discussion.
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Basics of memes, includes types and categories. Lists few Impacts of memes on society and individual. Topics of debate about meme(just headings, add descriptions if needed).
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120 9The Language of Internet MemesPat r i c k D
120 |
9
The Language of Internet Memes
Pat r i c k D av i s o n
In The Future of the Internet—and How to Stop It, Jonathan Zittrain
describes the features of a generative network. A generative network encour-
ages and enables creative production and, as a system, possesses leverage,
adaptability, ease of mastery, accessibility, and transferability.1 Notably absent
from this list of characteristics, however, is security. Many of the character-
istics that make a system generative are precisely the same ones that leave it
vulnerable to exploitation. This zero-sum game between creativity and secu-
rity implies a divided Internet. Those platforms and communities which value
security over creativity can be thought of as the “restricted web,” while those
that remain generative in the face of other concerns are the “unrestricted web.”
The restricted web has its poster children. Facebook and other social net-
working sites are growing at incredible speeds. Google and its ever-expand-
ing corral of applications are slowly assimilating solutions to all our com-
puting needs. Amazon and similar search-based commerce sites are creating
previously unimagined economies.2 Metaphorically, these sites, and count-
less others, make up the cities and public works of the restricted web. How-
ever, the unrestricted web remains the wilderness all around them, and it is
this wilderness that is the native habitat of Internet memes.
The purpose of this essay is twofold. The first is to contribute to a frame-
work for discussing so-called Internet memes. Internet memes are popular
and recognizable but lack a rigorous descriptive vocabulary. I provide a few
terms to aid in their discussion. The second purpose is to consider Foucault’s
“author function” relative to Internet memes, many of which are created and
spread anonymously.
What Is an Internet Meme?
In 1979 Richard Dawkins published The Selfish Gene, in which he discredits
the idea that living beings are genetically compelled to behave in ways that
are “good for the species.” Dawkins accomplishes this by making one point
The Language of Internet Memes | 121
clear: the basic units of genetics are not species, families, or even individuals
but rather single genes—unique strands of DNA.3
At the end of the book, Dawkins discusses two areas where evolutionary
theory might be heading next. It is here that he coins the term “meme.” He
acknowledges that much of human behavior comes not from genes but from
culture. He proposes that any nongenetic behavior be labeled as a meme and
then poses a question: can the application of genetic logic to memes be pro-
ductive? To make the differences between genes and memes clear, I offer a
short example of each.
Genes determine an organism’s physical characteristics. A certain gene
causes an organism to have short legs, or long, for instance. Imagine two
zebra. The first has the short-leg gene, and the second the long. A lion attacks
them. The shor ...
120 9The Language of Internet MemesPat r i c k D
120 |
9
The Language of Internet Memes
Pat r i c k D av i s o n
In The Future of the Internet—and How to Stop It, Jonathan Zittrain
describes the features of a generative network. A generative network encour-
ages and enables creative production and, as a system, possesses leverage,
adaptability, ease of mastery, accessibility, and transferability.1 Notably absent
from this list of characteristics, however, is security. Many of the character-
istics that make a system generative are precisely the same ones that leave it
vulnerable to exploitation. This zero-sum game between creativity and secu-
rity implies a divided Internet. Those platforms and communities which value
security over creativity can be thought of as the “restricted web,” while those
that remain generative in the face of other concerns are the “unrestricted web.”
The restricted web has its poster children. Facebook and other social net-
working sites are growing at incredible speeds. Google and its ever-expand-
ing corral of applications are slowly assimilating solutions to all our com-
puting needs. Amazon and similar search-based commerce sites are creating
previously unimagined economies.2 Metaphorically, these sites, and count-
less others, make up the cities and public works of the restricted web. How-
ever, the unrestricted web remains the wilderness all around them, and it is
this wilderness that is the native habitat of Internet memes.
The purpose of this essay is twofold. The first is to contribute to a frame-
work for discussing so-called Internet memes. Internet memes are popular
and recognizable but lack a rigorous descriptive vocabulary. I provide a few
terms to aid in their discussion. The second purpose is to consider Foucault’s
“author function” relative to Internet memes, many of which are created and
spread anonymously.
What Is an Internet Meme?
In 1979 Richard Dawkins published The Selfish Gene, in which he discredits
the idea that living beings are genetically compelled to behave in ways that
are “good for the species.” Dawkins accomplishes this by making one point
The Language of Internet Memes | 121
clear: the basic units of genetics are not species, families, or even individuals
but rather single genes—unique strands of DNA.3
At the end of the book, Dawkins discusses two areas where evolutionary
theory might be heading next. It is here that he coins the term “meme.” He
acknowledges that much of human behavior comes not from genes but from
culture. He proposes that any nongenetic behavior be labeled as a meme and
then poses a question: can the application of genetic logic to memes be pro-
ductive? To make the differences between genes and memes clear, I offer a
short example of each.
Genes determine an organism’s physical characteristics. A certain gene
causes an organism to have short legs, or long, for instance. Imagine two
zebra. The first has the short-leg gene, and the second the long. A lion attacks
them. The shor ...
Recommended
The Rise Of Us: Dynamics of Smartmobs (Fall 2008)
Presented at the University at Buffalo, for "The Wisdom (and Vicissitudes) of Crowds: Web 2.0, Social Networking, and Higher Education" at http://ubtlc.buffalo.edu/workshops/workshop.asp?EventID=776
SXSW 2015: Wild Efficiency - The Natural Architecture of Social Media
This document discusses social media as a living organism that follows natural laws of life. It argues that social networks are multi-cellular organisms that feed on human expression through likes, shares, and comments. They replicate through memes and spread virally as the organism gains strength and ubiquity. The key takeaways are that social media abides by natural laws more than mechanical ones, people use it primarily to communicate, share life moments, affiliate with meaningful things, and share values/passions with others.
My Cs 2015 Presentation Slides
The document discusses the history and origins of the Washington Redskins logo and name. It notes that while the team claims the name was chosen in the 1930s to honor their coach and Native American players, the term "redskin" has a historical legacy as a racial slur. The logo itself has changed over time but has featured Native American imagery since the 1960s. The document argues the issue is more complex, as many believe the narratives around the logo representing strength and tradition, and calls for more accurate historical education and inclusion of Native American voices in the discussion.
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This document discusses indigenous approaches to digital, visual, and material composition. It addresses how to represent the agency and cultural values of others, the need to organize classrooms in a way that supports different forms of intelligence, and how writing instruction must equip students to produce documents appropriate for diverse audiences and purposes online. It also discusses issues of identity representation in digital spaces, noting that technology interfaces often replicate systems of oppression, and common digital representations of indigenous peoples can be limited. The document advocates for centering indigenous perspectives and respecting principles of reciprocity, relevance and deep listening.
Crap
Robin Williams wrote a popular design handbook for non-designers. The document then discusses C.R.A.P., a foundational design principle consisting of contrast, repetition, alignment, and proximity. It defines each concept, with contrast involving differences between elements, repetition as repeating colors or styles, alignment as positioning elements in relation to each other, and proximity as grouping similar elements together. Examples are provided to illustrate each C.R.A.P. principle.
Memes
Basics of memes, includes types and categories. Lists few Impacts of memes on society and individual. Topics of debate about meme(just headings, add descriptions if needed).
The types of memes are common and known to everyone, so please don't jump around saying that it's plagiarized.
120 9The Language of Internet MemesPat r i c k D
120 |
9
The Language of Internet Memes
Pat r i c k D av i s o n
In The Future of the Internet—and How to Stop It, Jonathan Zittrain
describes the features of a generative network. A generative network encour-
ages and enables creative production and, as a system, possesses leverage,
adaptability, ease of mastery, accessibility, and transferability.1 Notably absent
from this list of characteristics, however, is security. Many of the character-
istics that make a system generative are precisely the same ones that leave it
vulnerable to exploitation. This zero-sum game between creativity and secu-
rity implies a divided Internet. Those platforms and communities which value
security over creativity can be thought of as the “restricted web,” while those
that remain generative in the face of other concerns are the “unrestricted web.”
The restricted web has its poster children. Facebook and other social net-
working sites are growing at incredible speeds. Google and its ever-expand-
ing corral of applications are slowly assimilating solutions to all our com-
puting needs. Amazon and similar search-based commerce sites are creating
previously unimagined economies.2 Metaphorically, these sites, and count-
less others, make up the cities and public works of the restricted web. How-
ever, the unrestricted web remains the wilderness all around them, and it is
this wilderness that is the native habitat of Internet memes.
The purpose of this essay is twofold. The first is to contribute to a frame-
work for discussing so-called Internet memes. Internet memes are popular
and recognizable but lack a rigorous descriptive vocabulary. I provide a few
terms to aid in their discussion. The second purpose is to consider Foucault’s
“author function” relative to Internet memes, many of which are created and
spread anonymously.
What Is an Internet Meme?
In 1979 Richard Dawkins published The Selfish Gene, in which he discredits
the idea that living beings are genetically compelled to behave in ways that
are “good for the species.” Dawkins accomplishes this by making one point
The Language of Internet Memes | 121
clear: the basic units of genetics are not species, families, or even individuals
but rather single genes—unique strands of DNA.3
At the end of the book, Dawkins discusses two areas where evolutionary
theory might be heading next. It is here that he coins the term “meme.” He
acknowledges that much of human behavior comes not from genes but from
culture. He proposes that any nongenetic behavior be labeled as a meme and
then poses a question: can the application of genetic logic to memes be pro-
ductive? To make the differences between genes and memes clear, I offer a
short example of each.
Genes determine an organism’s physical characteristics. A certain gene
causes an organism to have short legs, or long, for instance. Imagine two
zebra. The first has the short-leg gene, and the second the long. A lion attacks
them. The shor ...
120 9The Language of Internet MemesPat r i c k D
120 |
9
The Language of Internet Memes
Pat r i c k D av i s o n
In The Future of the Internet—and How to Stop It, Jonathan Zittrain
describes the features of a generative network. A generative network encour-
ages and enables creative production and, as a system, possesses leverage,
adaptability, ease of mastery, accessibility, and transferability.1 Notably absent
from this list of characteristics, however, is security. Many of the character-
istics that make a system generative are precisely the same ones that leave it
vulnerable to exploitation. This zero-sum game between creativity and secu-
rity implies a divided Internet. Those platforms and communities which value
security over creativity can be thought of as the “restricted web,” while those
that remain generative in the face of other concerns are the “unrestricted web.”
The restricted web has its poster children. Facebook and other social net-
working sites are growing at incredible speeds. Google and its ever-expand-
ing corral of applications are slowly assimilating solutions to all our com-
puting needs. Amazon and similar search-based commerce sites are creating
previously unimagined economies.2 Metaphorically, these sites, and count-
less others, make up the cities and public works of the restricted web. How-
ever, the unrestricted web remains the wilderness all around them, and it is
this wilderness that is the native habitat of Internet memes.
The purpose of this essay is twofold. The first is to contribute to a frame-
work for discussing so-called Internet memes. Internet memes are popular
and recognizable but lack a rigorous descriptive vocabulary. I provide a few
terms to aid in their discussion. The second purpose is to consider Foucault’s
“author function” relative to Internet memes, many of which are created and
spread anonymously.
What Is an Internet Meme?
In 1979 Richard Dawkins published The Selfish Gene, in which he discredits
the idea that living beings are genetically compelled to behave in ways that
are “good for the species.” Dawkins accomplishes this by making one point
The Language of Internet Memes | 121
clear: the basic units of genetics are not species, families, or even individuals
but rather single genes—unique strands of DNA.3
At the end of the book, Dawkins discusses two areas where evolutionary
theory might be heading next. It is here that he coins the term “meme.” He
acknowledges that much of human behavior comes not from genes but from
culture. He proposes that any nongenetic behavior be labeled as a meme and
then poses a question: can the application of genetic logic to memes be pro-
ductive? To make the differences between genes and memes clear, I offer a
short example of each.
Genes determine an organism’s physical characteristics. A certain gene
causes an organism to have short legs, or long, for instance. Imagine two
zebra. The first has the short-leg gene, and the second the long. A lion attacks
them. The shor ...
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Memes are ideas or units of cultural information that can replicate and evolve similar to genes. They represent basic ideas that can be transferred from one individual to another and undergo mutation, crossover, and adaptation. Richard Dawkins coined the term meme in 1976 to describe the cultural counterpart of genes that can spread from one generation to the next through non-genetic means like imitation. While Dawkins defined memes as units of cultural transmission, memeticists have varying definitions. The lack of a consistent definition of what precisely constitutes a meme remains a principal criticism of memetics, the study of memes.
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correcret grammer correct speling
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What are your thoughts about the feral child Genie, who was found in the 70's right in Los Angeles? She is mentioned in the text, but here is the film about her below.
http
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Some items you may wish to consider writing about include: language
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The document discusses memes and argues they should not be considered a meaningless metaphor. It defines memes as elements of culture passed through non-genetic means like imitation. Memes like catchy songs, stories, and religious teachings have been passed down through generations, demonstrating their role in human evolution. While some criticize memes as too simplistic an explanation for behavior, the document argues memes have significantly impacted cultural development and the spread of ideas.
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The document discusses memes as conceptualized by Richard Dawkins as units of cultural transmission or imitation that replicate and evolve through social learning in a similar way that genes replicate and evolve biologically. Key points include:
- Memes include ideas, beliefs, fashion trends, and other cultural phenomena that spread from person to person via imitation.
- Memes operate through natural selection and compete to spread more successfully through populations like genes.
- Religion and religious beliefs can be understood as particularly successful memes that confer advantages to aid their replication such as faith-based thinking and linking altruism to religious affiliation.
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The document discusses memes as conceptualized by Richard Dawkins as units of cultural transmission or imitation that replicate and evolve through social learning in a similar way that genes replicate and evolve biologically. Key points include:
- Memes include ideas, beliefs, fashion trends, and other cultural phenomena that spread from person to person via imitation.
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The document discusses memes and argues they should not be considered a meaningless metaphor. It defines memes as elements of culture passed through non-genetic means like imitation. Memes like catchy songs, stories, and religious teachings have been passed down through generations, demonstrating their role in human evolution. While some criticize memes as too simplistic an explanation for behavior, the document argues memes have significantly impacted cultural development and the spread of ideas.
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The document discusses memes as conceptualized by Richard Dawkins as units of cultural transmission or imitation that replicate and evolve through social learning in a similar way that genes replicate and evolve biologically. Key points include:
- Memes include ideas, beliefs, fashion trends, and other cultural phenomena that spread from person to person via imitation.
- Memes operate through natural selection and compete to spread more successfully through populations like genes.
- Religion and religious beliefs can be understood as particularly successful memes that confer advantages to aid their replication such as faith-based thinking and linking altruism to religious affiliation.
Meme
The document discusses memes as conceptualized by Richard Dawkins as units of cultural transmission or imitation that replicate and evolve through social learning in a similar way that genes replicate and evolve biologically. Key points include:
- Memes include ideas, beliefs, fashion trends, and other cultural phenomena that spread from person to person via imitation.
- Memes operate through natural selection and compete to spread more successfully through populations like genes.
- Religion and religious beliefs can be understood as particularly successful memes that confer advantages to aid their replication such as faith-based thinking and linking altruism to religious affiliation.
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This document discusses psychological identity and how it relates to virtual identities in games. It covers several key ideas:
1. Social identity theory suggests people have multiple selves that depend on social context, and generally aim to perform pro-socially.
2. Research on mirroring avatars found people self-regulate in virtual worlds similarly to real life. More freedom online leads to more restricted behavior.
3. Educational games can improve learning and mental abilities, especially for those with difficulties. However, the effects of violent games are mixed - some research links them to aggression while other studies find no effect.
4. Overall, games do not seem to inherently "bring out a worst side" according
Re_THINK Spark
1) The document discusses creating great minds that think differently by bombarding the brain with novelty to force it out of past patterns of thought. Fear is the largest hurdle as it evolved to promote survival through retreat rather than exploration.
2) Intelligence alone does not guarantee better thinking as analysis is different from design thinking. Information can also substitute for thinking.
3) Iconoclasts must overcome social barriers as novel ideas are aversive. The brain prefers familiarity so iconoclasts must make their ideas feel familiar.
4) New ideas come from making unexpected connections between existing concepts or imagining weird combinations. The need for new thinking is discussed along with barriers like assumptions and the need to be
Gdc06 Galarneau
This document discusses how online games can facilitate the development of 21st century skills. It notes that the modern workplace requires skills like problem-solving, teamwork, communication and managing self. While schools aim to teach these skills, much learning occurs informally through social play and collaboration. Online games provide opportunities for "collateral learning" of 21st century skills when played socially. Researchers have found games can help players manage information, thrive in diverse environments and adapt to changing conditions. The document envisions online games and virtual worlds being used in schools and lifelong learning to supplement formal curricula and foster skill development through communities of practice.
Adaptive behavior and Social neuroscience
This document discusses adaptive behavior and higher cognitive functions from a multidisciplinary perspective, focusing on the social factors that make humans unique. It compares humans, chimpanzees, and rhesus macaques in terms of genetics, brain structure, and social intelligence. While humans and chimpanzees share more genetic similarities, rhesus macaques have social behaviors more like humans. The field of social neuroscience examines how the brain mediates social interactions and behaviors through structures involved in mentalizing and empathizing. Understanding primate social organizations provides insights into the evolution of human societies driven by social intelligence.
Daydreaming
The document discusses recent scientific findings that show daydreaming serves important cognitive functions. It may be essential for consciousness, creativity, and social skills rehearsal. Studies find people spend 15-50% of waking hours daydreaming. Far from being a waste, daydreaming helps generate identity and may be key to problem solving. It allows rehearsing of social situations without risk. More research is needed to fully understand its benefits.
Systems Based Gamification Volimen I: Play
In this essay I describe the basic philosophy of my consultancy and design practices in education: Play is not about fun, it's evolutionary purpose is to increase the tacit understanding of the complexities in the real world. It supercharges the understanding of relationships between different components in our world.
“The child amidst his baubles is learning the action of light, motion, gravity, muscular force; and in the game of human life, love, fear, justice, appetite and man... interact.” Ralph Waldo Emerson
It's a dry and probably boring work but I lay down some the scientific principles for game-based learning I've developed as a designer. I introduce why a lot of the currently popular gamification attempts for education are psydoscientific and give out principles backed up by scientific research on how to develop cognitive skills with games and their pedagogy.
A lot of the popular engagement techniques in gamification for education are based on techniques developed by casual game companies like Zynga. This is fundamentally a flawed approach filled with psudoscientific claims by the "gamification gurus."
This work bases it's design principles on scientific research on games with origins outside the virtual-world like chess and the process grandmasters have to go through to achieve world-class performance. It's disregards the popular techniques that claim they'll fix education by discovering how Farmville got people to water virtual crops.
Software update for human brain, at a large scale
If we can download "Kung Fu Master skills", would we do the same for "Greatest Thinker skills?" Could we software-update ourselves to be a better person? How, from technological and engineering point of view? What would happen if millions did download such skills and became Greatest Thinkers?
tok
This document is a 3,591 word essay by José Maria Teixeira Bastos Vaz e Gala for the Theory of Knowledge Diploma Programme. The essay addresses the question "To what extent do personal attributes affect ways of knowing and why, if at all, does answering this question matter in the first place?". The essay is divided into an introduction, development, and conclusion. In the introduction, the author establishes that personal identity cannot be changed and uses examples of twins to illustrate inherent differences between individuals. In the development, the author provides historical examples and analyses how genetic differences can impact ways of knowing. The author also discusses films that raise questions about different races and the nature of genius. In the conclusion,
Tim Herrick, Education as the practice of freedom: Paulo Freire and inquiry-b...
Presentation given by Dr Tim Herrick (CILASS Fellow and Combined Studies Programme Co-ordinator, The Institute for Lifelong Learning, School of Education, University of Sheffield) at the CILASS Third Mondays research seminar series in April 2009.
Representation of youth and moral panic
This document discusses collective identity and moral panics. It summarizes Stanley Cohen's theory of moral panics, which argues that a moral panic occurs when a group is defined as a threat to societal values due to concern, hostility, consensus, disproportionality and volatility. The document notes that teenagers are often negatively portrayed in the media using terms like "yobs" and "thugs", and Cohen asserts that this negative press coverage leads teenagers to be seen as "folk devils" or scapegoats in a moral panic created by sensationalized media reporting.
Unit7myers8thedpt2
This document discusses concepts related to thinking and language from Chapter 10 of Psychology (8th Edition) by David Myers. It covers several topics:
1. Thinking processes like concepts, problem solving, decision making, and belief bias.
2. Language structures and development.
3. How language influences thinking and thinking in images.
4. Animal thinking and language abilities in primates.
It also summarizes cognitive processes involved in thinking like concepts, categories, problem solving algorithms and heuristics, and obstacles to problem solving like fixation, confirmation bias, and functional fixedness.
"Bridging the Ingenuity Gap in the 21st Century" (Creativity, Connectivity an...
Scholar Thomas Homer Dixon describes the “ingenuity gap” – the space between problems that arise and our ability to solve them – as growing today at an alarming rate (in business, scientific research, education, the environment and world affairs). Author Ken Robinson proclaims we are “Out of Our Minds” to have sidelined creativity and the arts when every layer of American society from elementary education to supply-side economics is starved for more imagination, more original thinking, more creative intelligence. John Cimino, president of Creative Leaps International, looks at the habits of mind linked to creativity, ingenuity and imaginative insight and reviews recent findings in neuroscience revealing the brain’s unique experience of the arts and arts-based thinking. Right along side creativity, Cimino emphasizes the need for connectivity, that is, thinking across boundaries, disciplines and cultures to address the complex issues of a globally inter-connected world. Designing “high tech, high touch” environments for creativity and connectivity is the central challenge of our institutions of higher education, research and professional development. Cimino concludes with his vision for a network of Renaissance Centers for Innovation, Learning and Leadership.
Special Message Poster2
The document describes a support group in Oakland, California that helps people who have experienced psychosis redefine their experiences in a more positive light. The group explores eight skills that can help manage psychotic experiences. They also develop techniques based on reconstructing how psychosis is understood. Members explore the various types of "special messages" they receive and how divergent beliefs can form from them. The goal is to train peer counselors to help institutionalized individuals using these techniques to promote recovery.
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The document discusses redesigning a poorly designed party flyer to make it better. It begins by introducing the task of analyzing the flyer and identifying ways it could be improved. It then examines the flyer's elements, such as what the event is about, important brand information, and graphic elements. The document concludes by instructing the reader to redesign the flyer using design software and share the improved version.
Rhetanal
This document provides an overview of rhetorical analysis and its key components. It defines rhetorical analysis as reading a text with an understanding of its context and means of persuasion. It then lists elements to critically observe, including ethos, pathos, logos, kairos, style, audience, purpose, context, metaphor, story, delivery, and culture. The document encourages using concepts from prior readings as guides for analysis.
Visual Rhetoric 4
This document provides instructions for a student assignment to design a new logo and uniforms for the Cleveland Browns. It includes details like delivering final assets like the logo in black and white and color versions, an image of a helmet with the logo, uniform sheets in the chosen colors, and short write ups. It also discusses reviewing logo design rules and tips, with an example of 10 rules like making the logo identifiable and question-posing. The document teaches techniques for replicating a poster design and assigns related theoretical readings to review for the next class.
Visual Rhetoric 3
1) The document provides a brief overview of some design concepts including CRAP (Contrast, Repetition, Alignment, Proximity), color theory basics for different colors, and rhetorical analysis.
2) It discusses the CRAP principles of design - contrast, repetition, alignment, and proximity. Color theory basics are also summarized for colors like red, blue, yellow, green, orange, purple, pink, white, black, silver, and gold.
3) Rhetorical analysis is introduced as observing the means of persuasion in a "text" including ethos, pathos, logos, kairos, style, audience, purpose, context, metaphor, story, delivery, and culture. The
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This document provides guidance for students filming a video project interviewing partners. It outlines five criteria that will be graded: rule of thirds composition, lighting, sound, steady camerawork, and backdrop. It explains the rule of thirds grid and provides examples of strong and weak composition. It emphasizes the importance of lighting to make subjects visible without over or underexposure. Good sound is also stressed, as is using a tripod or stabilization techniques. Students are instructed to consider what is visible in the background as well. The next class will involve practicing filming techniques and students are assigned preparatory reading.
Capstone Day 4
This document discusses analyzing videos and preparing for a video project about the Butler County Special Olympics. It includes:
1) An introduction to analyzing videos rhetorically and being socially aware for the client.
2) A warning that some of the example videos may be offensive and checking if anyone is uncomfortable watching them.
3) Instructions to think about how the videos depict people with disabilities, what society finds acceptable, and how to know where to draw the line and be respectful for their own video project.
4) Directing students to partner up and practice with their phones for the first video project, and announcing there is no class on Monday.
Capstone Day 2
This document provides an overview of professional writing and discusses considerations for a capstone client project. It begins with icebreaker questions and a definition of professional writing as writing designed to do work. Various professional writing roles are listed such as copywriting, documentation, editing, content generation, design, social media, and PR. Flexibility in professional writing is noted but students are encouraged to consider their career goals. The document concludes by asking students to find a short YouTube video representing an idea and bring the link to the next class.
Capstone Day 1
The document discusses an icebreaker activity called "Two Lies and the Truth" where students write down their name and three statements about themselves, one of which is true. They hand their card to the person next to them who tries to guess which statement is accurate. It also mentions reviewing class policies and doing a skills assessment exercise where students email the instructor about their writing, editing, design, and video skills. Students are asked to come to the next class ready to ask a question about professional writing.
Visual Rhetoric 2
The professor begins class with an icebreaker question about favorite childhood toys. They then discuss briefly analyzing movie posters using Aristotle's rhetorical triangle of ethos, pathos and logos as well as Gunther Kress' approach of what the visual shows. The class is assigned a design task of picking a movie poster, taking a photo of their face, and compositing themselves into the poster. They are given examples and instructions on how to complete the task digitally. Students are also assigned reading for the next class and the first design task is due.
Visual Rhetoric 1
This document provides an overview of an upcoming class that will include introductions where students share two truths and a lie about themselves, a discussion of visual rhetoric, and an introduction to the technology and software that will be used in the class. The class will also include reading assignments and an introductory design task in Photoshop where students will bring and work with a photo of their own face.
224 summerfinal
The final exam will test students' understanding of key concepts covered throughout the course. These include defining rhetoric and digital rhetoric, conducting rhetorical analyses, understanding aura, assemblage, Kairos, semiotics, principles of new media like the five principles and Helvetica as the juggerfont. Students should review their notes on the readings and activities with a focus on rhetorical terminology like ethos, pathos, logos, style, audience, purpose, context, metaphor, story, delivery, and culture. The instructor emphasizes that the goal is to assess comprehension rather than trick students, and that reviewing the materials provided should sufficiently prepare them.
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The document contains questions from an instructor asking students to reflect on their online summer class experience, including their favorite and least favorite parts, whether they got enough interaction, if they liked major assignments due at the end rather than throughout, what they wish they covered more, how they would describe the class in gaming terms such as a game or quest, and what advice they would give to an adventurer going on a quest from the instructor.
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The document provides a review for a final exam in an IMS 211 course. It lists several topics students should focus on studying, including key concepts and theories from readings, examples used in assignments, and games played in class. Students are advised to thoroughly review the material posted by Dr. Phill online as well as questions of the day. The exam will likely include questions testing knowledge of readings, concepts learned through games, and cases requiring critical thinking. Tips are provided on focusing study time, using resources during the exam, avoiding overthinking questions, and being specific in essay answers.
Week 2
This document provides an overview of rhetorical analysis and key concepts related to analyzing any text. It discusses Aristotle's definition of rhetoric as observing means of persuasion. Rhetorical analysis involves reading and critiquing a text while understanding its context and persuasive techniques. Key aspects that should be analyzed include ethos, pathos, logos, kairos, style, audience, purpose, context, metaphor, story, delivery, and culture. Examples are provided of analyzing a movie poster to demonstrate these concepts. Basic principles of design such as contrast, repetition, alignment, and proximity are also explained. Readers are then asked to redesign a poorly designed event flyer using these analytical and design skills.
Brief Video Game History
The first video game was created in 1958 and was called Tennis for Two. In the 1970s, Atari created early arcade games like Computer Space and Pong, popularizing the video game industry. In the 1980s, Nintendo launched the NES console and games like Super Mario Bros, The Legend of Zelda, and Metroid, starting the console wars between Nintendo, Sega, and others. World of Warcraft's success in 2004 demonstrated the popularity of online and PC gaming. The mobile gaming industry also grew significantly in the late 2000s with the rise of smartphones.
Dungeons & Dragons history
Dungeons & Dragons, conceived by Gary Gygax as an extension of his wargaming hobby to include fantasy elements, became one of the first role-playing games and an inspiration for many video games. Starting as a supplement for his wargames called Chainmail, Gygax added magical elements to engage players. With friend Dave Arneson, they expanded on this, forming the company Tactical Studies Rules to publish the seminal title Dungeons & Dragons in 1974. D&D went on to huge commercial success but also moral panics over its occult themes before being acquired by Wizards of the Coast and then Hasbro, who continue publishing new editions today.
Rhetoric of Advertising
Advertisements use visual rhetoric to convey messages and influence consumers. Imagery, color, layout, and other design elements all work together to appeal to audiences on an emotional level and shape perceptions. How an ad presents itself visually impacts what impressions it makes and what actions it inspires in viewers.
Logos
The document discusses logos and their purpose from a rhetorical perspective. It emphasizes that logos must represent an organization or person completely and that decisions about logos must be precise and grounded rhetorically. It then lists 10 rules for effective logos, such as answering who, what and why, identifying rather than explaining, and designing for longevity and a variety of media. The document notes that personal logos can be challenging but that the key is understanding the occasion rhetorically and infusing unique personality elements. It stresses the importance of evoking feeling with a personal logo.
411 Personal Logo PowerPoint
This document contains notes from a class discussing logo design. It includes:
1) An assignment for students to email the instructor about their recent group project, describing what tasks each member completed, how well they worked as a group and individually, and how they managed their time.
2) A reminder that tags for another assignment are due on Thursday and should include a photo of the tag and where it was distributed.
3) A discussion of logo design principles, including the "10 logo rules" and considerations for personal logos like representing one's personality and audience.
4) An upcoming in-class activity where students will use Photoshop to mock up web pages based on sites they like.
Wireframing
1) The document provides answers to students' questions about remaining coursework, projects, and grades. It also addresses concerns about the upcoming web design project.
2) The professor discusses various options for creating wireframes and mockups to plan out website designs, including using pencil and paper, cut-and-paste methods, Photoshop, and online wireframing tools.
3) Examples of good and bad website designs are presented to illustrate principles of simplicity, functionality, and form following function in interface design. The next class will focus on creating logos to brand themselves for the web project.
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We Are But Meme Machines
- 2. In his 1976 book The Selfish Gene, Richard Dawkins, an evolutionary biologist and ethnologist, proposes the existence of a thing he coins the “meme” or “the new replicator.”
- 3. “a noun that conveys the idea of a unit of cultural transmission… memes propagate themselves in the meme pool by leaping from brain to brain via a process which, in the broad sense, can be called imitation…If the idea catches on, it can be said to propagate itself, spreading from brain to brain.” -Dawkins
- 5. “A meme is not equivalent to an idea. It's not an idea, it's not equivalent to anything else, really. Stick with the definition. It's that which is imitated. Or information which is copied from person to person.” (my emphasis) -Susan Blackmore (2008)
- 7. The internet, of course, has come up with its own slightly differing definition of the meme, though the core structure– seeing, replicating, imitating– is the same…
- 9. My argument, based on my recent research of online gamers, is that we learn and gain mastery of many skills through memetic practice: through seeing, imitating, replicating, and eventually innovating.
- 11. Two quick examples of what I mean. 1. From my research: bubbles and soundwaves 2. Leeroy Jenkins: Meme superstar, pop culture icon, in-game achievement
- 19. The group’s problem? One member, in spite of high skill in most situations, cannot move left and right properly, and continually he is bombarded by soundwaves and ends up like the picture shows: dead at the dragon’s feet.
- 21. The solution: One of the team healers regularly uses a spell called “holy shield” to mitigate damage taken (“habitually” she’d tell me). She tossed the spell on said player when the rings came, and it didn’t matter if they hit him, because they didn’t actually hit him.
- 24. While this example shows quick synthesis of two memes into a new functional meme for a group, the next example shows the widespread impact memes can have in gaming spaces written much wider than a single group of ten players.
- 29. MEME pool: 1. Patient Zero: “Leeroy Jenkins!” 2. YouTube, pop culture spread 3. Leeroy appears at Blizzcon 4. “Jenkins” title added to WoW for doing what Leeroy does in the video successfully 5. Strategies for earning title are developed and shared