Tag Archives: Platform

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Studio

  By GHink • September 20, 2014

 

     
     
    M 22-Sep   Stu­dio (project work­shop): led by Groups 1 & 2 (list of groups here)

    Due: Inven­tory of Notes (class prepa­ra­tion) — see below

      » Focus: review/discuss dig­i­tal iden­tity & net­worked com­mu­nity?
      — 4 “per­sonal data­bases” & com­pos­ite “self-portrait“
      — Review/Discuss Assign­ment objec­tives + approach

     

      Dis­cuss notes + project ideas in com­ments below (before + after class)

    » Due (late/updated): Notes (page on your blog)

     
     
    W 24-Sep   Stu­dio (project work­shop): led by Groups 3 & 4 (list of groups here)

    • prepa­ra­tion for “assem­blage por­trait” (lists, notes, sketch, out­line — using 4 data­bases)
      — test site (Word­Press pages, Wix, etc) & soft­ware
       
      » Focus/Activity: dis­cuss + test dig­i­tal com­po­si­tion tech­niques
      — Review/Discuss Com­pos­ing Guide & begin Web-work

     
    » Weekly Blog Entry: optional / extra credit

     
     
    F 26-Sep   Project Work­shop (praxis):

      » Activ­ity: “tech-support” + peer feed­back
      (work-in-progress due)

     
     
    » Due (S 27-Sep): Project 1

      → update: Poet­ics sec­tion due S 9/28
      (post on Project 1 page on your Word­Press site)

     
     
    Con­tinue reading

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    Network Experience

      By GHink • September 6, 2014
        **Impor­tant: com­plete urgent group tasks over week­end (see prior email)

     

    Stage I Medi­ated Com­mu­nity— Project: “Ensem­ble Experience”

     
     
     

    M 09-Sep   Read for dis­cus­sion: Face­book & Phi­los­o­phy (2010) (PDF in D2L)

      — chap­ters by: Bogost (21–32), Butera (201–12), and Fraser & Doyle (215–30)

        » Focus/Activity: Media Stud­ies + Rhetor­i­cal Sit­u­a­tion 2.0
         
        — notes/quotes here (Google Doc;   sign-in with @CU iden­tikey required to see form)

     
     
    W 10-Sep   Read for dis­cus­sion: Face­book & Phi­los­o­phy (2010) (PDF in D2L)

      — chap­ters by: Wan­del & Beavers (89–96), Vejby & Wit­tkower (97–108), and Scholz (241–52)
        » Activity/Discuss: using new terms/concepts for ana­lyz­ing net­work plat­form
        (rhetoric & social exchange in media ecol­ogy   — Exer­cise 1 warm-up)

     
    » Note: *Drop Dead­line (Wednes­day 10-September)

     
     
    » Blog Entry (due 11pm)   — plus class­mate com­ment (due Thurs.)

     
     
     
    F 12-Sep     Inde­pen­dent Activ­ity: Group Work

    • Draft group’s ini­tial “mis­sion state­ment” (Google Doc)

    • Setup group’s web / social-network account(s):
      — Face­book (page/group), blog (Word­Press), Twit­ter, Tum­blr, Pin­ter­est, Insta­gram, Vine
      → begin post­ing about issue (social prob­lem, civic action, com­mu­nity concern)

     
     
    » Due (S 13-Sep): Exer­cise 1   — Instruc­tions Page
     
     
     

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    Audience

    Aside

      By GHink • August 25, 2014 ,

     
     
     

    » “Which ulti­mately does more good—an arti­cle or mono­graph that is read by 20 or 30 peo­ple in a very nar­row field, or a blog post on a topic of inter­est to many (such as grad­ing stan­dards or tenure require­ments) that is read by 200,000?

    What if the post spurs hun­dreds of com­ments, is debated pub­licly in fac­ulty lounges and class­rooms, and gets picked up by news­pa­pers and Web sites across the country—in other words, it helps to shape the national debate over some hot-button issue? What is it worth then?”

    What’s a Blog Post Worth?” By Rob Jenk­ins
    August 8, 2013, 1:47 pm
    The Chron­i­cle of Higher Education