Revision history for CourseStatement2013


Revision [12421]

Last edited on 2013-01-23 09:47:58 by MorganAdmin
Additions:
- Before ++Monday++ Wednesday class time (that's Monday and Tuesday to work), you should have an online start on the activities so we can compare notes face to face. This start may be notes++ in a notebook, or notes as a draft saved to your weblog, or those++ posted publicly, aggregated sources, and comments. ++As the course moves on and as I see online interaction increase, w++ We'll meet face to face only once a week - probably on Monday. Some things are just easier face to face. Other require more time online.
Deletions:
- By ++Monday++ Wednesday class time, you should have an online start on the activities so we can compare notes face to face. This start may be notes++ in a notebook, or notes as a draft saved to your weblog, or those++ posted publicly, aggregated sources, and comments. ++As the course moves on and as I see online interaction increase, w++ We'll meet face to face only once a week - probably on Monday. Some things are just easier face to face. Other require more time online.


Revision [12396]

Edited on 2013-01-21 07:43:20 by MorganAdmin
Additions:
- By Sunday midnight, post a weekly summary and reflection on your blog, and post an announcement of that summary, with a link to it, on ++our course blog, ++ The Daybook. Include in your weekly summary links or pointers to your work for that week, and reflect on what you've done for that week. More detailed information on the HeuristicForWeeklySummaries page.
Deletions:
- By Sunday midnight, post a weekly summary and reflection on your blog, and post an announcement of that summary, with a link to it, on ++our course blog, ++ The Daybook. Include in your weekly summary links or pointers to your work for that week, and reflect on what you've done for that week. More detailed information under Weekly Summary Posts.


Revision [12371]

Edited on 2013-01-16 09:01:19 by MorganAdmin
Additions:
[**note**: latest revisions are in this section: changing Mon to Weds]
- ++By Sunday afternoo++n, On Sunday, I'll post a topic for us to focus on, a set of materials to work with (readings, sites, podcasts, videos …), and a set of activities to engage in using those materials. That will be our work for the week.
- By ++Monday++ Wednesday class time, you should have an online start on the activities so we can compare notes face to face. This start may be notes++ in a notebook, or notes as a draft saved to your weblog, or those++ posted publicly, aggregated sources, and comments. ++As the course moves on and as I see online interaction increase, w++ We'll meet face to face only once a week - probably on Monday. Some things are just easier face to face. Other require more time online.
- From ++Tuesday++ Wednesday through Sunday, ++you'll++ continue your work on the activities for the week.
- By Sunday midnight, post a weekly summary and reflection on your blog, and post an announcement of that summary, with a link to it, on ++our course blog, ++ The Daybook. Include in your weekly summary links or pointers to your work for that week, and reflect on what you've done for that week. More detailed information under Weekly Summary Posts.
Starting about Week 7 - 8 or 9, I'll ask you to design and pursue your own project, one that continues our study of weblogs, wikis, or another social media phenomenon as suggested by the materials we've been working with. The project gives you a chance to take the last half of the course in a direction of your own design. I'll give you more information on this when we come nearer time.
Deletions:
- By Sunday afternoon, I'll post a topic for us to focus on, a set of materials to work with (readings, sites, podcasts, videos …), and a set of activities to engage in using those materials. That will be our work for the week.
- By Monday classtime, you should have a start on the activities so we can compare notes face to face. This start may be notes in a notebook, or notes as a draft saved to your weblog, or those notes posted publicly. As the course moves on and as I see online interaction increase, we'll meet face to face only once a week - probably on Monday. Some things are just easier face to face.
- From Tuesday through Sunday, you'll continue your work on the activities for the week.
- By Sunday midnight, post a weekly summary and reflection on your blog and post an announcement of that summary, with a link to it, on our course blog, The Daybook. Include in your weekly summary links or pointers to your work for that week, and reflect on what you've done for that week. More detailed information under Weekly Summary Posts.
Starting about Week 7, I'll ask you to design and pursue your own project, one that continues our study of weblogs, wikis, or another social media phenomenon as suggested by the materials we've been working with. The project gives you a chance to take the last half of the course in a direction of your own design. I'll give you more information on this when we come nearer time.


Revision [12364]

Edited on 2013-01-16 04:52:46 by MorganAdmin
Additions:
Things come up, systems go down. I'll know when a system goes down. But if there is a serious situation that will prevent you from posting your weekly summary, let me know in advance. Please don't just disappear for a week. Keep me informed so I can accommodate the situation.
I'll evaluate your work by how well it meets the Criteria for Engagement, and by your weekly summary. Your summary needs to link to your productions or I won't find them and you won't receive credit for them. If they are not linked when I review your work, I won't return to review them later.
- Preparation. It's best to be prepared for each face to face class so you can make the most of our time face to face.
Deletions:
Things come up, systems go down. I'll know when a system goes down. But ff there is a serious situation that will prevent you from posing your weekly summary, let me know in advance. Please don't just disappear for a week. Keep me informed so I can
I'll evaluate your weekly work by how well you it meets the Criteria for Engagement, and by your weekly summary. Your summary needs to link to your productions or I won't find them and you won't receive credit for them. If they are not linked when I review your work, I won't return to review them later.
- Preparation. It's best to be prepared for each class so you can make the most of our time face to face.


Revision [12347]

Edited on 2013-01-14 06:47:01 by MorganAdmin
Additions:
- Your in-class use of the computer or your smart phone should supplement and contribute to what we're doing in class. Posting notes to your blog is ok, Goggling to supplement our discussion is ok, back-channeling with Twitter to supplement our discussion is ok, but Facebooking, gaming, shopping, and the like are not ok. Keep your use of the computer related to class discussion, and be careful not to lose the in-class thread. If you miss something, you're responsible for finding out what you missed.
Deletions:
- Your in-class use of the computer or your smart phone should supplement and contribute to what we're doing in class. Posting notes to your blog is ok, Goggling to supplement our discussion is ok, back-channeling with Twitter to supplement our discussion is ok, but Facebooking, gaming, shopping, and the like are not ok. Keep your use of the computer related to class discussion, and be careful not to lose the in-class thread. If you miss something, you're responsible to figuring out what you missed and making it up.


Revision [12346]

Edited on 2013-01-14 06:44:14 by MorganAdmin
Additions:
The sense of weblogs, wikis, Twitter, FB and other social media presented in general is painfully anemic, and often just wrong (Txting, FB, and Twitter has not created a crisis in grammar or spelling among children. Wikipedia can be just as trustworthy as The Encyclopedia Brittanica... ) So to start, we'll look at what more there is to see and say about social media. We'll consider how blogs are actually being used now, consider what else is possible, consider what is myth and what might be substantive. We'll look at various angles such as the use of social media in learning, marketing, politics, social interaction, revolution, resistance, and identity creation. We'll consider implications of literacy, copyright and the law more broadly, the relations with mainstream media. In the end, we're asking the question, How might we change our ways of thinking and doing in order to make the best use of social media?
Deletions:
The sense of weblogs, wikis, Twitter, FB and other social media presented in general is painfully anemic, and often just wrong (Txting, FB, and Twitter has not created a crisis in grammar or spelling among children. But we are finding that university students who use FB during classes score 1 - 2 grade points lower than their colleagues. That is very likely a correlation rather than causal. Wikipedia can be just as trustworthy as The Encyclopedia Brittanica... ) So to start, we'll look at what more there is to see and say about social media. We'll consider how blogs are actually being used now, consider what else is possible, consider what is myth and what might be substantive. We'll look at various angles such as the use of social media in learning, marketing, politics, social interaction, revolution, resistance, and identity creation. We'll consider implications of literacy, copyright and the law more broadly, the relations with mainstream media. In the end, we're asking the question, How might we change our ways of thinking and doing in order to make the best use of social media?


Revision [12340]

Edited on 2013-01-13 12:06:15 by MorganAdmin
Deletions:
Here's how my colleague at USF, Joe Moxley, puts it
The goal of public writing is to prepare you for contemporary literacies (archiving and collaborating online) and engage you in the generative power of daily writing. Before putting any public writing on the web, think before you publish. Don’t publish anything that might embarrass you tomorrow, next week, or in 20 years.


Revision [12336]

Edited on 2013-01-13 11:42:46 by MorganAdmin
Additions:
We'll take the first two - three of weeks to get set up and become familiar with some tools we'll all use in common: your weblog, the wiki for this class, Twitter, and RSS feeds. This might be intensive (It's //bootcamp//, not //walk in the woods//) but you'll have a text to guide you (The Missing Manual) and time to ask questions and get answers in class sessions. Expect to do much of this bootcamp work outside of class time. You can work with others in the class, of course, a practice I would recommend. But you'll need to complete all the tasks I assign during this time to demonstrate that you're ready to proceed in the course.
Deletions:
We'll take the first couple of weeks to get set up and become familiar with some tools we'll all use in common: your weblog, the wiki, for this class, Twitter, and RSS feeds. This might be intensive (It's //bootcamp//, not //walk in the woods//) but you'll have a text to guide you (The Missing Manual) and time to ask questions and get answers in class sessions. Expect to do much of this bootcamp work outside of class time. You can work with others in the class, of course, a practice I would recommend. But you'll need to complete all the tasks I assign during this time to demonstrate that you're ready to proceed in the course.


Revision [12335]

Edited on 2013-01-13 11:36:12 by MorganAdmin
Additions:
>>
==M C Morgan==
Deletions:
>>==M C Morgan==


Revision [12334]

Edited on 2013-01-13 11:36:00 by MorganAdmin
Additions:
- [[http://pinboard.in/u:mcmorgan/t:en3177 Morgan's Links on Pinboard for ENGL 3177]]\
>>==M C Morgan==
Deletions:
- [[http://pinboard.in/u:mcmorgan/t:en3177 Morgan's Links on Pinboard for ENGL 3177]]
>>
==Under revision until 14 Jan 2013==
==M C Morgan==


Revision [12333]

Edited on 2013-01-13 11:35:28 by MorganAdmin
Additions:
This syllabus is available in other formats. Talk to me, or contact Kathi Hagen in the Office for Students with Disabilities at 755-3883. Contact the Office for Students with Disabilities if you need accommodations in the class.
Deletions:
This syllabus is available in alternate formats. Talk to me, or contact Kathi Hagen in the Office for Students with Disabilities at 755-3883. Contact the Office for Students with Disabilities if you need accommodations in the class.


Revision [12332]

Edited on 2013-01-13 11:35:12 by MorganAdmin
Additions:
>>{{image url="" width="400" }}== Colophon ==
Gardeners Question Time
=== Late Policy ===
Your work for the week (weekly summaries and any projects assigned) must be posted to your blog on time or you will receive 0 points for the week. Read that again. Nil points. That will hurt your final grade. Post early. Post often.
You will be expected to be posting your work and comments on the work of others regularly during the week.
Things come up, systems go down. I'll know when a system goes down. But ff there is a serious situation that will prevent you from posing your weekly summary, let me know in advance. Please don't just disappear for a week. Keep me informed so I can
I'll evaluate your weekly work by how well you it meets the Criteria for Engagement, and by your weekly summary. Your summary needs to link to your productions or I won't find them and you won't receive credit for them. If they are not linked when I review your work, I won't return to review them later.
- Preparation. It's best to be prepared for each class so you can make the most of our time face to face.
- You are responsible for catching up on anything you missed in a face to face class. Talk to your colleagues, not me. Attending face to face sessions is smart because we'll be addressing stuff that might not be addressed else where - and others in the class can use your expertise.
- //Presence// - posting regularly, daily, visiting others's weblogs and commenting, tweeting with the #en3177 hashtag - is the online equivalent of attendance. Maintaining a presence signals that you are engaging in the class. If your presence falls too low, I may ask you to drop the course.
I'll review your work and materials for the following:
== demonstrate technical proficiency by ==
== demonstrate knowledge by==
== demonstrate responsibility and academic integrity by ==
That's the evidence I'll look at during the progress of the course. Here are the criteria I'll use for a final evaluation:
- The complexity of what you take on and how you address it. That is, To what extent have you challenged yourself and the medium?
- The sophistication of ideas with which you address the tasks you set for yourself.
=== Grading Percentages ===
- Overall helpfulness, decorum, self-reliance - 10%
=== Face to face Class Sessions ===
Please be considerate of others in class both face to face an online. When you're here, you're on task.
- Silence your phone and no calls out.
- Your in-class use of the computer or your smart phone should supplement and contribute to what we're doing in class. Posting notes to your blog is ok, Goggling to supplement our discussion is ok, back-channeling with Twitter to supplement our discussion is ok, but Facebooking, gaming, shopping, and the like are not ok. Keep your use of the computer related to class discussion, and be careful not to lose the in-class thread. If you miss something, you're responsible to figuring out what you missed and making it up.
- Decorum. Be decorous to each other. If someone is talking - me, others - listen. Respond.
In short: Address materials professionally and graciously. (The most scathing critiques ++can be ++are decorous.). Produce materials (and you will be producing a lot) that others will find useful.
Deletions:
>>{{image url="" width="400" }}== Codicile ==
Gardeners Question Time
- Materials (projects, weekly summaries, etc) must be posted on time or you receive 0 points.
- I'll evaluate your weekly work by how well you meet the criteria under Criteria for Engagement, and your weekly summary. Your summary needs to link to your productions or I won't find them and you won't receive credit for them. If they are not linked when I review your work, I won't return to review them later.
- Preparation. It's best to be prepared for each class so you can make the most of our time.
- Attending face to face sessions is smart because we'll be addressing stuff that might not be addressed else where - and others in the class can use your expertise. You are responsible for catching up on anything you missed. Talk to your colleagues, not me.
- //Presence// - posting regularly, daily, visiting others's weblogs and commenting, tweeting with the #en3177 hashtag - is the online equivalent of attendance. Maintaining a presence signals that you
I'll review your process and materials for the following:
demonstrate technical proficiency by
demonstrate knowledge by
demonstrate responsibility and academic integrity by
That's the evidence I'll look at. Here are the criteria I'll use for final evaluation:
- the complexity of what you take on and how you address it. That is, To what extent have you challenged yourself and the medium?
- the sophistication of ideas with which you address the task.
=== Percentages ===
- Overall helpfulness, engagement, enthusiasm, self-reliance - 10%
=== General considerations ===
Please be considerate of others in class. When you're here, you're on task.
- ++Turn off your cell phone during class. Off, not just silent.++ Silence your phone and no calls out or in. Twitter wisely. Keep things related to what's happening in class and don't lose track of what's happening in class.
- ++ Please don't use IM, Facebook, or email during class.++ As above, keep your use related to class, and be careful not to lose the in-class thread.
- If someone is talking - me, others - anyone twittering is really, really quiet.
Short form: Address materials professionally and graciously. (The most scathing critiques ++can be ++are decorous.). Produce materials (and you will be producing a lot) that others will find useful.


Revision [12331]

Edited on 2013-01-13 11:04:30 by MorganAdmin
Additions:
- Computer(s). Your own is best because you'll need regular access to post daily. A tablet or netbook would be good for on-the-go posting and commenting. A smartphone if you have one.
- Course websites: The wiki: http://erhetoric.org/WeblogsAndWikis/ The Daybook weblog: http://erhetoric.org/daybook/. You'll be checking the wiki frequently to get information about weekly assignments, and the Daybook for updates and to see what your colleagues are doing. You can make life easier by subscribing to the appropriate RSS feeds.
- Accounts. You'll be setting up a blog using a WordPress.com account, and registering for a Twitter account. You would also be well-served by getting a Google account so you can use Google Reader or your own RSS reader to receive RSS feeds. You'll be registering on the wiki for this course, and will I'll add you to the Daybook as an author so you can post there.
Deletions:
Computer(s). Your own is best because you'll need regular access to post daily. A tablet or netbook would be good for on-the-go posting and commenting. A smartphone if you have one.
Course websites: The wiki: http://erhetoric.org/WeblogsAndWikis/ The Daybook weblog: http://erhetoric.org/daybook/. You'll be checking the wiki frequently to get information about weekly assignments, and the Daybook for updates and to see what your colleagues are doing. You can make life easier by subscribing to the appropriate RSS feeds.
Accounts. You'll be setting up a blog using a WordPress.com account, and registering for a Twitter account. You would also be well-served by getting a Google account so you can use Google Reader or your own RSS reader to receive RSS feeds. You'll be registering on the wiki for this course, and will I'll add you to the Daybook as an author so you can post there.


Revision [12330]

Edited on 2013-01-13 11:03:44 by MorganAdmin
Additions:
- Bootcamp - 10%
- Weekly work, commenting, summaries - 60%
- Your project - 25%
- Overall helpfulness, engagement, enthusiasm, self-reliance - 10%
Deletions:
Bootcamp - 10%
Weekly work, commenting, summaries - 60%
Your project - 25%
Overall helpfulness, engagement, enthusiasm, self-reliance - 10%


Revision [12329]

Edited on 2013-01-13 11:02:45 by MorganAdmin
Additions:
The sense of weblogs, wikis, Twitter, FB and other social media presented in general is painfully anemic, and often just wrong (Txting, FB, and Twitter has not created a crisis in grammar or spelling among children. But we are finding that university students who use FB during classes score 1 - 2 grade points lower than their colleagues. That is very likely a correlation rather than causal. Wikipedia can be just as trustworthy as The Encyclopedia Brittanica... ) So to start, we'll look at what more there is to see and say about social media. We'll consider how blogs are actually being used now, consider what else is possible, consider what is myth and what might be substantive. We'll look at various angles such as the use of social media in learning, marketing, politics, social interaction, revolution, resistance, and identity creation. We'll consider implications of literacy, copyright and the law more broadly, the relations with mainstream media. In the end, we're asking the question, How might we change our ways of thinking and doing in order to make the best use of social media?
Deletions:
The sense of weblogs, wikis, Twitter, FB and other social media presented in general is painfully anemic, and often just wrong (Txting, FB, and Twitter has not created a drop in grammar or spelling. But we are finding that university students who use FB during classes score 1 - 2 grade points lower than their colleagues. That is very likely a correlation rather than causal. Wikipedia can be just as trustworthy as The Encyclopedia Brittanica … ) So to start, we'll look to what more there is to see and say. We'll consider what more is possible, consider what is myth and what might be substantive, look at various angles such as the use of social media in learning, marketing, politics, social interaction, identity creation. We'll consider implications of literacy, copyright, the law more broadly, the relations with mainstream media. In the end, we're asking the question, How might we change our ways of thinking and doing in order to make the best use of social media?


Revision [12328]

Edited on 2013-01-13 10:55:20 by MorganAdmin
Additions:
- engaging with the work of others in the class by commenting and responding
- posting regular work with readings and topics on your blog
Deletions:
- establishing a personal learning network with others in the class
- posting regular responses and extensions of readings and topics on your blog


Revision [12327]

Edited on 2013-01-13 10:51:24 by MorganAdmin
Additions:
Those materials you want to share with others in the course, you'll need to tag using #en3177. Use it when you tweet. Place the tag in your blog posts. A Google search on #en3177 should find what you post. Try it. You should see materials that were created for the course in prior years. Those sources you find particularly useful and want to follow more closely, you should subscribe to using RSS. [Try googling #bemidjistate or #en4709 to see.]
=== Work outside of class ===
As a final activity, you'll create a largish or extended, engaging, digital composition that addresses what you learned and what that learning means - to you, for now. What form and media this composition takes will be up to you. You might cast it as
I am reconsidering how to handle the final. In the past, students have informally presented their projects to the class to great acclaim and applause. We'll talk about this.
- Materials (projects, weekly summaries, etc) must be posted on time or you receive 0 points.
- I'll evaluate your weekly work by how well you meet the criteria under Criteria for Engagement, and your weekly summary. Your summary needs to link to your productions or I won't find them and you won't receive credit for them. If they are not linked when I review your work, I won't return to review them later.
- Preparation. It's best to be prepared for each class so you can make the most of our time.
- Attending face to face sessions is smart because we'll be addressing stuff that might not be addressed else where - and others in the class can use your expertise. You are responsible for catching up on anything you missed. Talk to your colleagues, not me.
- //Presence// - posting regularly, daily, visiting others's weblogs and commenting, tweeting with the #en3177 hashtag - is the online equivalent of attendance. Maintaining a presence signals that you
I'll review your process and materials for the following:
- ditto Twitter
demonstrate knowledge by
- posting regular responses and extensions of readings and topics on your blog
- engaging (meaning //annotating, sharing, remixing, repurposing// materials both assigned and what you find
- attending face to face classes and maintaining a presence on line
- informally documenting sources in the manners appropriate for the web. Linking, obviously, but look at some weblogs and you'll see how it's done.)
That's the evidence I'll look at. Here are the criteria I'll use for final evaluation:
=== Percentages ===
Bootcamp - 10%
Weekly work, commenting, summaries - 60%
Your project - 25%
Overall helpfulness, engagement, enthusiasm, self-reliance - 10%
Yes: That's 105% percent.
Deletions:
Those materials you want to share with others in the course, you'll need to tag using #en3177. Use it when you tweet. Place the tag in your blog posts. A Google search on #en3177 should find what you post. Try it. You should see materials that were created for the course in prior years. Those sources you find particularly useful and want to follow more closely, you should subscribe to using RSS. [Try #bemidjistate or #en4709 to see.]
=== Evaluation and Expectations===
- Materials must be posted on time or you receive 0 points.
- I'll evaluate your weekly work by how well you meet the criteria under Criteria for Engagement: SDTT, and your weekly summary. Your summary needs to link to material or I won't find it and you won't receive credit for it.
- Preparation. It's best to be prepared for each class so you can make the most of our time. You really need to attend because we'll be addressing stuff that might not be addressed online - and others in the class will need your expertise.
- Presence is posting regularly, daily, visiting others's weblogs and commenting, tweeting with the #en3177 hashtag.
- Attendance and presence. If you aren't here face to face, you will need to be present online.
- Attendance: Drop a half grade for every course session missed after two free misses. Miss six classes (3 weeks of class) and you can't pass.
== Work outside of class ==
A week or two before the end of the semester, we'll turn reflective. And as a final activity, you'll create a largish or extended, engaging, digital composition that addresses what you learned and what that learning means - to you, for now. What form and media this composition takes will be up to you. You might cast it as
For the final, you'll informally present your reflection project to the class to great acclaim and applause. There will be food.
**You are here to learn all you can about writing and publishing with weblogs, wikis, and other social media**: how to do it technically and socially, some of its history, where these activities fit in the current culture, where these productions fit in the current culture, and what these things mean in the current culture.
Much of what you learn will be explicit and declarative - you will be able to articulate what you know. Some of what you learn will be procedural and implicit - you will be able to do something without necessarily being able to explain how or why. Much of what you learn will be strategic - given a problem, you will be able to address it using the social tools at hand - and not necessarily in the way they were designed to be used.
You're going to be living - well, at least learning - in a social networking environment, using those tools, those procedures, in that culture for the next 15 weeks. Think //immersion//.
It's my job to make sure you have access to the materials to learn from, and then evaluate what you learned at the end of the course. It's your job to access the materials, learn it, and work with it. That's the social contract built into the course. You might also have some specific things you want to learn in the realm of weblogs and wikis and social network produsage. Good. Here's your opportunity. Use it. The design of this course makes that possible. Here's how I'm planning to evaluate what you do.
In this course, you submit work by tagging it with #en3177, which shares it with the class through an RSS feed. I'll review your process and materials for the following:
- ditto use of social bookmarking
- ditto twitter
demonstrate knowledge (both declarative and procedural) by
- posting regular responses and extensions of readings and topics on your PLN
- engaging (meaning //annotating, sharing, remixing, repurposing)// materials both assigned and what you find
- attending face to face classes regularly
- informally documenting sources in the manners appropriate for the web (Look around, you'll see how it's done.)
That's the stuff I'll look at. Here are the criteria I'll use for final evaluation:


Revision [12326]

Edited on 2013-01-13 10:25:40 by MorganAdmin
Additions:
For our work with wikis, I'll curate a set of readings from Leuf and Cunningham, //The Wiki Way//; Choate, //Professional Wikis//; Mader, //Wikipatterns//; as well as online materials: readings, videos, audio files, visits to wikis.
Deletions:
For our work with wikis, I'll curate a set of readings from Leuf and Cunningham, //The Wiki Way//; Choate, /Professional Wikis//; Mader, //Wikipatterns//; as well as online materials: readings, videos, audio files, visits to wikis.


Revision [12325]

Edited on 2013-01-13 10:25:16 by MorganAdmin
Additions:
=== Topics and Readings ===
We'll start with some general questions and considerations, and see where that takes us.
The sense of weblogs, wikis, Twitter, FB and other social media presented in general is painfully anemic, and often just wrong (Txting, FB, and Twitter has not created a drop in grammar or spelling. But we are finding that university students who use FB during classes score 1 - 2 grade points lower than their colleagues. That is very likely a correlation rather than causal. Wikipedia can be just as trustworthy as The Encyclopedia Brittanica … ) So to start, we'll look to what more there is to see and say. We'll consider what more is possible, consider what is myth and what might be substantive, look at various angles such as the use of social media in learning, marketing, politics, social interaction, identity creation. We'll consider implications of literacy, copyright, the law more broadly, the relations with mainstream media. In the end, we're asking the question, How might we change our ways of thinking and doing in order to make the best use of social media?
The main text that addresses weblogs is Bruns and Jacobs, eds, //Uses of Blogs// but I'll be adding to this with online materials: readings, videos, audio files, visits to weblogs.
For our work with wikis, I'll curate a set of readings from Leuf and Cunningham, //The Wiki Way//; Choate, /Professional Wikis//; Mader, //Wikipatterns//; as well as online materials: readings, videos, audio files, visits to wikis.
You will also be asked to locate and work with supplemental material from the web and elsewhere.


Revision [12324]

Edited on 2013-01-13 10:22:32 by MorganAdmin
Additions:
=== The Project ===
Starting about Week 7, I'll ask you to design and pursue your own project, one that continues our study of weblogs, wikis, or another social media phenomenon as suggested by the materials we've been working with. The project gives you a chance to take the last half of the course in a direction of your own design. I'll give you more information on this when we come nearer time.
During the project, you'll be following the same weekly routine we will have established during the first part of the course: daily work, regular commenting, weekly summaries.
//Bootstrapping// means engaging in an activity before you completely understand the activity. Like map-making, you don't know what the terrain looks like until you get into the field start to make the map. Now and then - more at the beginning of course - you won't understand how to do something, or what to think about something, or how to think about something before you need to start an activity. But start anyway. You will only begin to understand by engaging the problem and engaging with the community.
Here's a heuristic (Just google it) I've adapted from [[http://ds106.us/fall-2012-umw-syllabus/ ds106]] to guide composing your weekly summaries:
Those materials you want to share with others in the course, you'll need to tag using #en3177. Use it when you tweet. Place the tag in your blog posts. A Google search on #en3177 should find what you post. Try it. You should see materials that were created for the course in prior years. Those sources you find particularly useful and want to follow more closely, you should subscribe to using RSS. [Try #bemidjistate or #en4709 to see.]
Deletions:
=== A Project ===
Starting about Week 7, I'll ask you to design and pursue your own project, one that continues our study of weblogs, wikis, or another social media phenomenon as suggested by the materials we've been working with or me. The project gives you a chance to take the last half of the course in a direction of your own design. I'll give you more information on this when we come nearer time.
During the project, you'll be following the same weekly routine we will have established during the first part of the course: daily work, daily commenting, weekly summaries.
//Bootstrapping// means engaging in activities before you completely understand the activity. Like map-making, you don't know what the terrain looks like until you get into the field start to make the map. Now and then - more at the beginning of course - you won't understand how to do something, or what to think about something, or how to think about something before you need to start an activity. But start anyway. You will only begin to understand by engaging the problem and engaging with the community.
Here's a heuristic (Just google it) I've adapted from [[http://ds106.us/fall-2012-umw-syllabus/ ds106]] that can help you with your weekly summaries:
Those materials you want to share with others in the course, you'll need to tag using #en3177. Use it when you tweet. Place the tag in the blog post of final work for a week. A Google search on #en3177 should find what you post. Try it. You should see materials that were created for the course in prior years. Those sources you find particularly useful and want to follow more closely, you should subscribe to using RSS. [#bemidjistate, #en4709]
=== Topics and Reading ===
Here, then, is the content of the course.
I selected the main readings for this course based on what has been happening in weblogs and wikis and social media over the past five years.
What we know about blogs and wikis tends to be driven by and limited to popular press versions of the matters. Fine for HS. University matters go beyond that. So: background reading to catch up on what's happened over the past 12 years, and what the issues are from an informed perspective rather than a popular perspective.


Revision [12323]

Edited on 2013-01-13 09:44:30 by MorganAdmin
Additions:
You will need MacDonald, //WordPress: The Missing Manual// from the second day of class, Bruns and Jacobs, //Uses of Blogs// from the end of the second week.
Computer(s). Your own is best because you'll need regular access to post daily. A tablet or netbook would be good for on-the-go posting and commenting. A smartphone if you have one.
Accounts. You'll be setting up a blog using a WordPress.com account, and registering for a Twitter account. You would also be well-served by getting a Google account so you can use Google Reader or your own RSS reader to receive RSS feeds. You'll be registering on the wiki for this course, and will I'll add you to the Daybook as an author so you can post there.
Deletions:
You will need both texts from the first day of class.
Computer(s). Your own is best because you'll need to access it at anytime. A tablet or netbook would be good for on the go posting and commenting. A smartphone if you have one.
Accounts. You'll be registering on the wiki for this course so you can work on a wiki, and will be added to the Daybook as an author so you can post there. Expect also to set up a WordPress.com account, and a Twitter account. You would also be well-served by getting a Google account so you can use Google Reader or your own RSS reader to receive RSS feeds.


Revision [12322]

Edited on 2013-01-13 09:40:14 by MorganAdmin
Additions:
Those materials you want to share with others in the course, you'll need to tag using #en3177. Use it when you tweet. Place the tag in the blog post of final work for a week. A Google search on #en3177 should find what you post. Try it. You should see materials that were created for the course in prior years. Those sources you find particularly useful and want to follow more closely, you should subscribe to using RSS. [#bemidjistate, #en4709]
=== Evaluation and Expectations===
- I'll evaluate your weekly work by how well you meet the criteria under Criteria for Engagement: SDTT, and your weekly summary. Your summary needs to link to material or I won't find it and you won't receive credit for it.
- Preparation. It's best to be prepared for each class so you can make the most of our time. You really need to attend because we'll be addressing stuff that might not be addressed online - and others in the class will need your expertise.
- Presence is posting regularly, daily, visiting others's weblogs and commenting, tweeting with the #en3177 hashtag.
== Work outside of class ==
You'll be expected to find out about those things you're unfamiliar with - terms, concepts, sites, tools ... - on your own. Rather than explain what //hash tags// are, I will expect you to find out on your own (Just google it) and post links and annotations to what you find to your blog. Again, we'll spend the first few weeks in bootcamp to get used to doing these sorts of things, to get a sense of where to ask questions and how to get answers.
After we're set up, we'll meet only once a week, but we'll meet regularly. Plan to be here when we do meet; I want everyone to have the opportunity to talk with each other about what they are working on and what they have found.
And, once again: No complaining that you don't understand a tool or reading before you work with it. You won't until you start using the tool or do some research on the issues.
Deletions:
Those materials you want to share with others in the course, you'll need to tag using #en3177. Use it when you tweet. Place the tag in the blog post of final work for a week. A Google search on #en3177 should find what you post. Try it. You should see materials that were created for the course in prior years. Those sources you find particularly useful and want to follow more closely, you should subscribe to using RSS. [#bemidjistate, #en4709]
You should also
===Course Guidelines and Expectations===
- I'll evaluate your weekly work by how well you meet the criteria under Criteria for Engagement: SDTT.
- Preparation. It's best to be prepared for each class so you can make the most of the time and so we can move ahead at a good pace. You really need to attend because we'll be addressing stuff that might not be addressed online - and others in the class will need your expertise. (I'm speaking from recent experience here. I recently took two courses that proceeded this way, and I can assure you it takes time to prepare for class meetings, but being prepared makes all the difference.)
- Presence is positng regularly
==== Work outside of class ====
You'll be expected to set up your blog, your twitter account, and to get used to using our wiki outside of class time. You'll need to get signed up for sites and learn how to use them on your own time. This doesn't mean you have to do it alone. Arrange to meet with others and help each other out. But we'll use classtime for other matters.
By the same token, you'll be expected to find out about those things you're unfamiliar with - terms, concepts, sites, tools ... - on your own. Rather than explain what //hash tags// are, I will expect you to find out on your own (Just Google It) and post links and annotations to what you find to your blog or your social bookmarking site. Rather than walking you through how to use markdown to edit wiki pages, I'll point you to the GettingStarted pages and a book chapter, and you can set up your local wiki page on your own. We'll talk about how to use the wiki to manage your work, but you'll be expected to make the first step. Again, we'll spend the first few weeks of meeting in class to get used to doing these sorts of things, to get a sense of where to ask questions and how to get answers.
After we're set up, we'll meet less often, but we'll meet regularly. Plan to be here when we do meet; I want everyone to have the opportunity to talk with each other about what they are working on and what they have found.
And, once again
- No complaining that you don't understand a tool or reading before you work with it. You won't until you start using the tool or do some research on the issues.


Revision [12321]

Edited on 2013-01-13 09:05:18 by MorganAdmin
Additions:
We'll take the first couple of weeks to get set up and become familiar with some tools we'll all use in common: your weblog, the wiki, for this class, Twitter, and RSS feeds. This might be intensive (It's //bootcamp//, not //walk in the woods//) but you'll have a text to guide you (The Missing Manual) and time to ask questions and get answers in class sessions. Expect to do much of this bootcamp work outside of class time. You can work with others in the class, of course, a practice I would recommend. But you'll need to complete all the tasks I assign during this time to demonstrate that you're ready to proceed in the course.
- By Sunday midnight, post a weekly summary and reflection on your blog and post an announcement of that summary, with a link to it, on our course blog, The Daybook. Include in your weekly summary links or pointers to your work for that week, and reflect on what you've done for that week. More detailed information under Weekly Summary Posts.
=== Bootstrapping ===
You should also
- Materials must be posted on time or you receive 0 points.
- I'll evaluate your weekly work by how well you meet the criteria under Criteria for Engagement: SDTT.
- Preparation. It's best to be prepared for each class so you can make the most of the time and so we can move ahead at a good pace. You really need to attend because we'll be addressing stuff that might not be addressed online - and others in the class will need your expertise. (I'm speaking from recent experience here. I recently took two courses that proceeded this way, and I can assure you it takes time to prepare for class meetings, but being prepared makes all the difference.)
- Presence is positng regularly
- Attendance and presence. If you aren't here face to face, you will need to be present online.
- Attendance: Drop a half grade for every course session missed after two free misses. Miss six classes (3 weeks of class) and you can't pass.
And, once again
Deletions:
We'll take the first couple of weeks to get set up and become familiar with some tools we'll all use in common: your weblog, the wiki, for this class, Twitter, and RSS feeds. This might be a little intensive (It's //bootcamp//, not //walk in the woods//) but you'll have a text to guide you (The Missing Manual) and time to ask questions and get answers in class sessions. Expect to do much of this bootcamp work outside of class time. You can work with others in the class, of course, a practice I would recommend.
But you'll need to complete all the tasks I assign during this time to demonstrate that you're ready to proceed in the course.
During bootcamp, you'll have the opportunity
- to get oriented to the materials of the course.
- to get comfortable with the procedures and expectations of the course.
- to practice methods for learning about social media by actually using it.
- to demo some of these practices.
- to get to know each other a little.
- to get in the habit of helping each other out.
- to get in the habit of googling it. (Try it now: Google the words //just google it//.)
- to get used to bootstrapping your knowledge: You won't understand some of this stuff until you start using the tool or do some research on the issues.
- By Sunday midnight, post a weekly summary and reflection on your blog and post an announcement of that summary, with a link to it, on our course blog, The Daybook. Include in your weekly summary links or pointers to your work for that week, and reflect on what you've done for that week. More detailed information below, under Weekly Summary Posts.
- Deadlines. Stuff must be posted by time or 0 points.
- Preparation and attendance. It's best to be prepared for each class so you can make the most of the time and so we can move ahead at a good pace. You really need to attend because we'll be addressing stuff that might not be addressed online - and others in the class will need your expertise. (I'm speaking from recent experience here. I recently took two courses that proceeded this way, and I can assure you it takes time to prepare for class meetings, but being prepared makes all the difference.)
- **Attendance**: Drop a half grade for every course session missed after two free misses. Miss six classes (3 weeks of class) and you can't pass.


Revision [12320]

Edited on 2013-01-13 08:53:41 by MorganAdmin
Additions:
=== A Project ===
Starting about Week 7, I'll ask you to design and pursue your own project, one that continues our study of weblogs, wikis, or another social media phenomenon as suggested by the materials we've been working with or me. The project gives you a chance to take the last half of the course in a direction of your own design. I'll give you more information on this when we come nearer time.
During the project, you'll be following the same weekly routine we will have established during the first part of the course: daily work, daily commenting, weekly summaries.
Deletions:
=== Project ===
Starting about week 7, I'll ask you to design and pursue your own project, one that explores a social media phenomenon as suggested by text or me. That is, not just any project but one with a bit of focus.


Revision [12319]

Edited on 2013-01-13 08:49:12 by MorganAdmin
Additions:
Starting about week 7, I'll ask you to design and pursue your own project, one that explores a social media phenomenon as suggested by text or me. That is, not just any project but one with a bit of focus.
You'll be creating a lot of stuff for this course, mainly writing - some short form (tweets, notes), some long form (weblog posts, wiki entries), some of your own, and some in commenting on the work and materials of others. But you can, and are encouraged to, use other media at any stage of your work. An image (collected from Flickr, or one you take or create) that illustrates a concept or comments on an idea. A visual map or diagram to illustrate how something works or how ideas work together. A video diary. A collage … Most of us will work primarly with writing because we are all more textually literate than visually literate [insert link to evidence here], but other modes are welcome and encouraged.
Not everything you produce for this course will be nor has to be finished or polished. You have room in the course to experiment with tools, to see what others do, to try things out for yourself, and if something doesn't work, move on and maybe try again later. I'm encouraging you to //try// things, especially if you're new to them, even if you haven't done it before: Make a PPT deck, shoot and upload a video, try a new mode or genre of writing as a remix or repurposing of the ideas we're investigating in this course. Watch what others are doing and try it yourself.
=== Topics and Reading ===
Here, then, is the content of the course.
- Deadlines. Stuff must be posted by time or 0 points.
You'll be expected to set up your blog, your twitter account, and to get used to using our wiki outside of class time. You'll need to get signed up for sites and learn how to use them on your own time. This doesn't mean you have to do it alone. Arrange to meet with others and help each other out. But we'll use classtime for other matters.
Deletions:
You'll be creating a lot of stuff for this course, mainly writing - some short form (tweets, notes), some long form (weblog posts, wiki entries), some of your own, and some in commenting on the work and materials of others. But you can, and are encouraged to, use other media at any stage of your work. An image (collected from flickr, or one you take or create) that illustrates a concept or comments on an idea. A visual map or diagram to illustrate how something works or how ideas work together. A video diary. A collage … Most of us will work primarly with writing because we are all more textually literate than visually literate [insert link to evidence here], but other modes are welcome and encouraged.
Not everything you produce for this course has to be finished or polished. You have room in the course to experiment with tools, to watch what others do, try things out for yourself, and if something doesn't work, move on and maybe try again later. I'm encouraging you to //try// things, especially if you're new to them, even if you haven't done it before: Make a PPT deck, shoot and upload a video, try a new mode or genre of writing as a remix or repurposing of the ideas we're investigating in this course. Watch what others are doing and try it yourself.
=== Topics and reading ===
In this course, our interest is less in their opinions, takes, understanding of things and more on how they are using the media - how they are producing, a usage they themselves may not be overly aware of. Stand outside the exchange to get a balcony view of things.
Blogs can be goofed with. And they can be studied. That's what we're doing. Study, not goof.
Blogging and wiki writing are not writing in the same way of writing in journal or making notes. They are publishing, responsible, regular posting, with links to others, and contributions to the net at large.
Other blogs are (personal / professional ) catalogues: collections of individual stuff <http://heliophobus.tumblr.com>: quotes, images, observations, short reports. Here, the interest is in the collection and the collector. The value is in the bringing together - very much as a library is valuable as a place of collection.
Information literacy. To be skilled at Internet publishing you need to master some fundamental concepts that operate in the Internet background. It's about the context. Understanding and working w in that distinguishes the expert from the rookie, the dabbler from the publisher.
Rhetorical and tech knowledge of how to create and edit wiki pages. How to navigate them, locate them, revise for better locating, etc.
Rhetorical and tech knowledge of ditto blog posts.
5 - 7 week, self-designed project, that explores a social media phenomenon as suggested by text or me. That is, not just any project but one with a bit of focus.
-Deadlines. Stuff must be posted by time or 0 points.
You'll be expected to set up your blog, your twitter account, and to get used to using our wiki outside of classtime. We'll look at the options in class, but you'll need to get signed up for sites and learn how to use them on your own time. This doesn't mean you have to do it alone. Arrange to meet with others and help each other out. But we'll use classtime for other matters.


Revision [12318]

Edited on 2013-01-13 08:39:13 by MorganAdmin
Additions:
Once we're out of bootcamp, we'll follow a weekly routine. (Again, I'm indebted to [[http://ds106.us/2013/01/03/umw-spring-2013-syllabus/ ds106]] for this design.)
- By Sunday afternoon, I'll post a topic for us to focus on, a set of materials to work with (readings, sites, podcasts, videos …), and a set of activities to engage in using those materials. That will be our work for the week.
- By Monday classtime, you should have a start on the activities so we can compare notes face to face. This start may be notes in a notebook, or notes as a draft saved to your weblog, or those notes posted publicly. As the course moves on and as I see online interaction increase, we'll meet face to face only once a week - probably on Monday. Some things are just easier face to face.
- From Tuesday through Sunday, you'll continue your work on the activities for the week.
- Use your blog to post exercises and activies assigned for the week as you complete them. This means multiple posts during the week.
- Visit the blogs of others in the class and comment on their work. Multiple posts during the week.
- Use Twitter and your blog to post and work through your questions, successes, false starts, comments, reflections.
- By Sunday midnight, post a weekly summary and reflection on your blog and post an announcement of that summary, with a link to it, on our course blog, The Daybook. Include in your weekly summary links or pointers to your work for that week, and reflect on what you've done for that week. More detailed information below, under Weekly Summary Posts.
=== Participation and Presence===
(Again, thanks to [[http://ds106.us/2013/01/03/umw-spring-2013-syllabus/ ds106.]]) Your success in this class, in learning, in learning in this class, depends on your regular participation and presence using your collective blogs, the wiki, and Twitter. By //regular// I mean, //daily//, even more than once a day. The way we're working during this course, learning accumulates day-by-day, activity by activity. You may need to adapt your working habits. Rather than putting in a burst of activity one day week, you'll need to //take time every day// to get things done - posting a draft or initial responses to activities, commenting on the work of others, having a look at what others are doing to get a sense of what you are doing, narrating your own course experience - using your blog and Twitter. Your blog and Twitter are how you support your learning, and how you support each other as a learning community.
Meeting these criteria might feel awkward at first - especially if you're used to working by formula or working fast and off-the-cuff. To be //substantive, detailed, thorough, and thoughtful//, you may have to read materials through a few times, re-think what someone is saying. You may make some initial false starts as you locate a position to speak from and something to say. And your won't know where you're going until you get into the field. It's bootstrapping again. But //get started// and you'll find that you'll develop ways of being substantive, detailed, thorough, thoughtful. Suggestion: linking and citing examples will help.
Those materials you want to share with others in the course, you'll need to tag using #en3177. Use it when you tweet. Place the tag in the blog post of final work for a week. A Google search on #en3177 should find what you post. Try it. You should see materials that were created for the course in prior years. Those sources you find particularly useful and want to follow more closely, you should subscribe to using RSS. [#bemidjistate, #en4709]
Deletions:
Once we're out of bootcamp, we'll follow a weekly routine. (Again, I'm indebted to ds106 for this design.)
By Sunday afternoon, I'll post a topic for us to focus on, a set of materials to work with (readings, sites, podcasts, videos …), and a set of activities to engage in using those materials. That will be our work for the week.
By Monday classtime, you should have a start on the activities so we can compare notes face to face. This start may be notes in a notebook, or notes as a draft saved to your weblog, or those notes posted publicly. As the course moves on and as I see online interaction increase, we'll meet face to face only once a week - probably on Monday. Some things are just easier face to face.
From Tuesday through Sunday, you'll continue your work on the activities for the week.
- Use your blog to post exercises and activies assigned for the week as you complete them. This means multiple posts during the week.
- Visit the blogs of others in the class and comment on their work. Multiple posts during the week.
- Use Twitter and your blog to post and work through your questions, successes, false starts, comments, reflections.
By Sunday, midnight, post a weekly summary and reflection on your blog and post an announcement of that summary, with a link, on our course blog, The Daybook. Include in your weekly summary links or pointers to your work for that week, and reflect on what you've done for that week. (More information below).
=== Participation and presence===
(Again, thanks to [[http://ds106.us/2013/01/03/umw-spring-2013-syllabus/ ds106.]])
Your success in this class, in learning, in learning in this class, depends on your regular participation in the class using your collective blogs, the wiki, and Twitter. By //regular// I mean, //daily//, even more than once a day. The way we're working during this course, learning accumulates day-by-day, activity by activity. You may need to adapt your working habits. Rather than putting in a burst of activity one day week, you'll need to //take time every day// to get things done - posting a draft or initial responses to activities, commenting on the work of others, having a look at what others are doing to get a sense of what you are doing, narrating your own course experience - using your blog and Twitter. Your blog and Twitter are how you support your learning, and how you support each other as a learning community.
Meeting these criteria may feel awkward at first. It's not like working fast and off the cuff. You may have to read materials through a few times, re-think what someone is saying. You may make some initial false starts as you locate a position to speak from and something to say. And your won't know where you're going until you get into the field. It's bootstrapping again. So, //get started and you'll find that you'll develop ways// of being substantive, detailed, thorough, thoughtful. Suggestion: linking and citing examples will help.
Those materials you want to share with others in the course, you'll need to tag using #en3177, and a link to them will (hopefully) be added to our course weblog - The Daybook - so that others will be able to find them. (A Google search on #en3177 should find what you post. Try it. You should see materials that were created for the course in prior years.) Those sources you find particularly useful and want to follow more closely, you should subscribe to using RSS. [#bemidjistate, #en4709


Revision [12317]

Edited on 2013-01-13 08:30:10 by MorganAdmin
Additions:
=== Participation and presence===
(Again, thanks to [[http://ds106.us/2013/01/03/umw-spring-2013-syllabus/ ds106.]])
//Bootstrapping// means engaging in activities before you completely understand the activity. Like map-making, you don't know what the terrain looks like until you get into the field start to make the map. Now and then - more at the beginning of course - you won't understand how to do something, or what to think about something, or how to think about something before you need to start an activity. But start anyway. You will only begin to understand by engaging the problem and engaging with the community.
Your work with materials for this course should be //substantive, detailed, thorough, and thoughtful//. Blogging is a good forum for fulfilling these criteria. Blogging tends to have an attitude, and it tends to be informal, accumulative, with any single post being partial, incomplete, and tentative. But blogging - good blogging - is also substantive, detailed, thorough, thoughtful. Snarky, informal, partial and incomplete - but still substantive.
Your weekly reflections on your own work should also be substantive, detailed, thorough, thoughtful - and reflective.
Meeting these criteria may feel awkward at first. It's not like working fast and off the cuff. You may have to read materials through a few times, re-think what someone is saying. You may make some initial false starts as you locate a position to speak from and something to say. And your won't know where you're going until you get into the field. It's bootstrapping again. So, //get started and you'll find that you'll develop ways// of being substantive, detailed, thorough, thoughtful. Suggestion: linking and citing examples will help.
**Feed forward** - Make your work public. This will happen as you work because you're posting to your blog what you're working on as you work. If you have your blog set with an RSS feed, you're sharing. When you tweet a link to your post, you're sharing.
**Reflect** - Look at what you've done and consider what that doing means, for you, for now. This might be a blog post, video, audio ... For reflection, you repurpose your own work. You do something with the materials //you// have created. This is the position of the weekly summary and reflection due Sunday midnight.
It serves learning best to start with //aggregate// and move towards //repurpose// while //feeding forward// all the time. If you really engage the course, you'll probably find yourself doing some of these activities on the fly - when the opportunity strikes - and others after sitting down and taking some time. You might, for instance, tweet (annotate) while reading an article in Bruns and Jacobs, or while watching //The Daily Show// if something that comes up that has to do with the course. Good. Even better, locate and tweet a link to that episode, and tag it so you can find it later, and so others can include it in their work. You might find yourself blending some of the activities, aggregating and remixing stuff by collecting links to them and annotations on your wiki or your blog. You'll likely find that repurposing may take not the most time but might be the most deliberate, sit-down-and-get-it-done kind of time you spend.
- What gave you trouble? What did you enjoy most? What did you learn? What else did you learn?
- What would you do differently? What questions do you have?
- How does your work connect with the topics and issues we've looked at already? With the topics and issues of the course as a whole? Where does your work this week fit into the whole?
As always, you may be initially puzzled by the questions Use them as generative questions rather than trying to address them as exam questions. Use them as a way of thinking about what you worked on.
Deletions:
=== Participation ===
(I'm borrowing pretty heavily from ds106 here.)
//Bootstrapping// means engaging in activities before you completely understand the activity. Like map-making, you don't know what the terrain looks like until you get into the field start to make the map. Now and then - more at the beginning of course - you won't understand how to do something, or what to think about something or how to think about something before you start an activity. But start anyway. You will only begin to understand by engaging the problem and engaging with the community.
Work with readings and other materials should be //substantive, detailed, thorough, thoughtful//. Blogging is a good forum for these criteria. Blogging tends to have an attitude, and it tends to be informal, partial, incomplete, and tentative. But blogging - good blogging - is also substantive, detailed, thorough, thoughtful. Snarky, informal, partial and incomplete - but still substantive.
Weekly reflections on your own work should also be substantive, detailed, thorough, thoughtful - and reflective.
Meeting these criteria may feel awkward at first. It's not like writing fast and off the cuff. You may have to read things through a few times. You may make some initial false starts as you locate a position to speak from, something to say. You won't know where you're going until you get into the field. It's bootstrapping again. //Get started and you'll find that you'll develop ways// of being substantive, detailed, thorough, thoughtful. Suggestion: linking and citing examples will help.
**Feed forward** - Make your work public. This will happen as you work because you're posting to your blog what you're working on as you work. If you have your blog set with an RSS feed, you're sharing.
**Reflect** - Look at what you've done and consider what that doing means, for you, for now. This might be an essay, video, audio, mashup ... For reflection, you repurpose your own work. you do something with the materials //you// have created. This is the postsion of the weekly summary and reflection due Sunday midnight.
It serves learning best to start with //aggregate// and move towards //repurpose// while //feeding forward// all the time. If you really engage the course, you'll probably find yourself doing some of these activities on the fly - when the opportunity strikes - and others after sitting down and taking some time. You might, for instance, tweet (annotate) while watching //The Daily Show// if something that comes up that has to do with the course. Good. Even better, locate and tweet a link to that episode, and tag it so you can find it later, and so others can include it in their work. You might find yourself blending some of the activities, aggregating and remixing stuff by collecting links to them and annotations on your wiki or your blog. You'll likely find that repurposing may take not the most time but might be the most deliberate, sit-down-and-get-it-done kind of time you spend.
- What gave you trouble? What did you enjoy most? What did you learn?
- What would you do differently? What questions to you have?
- What are some of the larger issues surrounding your work?


Revision [12316]

Edited on 2013-01-13 07:49:56 by MorganAdmin
Additions:
=== Your weblog as a node in the course community ===
This course gives you the opportunity to develop the habit of composing for pubic consumption on the public platform of the weblog. A weblog can be used as a semi-private journal, can be used as a personal space, but the weblog you're running for this course will be space for working on the projects in this course - a public space, a mutable space, one that writers and readers adapt to the social purposes, one that is one node in the network of this course community. I will ask you to tailor your weblog for this course and for the kind of work we're doing. I will shape the course activities to suit weblog work and publication - things like including images, collecting a blog roll, using tags and categories, and above all links links and more links.
You can use your existing blog if you wish, but I'll ask you to tailor it for the course, and to post materials for this course to it. If you want to keep your existing blog for another purpose, then set up a new one for this course.
We'll take the first couple of weeks to get set up and become familiar with some tools we'll all use in common: your weblog, the wiki, for this class, Twitter, and RSS feeds. This might be a little intensive (It's //bootcamp//, not //walk in the woods//) but you'll have a text to guide you (The Missing Manual) and time to ask questions and get answers in class sessions. Expect to do much of this bootcamp work outside of class time. You can work with others in the class, of course, a practice I would recommend.
But you'll need to complete all the tasks I assign during this time to demonstrate that you're ready to proceed in the course.
Once we're out of bootcamp, we'll follow a weekly routine. (Again, I'm indebted to ds106 for this design.)
By Monday classtime, you should have a start on the activities so we can compare notes face to face. This start may be notes in a notebook, or notes as a draft saved to your weblog, or those notes posted publicly. As the course moves on and as I see online interaction increase, we'll meet face to face only once a week - probably on Monday. Some things are just easier face to face.
From Tuesday through Sunday, you'll continue your work on the activities for the week.
- Use your blog to post exercises and activies assigned for the week as you complete them. This means multiple posts during the week.
- Use Twitter and your blog to post and work through your questions, successes, false starts, comments, reflections.
By Sunday, midnight, post a weekly summary and reflection on your blog and post an announcement of that summary, with a link, on our course blog, The Daybook. Include in your weekly summary links or pointers to your work for that week, and reflect on what you've done for that week. (More information below).
Deletions:
=== Your blog as a node in the course community. Placing weblogs and wikis in social space ===
This course gives you the opportunity to develop the habit of composing for pubic consumption on the public platform of the weblog. A weblog can be used as a semi-private journal, but the weblog you're running for this course will be space for working on the projects in this course - a public space, a mutable space, one that writers and readers adapt to the social purposes. I will ask you to tailor your weblog for this course, for the kind of work we're doing. I will shape the course activities to suit weblog work and publication - including things like including images, collecting a blog roll, using tags and categories, and above all links links links.
You may use your existing blog, but I'll ask you to tailor it for the course. If you don't want to I'd recommend a weblog for this course, but that's up to you.
[somethig here?]
We'll take the first couple of weeks to get set up and become familiar with some tools we'll all use in common: your weblog, the wiki, for this class, Twitter, and RSS feeds. This might be a little intensive (It's //bootcamp//, not //walk in the woods//) but you'll have a text to refer to and time to ask questions and get answers in class sessions. Expect to do much of this work on your own - or with others in the class - outside of class time. You'll need to complete all the tasks in bootcamp to demonstrate that you're ready to proceed in the course.
[Insert anecdotes about students sideboarding in class v students backchanneling and forechanneling in class.]
Once we're out of bootcamp, we'll follow a weekly routine.
By Monday classtime, you should have a start on the activities so we can compare notes face to face. This start may be notes in a notebook, or notes as a draft saved to your weblog, or even those notes posted publicly. As the course moves on, we'll meet only once a week - Monday - while your online production goes up.
From Wednesday to Sunday, you'll continue your work on the activities for the week.
- Use your blog to post exercises and activies assigned for the week as you complete them. Multiple posts during the week.
- Use Twitter and your blog to post and work through your questions, successes, false starts, comments, reflections.
By Sunday, midnight, post a weekly summary and reflection on your blog and post an announcement of that summary, with a link, on The Daybook. Include in your weekly summary links or pointers to your work for that week, and reflect on what you've done for that week. (more information below).


Revision [12315]

Edited on 2013-01-13 07:38:50 by MorganAdmin
Additions:
This means that you might not understand something before you start an activity. But you'll need to start anyway. You will only begin to understand by engaging the problem.
This course gives you the opportunity to develop the habit of composing for pubic consumption on the public platform of the weblog. A weblog can be used as a semi-private journal, but the weblog you're running for this course will be space for working on the projects in this course - a public space, a mutable space, one that writers and readers adapt to the social purposes. I will ask you to tailor your weblog for this course, for the kind of work we're doing. I will shape the course activities to suit weblog work and publication - including things like including images, collecting a blog roll, using tags and categories, and above all links links links.
You may use your existing blog, but I'll ask you to tailor it for the course. If you don't want to I'd recommend a weblog for this course, but that's up to you.
Deletions:
here; the idea that you won't understand until you try it out.
This course gives you the opportunity to develop the habit of composing for //pubic// consumptions on the //public// platform of the weblog. A weblog worth its salt is not a private notebook. It is a space for publishing - a public space, a mutable space, one that writers and readers adapt to the social purposes. This is not your personal weblog but one your are tailoring for this course. You may use your existing blog, but I'll ask you to tailor it for the course. I will shape some of the course activities to suit weblog publication - including things like including images, collecting a blog roll, using tags and categories, and above all links links links.


Revision [12314]

Edited on 2013-01-13 07:23:46 by MorganAdmin
Additions:
Through your engagement in this course, you have the opportunity to become more literate (produce and consume) in digital communication techniques. Here are the specific objectives the course is designed for. YMMV. Which is to say, this course gives you the opportunity to
- Synthesize ideas of social media to develop critically-aware, media-specific responses in a number of media.
In short, this course gives you the opportunity to become well-informed, socially-minded, with the habit to take a critical perspective - about blogs and wikis and social media, and to do so by //using// blogs and wikis. To become adept at reading and producing social media, curation, analysis and consideration of what people are doing, and what else they can do.
===How the Course Proceeds: Practices in the Digital Humanities ===
Most of what we'll be doing in this course is //practice// - the kinds of searching, reading, collecting, annotating, remixing, repurposing, responding practices that make use of the affordances of networked digital technologies and that have become mainstream in digital humanities.
Practice means //doing things//, //generating content//, //trying things out to see what happens//, //considering what happened// and //trying it again//. Each week , I'll put you in a working situation, with some materials to read, others to look at, listen to, play with, and some activities to practice that draw on those materials, as well as other material on the web. You are expected to use those materials and engage the activities to learn what you can learn by practice. I'll provide some direct instruction when it's appropriate. But often, I'll ask you to explore the territory at least initially on your own - Well, not completely on your own but in the company of others in the class.
You'll be running your own weblog as a place to work: a space to collect materials and links, to post your notes, drafts and productions, to comment on the ongoing work of others, and to keep chronological track of your work in the course. For you, this weblog is a workspace or lab or studio - and a place to keep record of the work you've done: What you have looked at, what you thought about it, what you created in response. For others in the class and elsewhere, this weblog is where they will come to view, link to, and comment on your work in progress. Other tools in your kit will be [[http://erhetoric.org/WeblogsAndWikis/ this course wiki]] for hypertext work, and Twitter for microblogging. We'll all use these.
Optionally, you might wish to use Flickr or Picassa for sharing images; YouTube, Vimeo or another video site to share video; SlideShare if you work in slides; prezi for presentations; a cartoon site if you work in graphic essays, and so on. You don't have to publish to all these media. But materials for this course will come from many of these sites, and you are welcome to produce in these media as well as writing.
here; the idea that you won't understand until you try it out.
Once we're out of bootcamp, we'll follow a weekly routine.
Your success in this class, in learning, in learning in this class, depends on your regular participation in the class using your collective blogs, the wiki, and Twitter. By //regular// I mean, //daily//, even more than once a day. The way we're working during this course, learning accumulates day-by-day, activity by activity. You may need to adapt your working habits. Rather than putting in a burst of activity one day week, you'll need to //take time every day// to get things done - posting a draft or initial responses to activities, commenting on the work of others, having a look at what others are doing to get a sense of what you are doing, narrating your own course experience - using your blog and Twitter. Your blog and Twitter are how you support your learning, and how you support each other as a learning community.
Developing and supporting a community like this is work, especially as we have to bootstrap what we're doing by learning to use the social media tools to support the community.
Deletions:
Through your engagement in this course, you have the opportunity to become more literate (produce and consume) in digital communication techniques. Here are the specific objectives the course is designed for. YMMV. Which is to say, you have the opportunity to learn this stuff.
- Synthesize ideas of social media to develop critically-aware, media-specific responses in a number of media.
In short, not just be able to talk intelligently - well-informed, socially-minded, with the ability to take a critical perspective - about blogs and wikis and social media, to but to talk intelligently //using// blogs and wikis. To become adept at reading and producing social media, curation, analysis and consideration of what people are doing, and what else they can do.
Blogging and wiki writing are not writing in the same way of writing in journal or making notes. Blogging and wiki writing is publishing - responsible, regular posting, with links to others, that contribute to the internet at large.

===How the Course Proceeds===
Much of what we'll be doing in this course is //practice// - the kinds of practices that have become mainstream in subjects in the humanities and on the humanities fringe. This means, //doing things//, //generating stuff//, //practicing//. This is not a course where you will be expected to read selected materials and then feed back your understanding of what you read. Instead, it's a course where you will be placed in a working situation each week, with some materials to read, others to look at, listen to, play with, and some activities to perform that draw on those materials, as well as other material on the web - materials you look for or encounter. You are expected to select from the materials and activities to ... well, to learn something. To learn. In the company of others in the course. But also on your own.
You'll be running your own weblog as a place to work: a space to collect materials and links, to post your drafts and productions, to comment on the work of others, and to keep chronological track of your work in the course. For you, your weblog is a workspace or lab or studio - and a place to keep record of the work you've done: What you have looked at, what you thought about it, what you created in response. For others in the class and elsewhere, your weblog is where they will come to view, link to, and comment on your work. Other tools in your kit will be [[http://erhetoric.org/WeblogsAndWikis/ this course wiki]] for hypertext work, and Twitter for microblogging. We'll all use these.
Optionally, you might wish to use Flickr or Picassa for sharing your images, YouTube, Vimeo or another video site to share video; SlideShare if you work in slides, prezi for presentations, a cartoon site if you work in graphic essays, and so on. You don't have to publish to all these media. But materials for this course will come from many of these sites, and you are welcome to produce in these media - as well as writing.
We're all working in semi-public spaces such as weblogs (see ds106) - and along with that the perhaps scary idea that the you as student and you as not-student are not different people. That is, you might (by habit, by convention) seem to write differently in learning and in not learning. There is, perhaps, a distance between the personal roles you play and the roles you play as Student. It's a gap of values, of practices, attitudes, allusions, …
What I'm asking you to do is to bridge that gap. Not that anyone wants to see into your personal life; blogging isn't about your personal life. No, it's a matter that you're blogging (which isn't abut writing) so that others might read what you do and learn from it.
Once out of bootcamp, we'll follow a weekly routine.
Your success in this class, in learning, in learning in this class, depends on your regular participation in the class using your collective blogs, the wiki, and Twitter. By //regular// I mean, //daily//, even more than once a day. The way we're working during this course, learning accumulates day-by-day, activity by activity. You may need to adapt your working habits. Rather than putting in a burst of activity one day week, you'll need to //take time every day// to get things done - posting draft or initial responses to activities, commenting on the work of others, having a look at what others are doing to get a sense of what you are doing, narrating your own course experience - using your blog and Twitter. Your blog and Twitter are how you support your learning, and how you support each other as a learning community.
Developing and supporting a community like this is hard work, especially as we have to bootstrap what we're doing by learning to use the social media tools to support the community.


Revision [12313]

Edited on 2013-01-12 11:32:25 by MorganAdmin
Additions:
This is the fifth major design of this course over the ten years+ we've offered it at BSU. For this version, I'm indepeted to the designer-faculty of DS106 at University of Mary Washington: Jim Groom, Alan Levine, et al; as well as designer-faculty of cMOOCs. I've borrowed heavily from DS106 for the ideas of bootcamp, the weekly routine of the course, the heurisitc for writing a weekly summary, and some general recommendations on materials and practices. From Stephen Downes I have borrowed the root of the working method. Thanks all. If I'm cutting too close, let me know.
Deletions:
This is the fifth major design of this course over the ten years+ we've offered it at BSU. For this version, I'm indepeted to the designers and faculty of DS106 at University of Mary Washington: Jim Groom, Alan Levine, et al; as well as designers of cMOOCs. I've borrowed heavily from DS106 for the ideas of bootcamp, the weekly routine of the course, the heurisitc for writing a weekly summary, and some general recommendations on materials and practices. From Stephen Downes I have borrowed the root of the working method. Thanks all. If I'm cutting too close, let me know.


Revision [12312]

Edited on 2013-01-12 11:31:34 by MorganAdmin
Additions:
This is the fifth major design of this course over the ten years+ we've offered it at BSU. For this version, I'm indepeted to the designers and faculty of DS106 at University of Mary Washington: Jim Groom, Alan Levine, et al; as well as designers of cMOOCs. I've borrowed heavily from DS106 for the ideas of bootcamp, the weekly routine of the course, the heurisitc for writing a weekly summary, and some general recommendations on materials and practices. From Stephen Downes I have borrowed the root of the working method. Thanks all. If I'm cutting too close, let me know.
Deletions:
This is the fifth major design of this course over the ten years+ we've offered it at BSU. For this version, I'm indepeted to the designers and teachers of ds106. Xx and Alan Levine, et al, as well as designers of cMOOCs. I've borrowed heavily from ds106 for the ideas of bootcamp, the weekly routine of the course, the heurisitc for writing a weekly summary, and some general recommendations on materials and practices. From Stephen Downes I have borrowed the root of the working method. Thanks all. If I'm cutting too close, let me know.


Revision [12311]

Edited on 2013-01-12 11:28:19 by MorganAdmin
Additions:
>>{{image url="" width="400" }}== Codicile ==
Deletions:
>>{{image url="" width="400" }}
=== Codicile ===


Revision [12310]

Edited on 2013-01-12 11:28:00 by MorganAdmin
Additions:
>>{{image url="" width="400" }}
=== Codicile ===
Deletions:
>>{{image url="http://farm6.static.flickr.com/5010/5263430495_0c79fcc747.jpg" width="400" }}
[[http://www.flickr.com/photos/mcmorgan/5263430495/ Snoopy at the MIA]] at flickr.
=== codicile ===


Revision [12309]

Edited on 2013-01-12 11:24:52 by MorganAdmin
Additions:
Your success in this class, in learning, in learning in this class, depends on your regular participation in the class using your collective blogs, the wiki, and Twitter. By //regular// I mean, //daily//, even more than once a day. The way we're working during this course, learning accumulates day-by-day, activity by activity. You may need to adapt your working habits. Rather than putting in a burst of activity one day week, you'll need to //take time every day// to get things done - posting draft or initial responses to activities, commenting on the work of others, having a look at what others are doing to get a sense of what you are doing, narrating your own course experience - using your blog and Twitter. Your blog and Twitter are how you support your learning, and how you support each other as a learning community.
Developing and supporting a community like this is hard work, especially as we have to bootstrap what we're doing by learning to use the social media tools to support the community.
//Bootstrapping// means engaging in activities before you completely understand the activity. Like map-making, you don't know what the terrain looks like until you get into the field start to make the map. Now and then - more at the beginning of course - you won't understand how to do something, or what to think about something or how to think about something before you start an activity. But start anyway. You will only begin to understand by engaging the problem and engaging with the community.
Work with readings and other materials should be //substantive, detailed, thorough, thoughtful//. Blogging is a good forum for these criteria. Blogging tends to have an attitude, and it tends to be informal, partial, incomplete, and tentative. But blogging - good blogging - is also substantive, detailed, thorough, thoughtful. Snarky, informal, partial and incomplete - but still substantive.
Meeting these criteria may feel awkward at first. It's not like writing fast and off the cuff. You may have to read things through a few times. You may make some initial false starts as you locate a position to speak from, something to say. You won't know where you're going until you get into the field. It's bootstrapping again. //Get started and you'll find that you'll develop ways// of being substantive, detailed, thorough, thoughtful. Suggestion: linking and citing examples will help.
Deletions:
Your success in this class, in learning, depends heavily on your regular participation using your collective blogs, the wiki, and Twitter. And by //regular// I mean, daily. The way we're working during this course, learning accumulates day by day, activity by activity. So you may need to adapt your working habits. Rather than putting in a burst one day week, you'll need to //take time every day// to get things done - posting responses to activities, commenting on the work of others, narrating your own course experience - using your blog and Twitter. Your blog and Twitter are how you support your learning, and how you support each other as a learning community.
Developing and supporting a learning community is hard work, especially as we have to bootstrap what we're doing by learning to use the social media tools to support the learning community. //Bootstrapping// means engaging in activities before you completely understand the activity. Like map-making, you don't know what the terrain looks like until you try to make the map. Now and then - more at the beginning of course - you won't understand how to do something, or what to think about something or how to think about something before you start an activity. But start anyway. You will only begin to understand by engaging the problem and engaging with the community.
Work with readings and other materials should be **substantive, detailed, thorough, thoughtful**. Blogging is a good forum for these criteria. Blogging tends to have an attitude, and it tends to be informal, partial, incomplete, and tentative. But blogging, good blogging, is also substantive, detailed, thorough, thoughtful. Snarky, informal, partial and incomplete - but still substantive.
Meeting these criteria means you won't be able to write completely off the cuff or superficially, and it may feel awkward at first. You may have to read things through a few times. You may make some initial false starts. Fine. Get started and you'll find that you'll develop ways of being substantive, detailed, thorough, thoughtful. Suggestion: linking and citing examples will help.


Revision [12308]

Edited on 2013-01-12 11:23:06 by MorganAdmin
Additions:
By Monday classtime, you should have a start on the activities so we can compare notes face to face. This start may be notes in a notebook, or notes as a draft saved to your weblog, or even those notes posted publicly. As the course moves on, we'll meet only once a week - Monday - while your online production goes up.
From Wednesday to Sunday, you'll continue your work on the activities for the week.
- Use your blog to post exercises and activies assigned for the week as you complete them. Multiple posts during the week.
- Visit the blogs of others in the class and comment on their work. Multiple posts during the week.
- Use Twitter and your blog to post and work through your questions, successes, false starts, comments, reflections.
By Sunday, midnight, post a weekly summary and reflection on your blog and post an announcement of that summary, with a link, on The Daybook. Include in your weekly summary links or pointers to your work for that week, and reflect on what you've done for that week. (more information below).
Deletions:
By Monday classtime, you should have a start on the activities posted to your weblog so we can compare notes face to face. As the course moves on, we'll meet only once a week - Monday - while your online production goes up.
Wednesday - Sunday, continue your work on the activities for the week.
- Use your blog to post exercises and activies assigned for the week as you complete them.
- Visit the blogs of others in the class and comment on their work.
- Use Twitter and your blog to post and work through your questions, success, comments, reflections.
By Sunday, midnight, post your weekly summary and reflection on your blog and post an announcement of that summary, with a link, on The Daybook. Include in your summary links or pointers to your work for that week, and reflect on what you've done for that week. (more information below).


Revision [12307]

Edited on 2013-01-12 11:11:04 by MorganAdmin
Additions:
Gardeners Question Time
Q: When's the best time to take cuttings of favorite plants?
A: When nobody's looking. [[http://www.telegraph.co.uk/finance/personalfinance/fameandfortune/9467155/Bob-Flowerdew-I-bartered-jam-for-a-photocopier.html 1]]
Deletions:
Gardening question: When's the best time to take cuttings of favorite plants? A: When nobody's looking. [[http://www.telegraph.co.uk/finance/personalfinance/fameandfortune/9467155/Bob-Flowerdew-I-bartered-jam-for-a-photocopier.html]]


Revision [12306]

Edited on 2013-01-12 11:09:08 by MorganAdmin
Additions:
Gardening question: When's the best time to take cuttings of favorite plants? A: When nobody's looking. [[http://www.telegraph.co.uk/finance/personalfinance/fameandfortune/9467155/Bob-Flowerdew-I-bartered-jam-for-a-photocopier.html]]
Deletions:
Gardening question: When's the best time to take cuttings of favorite plants? A: When nobody's looking.


Revision [12305]

Edited on 2013-01-12 10:57:17 by MorganAdmin

No Differences

Revision [12304]

Edited on 2013-01-12 10:56:02 by MorganAdmin
Additions:
=== codicile ===
Deletions:
=== codicile ==


Revision [12303]

Edited on 2013-01-12 10:55:32 by MorganAdmin
Additions:
=== codicile ==
Gardening question: When's the best time to take cuttings of favorite plants? A: When nobody's looking.
This is the fifth major design of this course over the ten years+ we've offered it at BSU. For this version, I'm indepeted to the designers and teachers of ds106. Xx and Alan Levine, et al, as well as designers of cMOOCs. I've borrowed heavily from ds106 for the ideas of bootcamp, the weekly routine of the course, the heurisitc for writing a weekly summary, and some general recommendations on materials and practices. From Stephen Downes I have borrowed the root of the working method. Thanks all. If I'm cutting too close, let me know.
=== Texts and Materials ===
See also WikiReadingsForCourse (this page needs revision and repointing) | BlogReadingsForCourse
Deletions:
=== Texts and Stuff ===
See also WikiReadingsForCourse (needs revision and repointing) | BlogReadingsForCourse


Revision [12302]

Edited on 2013-01-12 08:35:40 by MorganAdmin
Additions:
=== Your blog as a node in the course community. Placing weblogs and wikis in social space ===
This course gives you the opportunity to develop the habit of composing for //pubic// consumptions on the //public// platform of the weblog. A weblog worth its salt is not a private notebook. It is a space for publishing - a public space, a mutable space, one that writers and readers adapt to the social purposes. This is not your personal weblog but one your are tailoring for this course. You may use your existing blog, but I'll ask you to tailor it for the course. I will shape some of the course activities to suit weblog publication - including things like including images, collecting a blog roll, using tags and categories, and above all links links links.
[somethig here?]
We're all working in semi-public spaces such as weblogs (see ds106) - and along with that the perhaps scary idea that the you as student and you as not-student are not different people. That is, you might (by habit, by convention) seem to write differently in learning and in not learning. There is, perhaps, a distance between the personal roles you play and the roles you play as Student. It's a gap of values, of practices, attitudes, allusions, …
- to get in the habit of googling it. (Try it now: Google the words //just google it//.)
By Monday classtime, you should have a start on the activities posted to your weblog so we can compare notes face to face. As the course moves on, we'll meet only once a week - Monday - while your online production goes up.
Deletions:
This is not your personal weblog but one your are tailoring for this study, this project that is a course. You may use your existing blog, but I'll ask you to tailor it for the course. I will shape the exercises to suit weblog publication - including things like including an image, collecting a blog roll, using tags and categories -
=== Use of your blog as a node in the course community. Placing weblogs and wikis in social space ===
This course gives you the opportunity to develop the habit of composing for //pubic// consumptions on a weblog - even when that post has to do with a class like this. A weblog is not a private notebook. It is a space for publishing, a public space, a mutable space, one that users adapt to the social purposes. We're working with the idea that learning, more and more, is taking place in semi-public spaces such as weblogs (see ds106) - and along with that the perhaps scary idea that the you as student and you as not-student are not different people. That is, you might (by habit, by convention) seem to write differently in learning and in not learning. There is, perhaps, a distance between the personal roles you play and the roles you play as Student. It's a gap of values, of practices, attitudes, allusions, …
- to get in the habit of googling it. (Try it now: Google just google it.)
By Monday classtime, you will have a start on the activities posted to your weblog so we can compare notes face to face. As the course moves on, we'll meet only once a week - Monday - while your online production goes up.


Revision [12301]

Edited on 2013-01-12 08:20:44 by MorganAdmin
Additions:
- Develop an understanding of how social media systems work technically; develop a critical understanding of the rhetorical affordances in social media systems; develop a critical understanding of how people interact socially in these systems; and develop a sense of potentials and pitfalls in the systems and their use.
- Critically consider how social media has and continues to re-shape learning, social, and communicative practices.
- Publish your work with these issues and topics, and comment on your work as it unfolds. aka: Become a cartographer
- Participate in a semester-long conversation about these issues and topics with others in this class and outside the class,
In short, not just be able to talk intelligently - well-informed, socially-minded, with the ability to take a critical perspective - about blogs and wikis and social media, to but to talk intelligently //using// blogs and wikis. To become adept at reading and producing social media, curation, analysis and consideration of what people are doing, and what else they can do.
Blogging and wiki writing are not writing in the same way of writing in journal or making notes. Blogging and wiki writing is publishing - responsible, regular posting, with links to others, that contribute to the internet at large.
Whew.
Much of what we'll be doing in this course is //practice// - the kinds of practices that have become mainstream in subjects in the humanities and on the humanities fringe. This means, //doing things//, //generating stuff//, //practicing//. This is not a course where you will be expected to read selected materials and then feed back your understanding of what you read. Instead, it's a course where you will be placed in a working situation each week, with some materials to read, others to look at, listen to, play with, and some activities to perform that draw on those materials, as well as other material on the web - materials you look for or encounter. You are expected to select from the materials and activities to ... well, to learn something. To learn. In the company of others in the course. But also on your own.
You'll be running your own weblog as a place to work: a space to collect materials and links, to post your drafts and productions, to comment on the work of others, and to keep chronological track of your work in the course. For you, your weblog is a workspace or lab or studio - and a place to keep record of the work you've done: What you have looked at, what you thought about it, what you created in response. For others in the class and elsewhere, your weblog is where they will come to view, link to, and comment on your work. Other tools in your kit will be [[http://erhetoric.org/WeblogsAndWikis/ this course wiki]] for hypertext work, and Twitter for microblogging. We'll all use these.
Optionally, you might wish to use Flickr or Picassa for sharing your images, YouTube, Vimeo or another video site to share video; SlideShare if you work in slides, prezi for presentations, a cartoon site if you work in graphic essays, and so on. You don't have to publish to all these media. But materials for this course will come from many of these sites, and you are welcome to produce in these media - as well as writing.
This is not your personal weblog but one your are tailoring for this study, this project that is a course. You may use your existing blog, but I'll ask you to tailor it for the course. I will shape the exercises to suit weblog publication - including things like including an image, collecting a blog roll, using tags and categories -
This course gives you the opportunity to develop the habit of composing for //pubic// consumptions on a weblog - even when that post has to do with a class like this. A weblog is not a private notebook. It is a space for publishing, a public space, a mutable space, one that users adapt to the social purposes. We're working with the idea that learning, more and more, is taking place in semi-public spaces such as weblogs (see ds106) - and along with that the perhaps scary idea that the you as student and you as not-student are not different people. That is, you might (by habit, by convention) seem to write differently in learning and in not learning. There is, perhaps, a distance between the personal roles you play and the roles you play as Student. It's a gap of values, of practices, attitudes, allusions, …
Deletions:
- Develop an understanding of how social media systems work technically; develop an understanding of the rhetorical affordances in social media systems; develop an understanding of how people interact socially in these systems; and develop a sense of potentials and pitfalls.
- Critically consider how social media has and continues to re-shaps learning, social, and communicative practices.
- Publish your exploration of these matters, and comment on your exploration as it unfolds. aka: Become a cartographer
- Participate in a semester-long conversation about these matters with others in this class and outside the class,
In short, not just be able to talk intelligently - well-informed, socially-minded - about blogs but talk intelligently //using// a blog and wiki. To become adept at reading and producing social media, curation, analysis and consideration of what people are doing, and what else they can do.
Much of what we'll be doing in this course is are practices - the kinds of practices that have become mainstream in subjects in the humanities and on the humanities fringe. This means, //doing things//, //generating stuff//, //practicing//. This is not a course where you will be expected to read selected materials and then feed back your understanding of what you read. Instead, it's a course where you will be placed in a working situation each week, with some materials to read, others to look at, listen to, play with, and some activities to perform that draw on those materials, as well as other material on the web - materials you look for or encounter. You are expected to select from the materials and activities to ... well, to learn something. To learn. In the company of others in the course. But also on your own.
You'll be running your own weblog as a place to work: a space to collect materials and links, to post your productions, to comment on the work of others, and to keep chronological track of your work in the course. For you, your weblog is a workspace or lab or studio - and a place to keep record of the work you've done: What you have looked at, what you thought about it, what you created in response. For others in the class and elsewhere, your weblog is where they will come to view, link to, and comment on your work. Other tools in your kit will be a wiki for hypertext work, and Twitter for microblogging. We'll all use these.
Optionally, you might wish to use flickr or picassa for sharing your images, YouTube, Vimeo or another video site to share video; SlideShare if you work in slides, prezi for presentations, a cartoon site if you work in graphic essays, and so on. You don't have to publish to all these media. But materials for this course will come from many of these sites, and you are welcome to produce in these media - as well as writing.
This is not your personal weblog but one your are tailoring for this study, this project that is a course. You may use your existing blog, but you'll find you'll be asked to tailor it for the course. as a place where your work in this class will be posted and linked. I will shape the exercises to suit weblog publication - including things like including an image, collecting a blog roll, using tags and categories -
This course gives you the opportunity to develop the habit of composing for pubic consumptions on a weblog - even when that post has to do with a class like this. A weblog is not a private notebook. It is a space for publishing, a public space, a mutable space, one that users adapt to the social purposes. We're working with the idea that learning, more and more, is taking place in semi-public spaces such as weblogs (see ds106), and along with that the perhaps scary idea that the you as student and you as not student are not different people. That is, you might (by habit, by convention) seem to write differently in learning and in not learning. There is, perhaps, a distance between the personal roles you play and the roles you play as Student. It's a gap of values, of practices, attitudes, allusions, …


Revision [12300]

Edited on 2013-01-11 12:01:49 by MorganAdmin
Additions:
==Under revision until 14 Jan 2013==
Deletions:
==== Under revision until 14 Jan 2013====


Revision [12299]

Edited on 2013-01-11 12:01:23 by MorganAdmin
Additions:
==== Course Statement and Guide ====
v. 5.0 Spring 2013
Deletions:
Course Statement v. 4.0 Spring 2013


Revision [12298]

Edited on 2013-01-11 11:50:48 by MorganAdmin
Additions:
We'll take the first couple of weeks to get set up and become familiar with some tools we'll all use in common: your weblog, the wiki, for this class, Twitter, and RSS feeds. This might be a little intensive (It's //bootcamp//, not //walk in the woods//) but you'll have a text to refer to and time to ask questions and get answers in class sessions. Expect to do much of this work on your own - or with others in the class - outside of class time. You'll need to complete all the tasks in bootcamp to demonstrate that you're ready to proceed in the course.
**Remix/Annotate** - Do something **to** the materials. Comment on readings or videos, tweet about them, annotate and tag them. Discuss them on your blog, post a video comment that allows others to comment in return, create a diagram or map opening up the ideas, post a slide show or presentation on prezi. Find other remixes and comment on those. Tag everything relevent to your work with #en3177. (You should have annotating posted by our class meeting on Mondays.)
**Repurpose** - Do something **with** the materials you read and created. Use them as raw materials for your own work. Build on them, re-work them, work them into your own framework, you're own view ... Create a video, blog post, comic, collage, digram or concept map, research project, survey ... whatever. Make the materials you have aggregated and remixed the center of your creation, "the bricks and mortar you ... use to compose your own thoughts and understanding of the material" (Downes). (This is what else you'll be doing from Wednesday - Sunday, when the next set of activities comes out.)
**Feed forward** - Make your work public. This will happen as you work because you're posting to your blog what you're working on as you work. If you have your blog set with an RSS feed, you're sharing.
**Reflect** - Look at what you've done and consider what that doing means, for you, for now. This might be an essay, video, audio, mashup ... For reflection, you repurpose your own work. you do something with the materials //you// have created. This is the postsion of the weekly summary and reflection due Sunday midnight.
I'll be using this pattern in designing activities, and I'll be using these terms to talk about what we're doing. Adapt it to suit.
=== Weekly Summary Posts ===
Here's a heuristic (Just google it) I've adapted from [[http://ds106.us/fall-2012-umw-syllabus/ ds106]] that can help you with your weekly summaries:
- How well do you feel you completed the requirements of the week's assignments?
- What gave you trouble? What did you enjoy most? What did you learn?
- What would you do differently? What questions to you have?
- What are some of the larger issues surrounding your work?
Deletions:
We'll take the first couple of weeks to get set up and become familiar with some tools we'll all use in common: your weblog, the wiki, for this class, Twitter, and RSS feeds. This might be a little intensive (It's //bootcamp//, not //walk in the woods//) but you'll have a text to refer to and time to ask questions and get answers in class sessions. Expect to do much of this work on your own - or with others in the class - outside of class time.
- to become familiar with the tools we'll all use in common: a weblog, a wiki, Twitter, RSS feeds.
**Remix/Annotate** - Do something **to** the materials. Comment on readings or videos, tweet about them, post to them to your bookmarking site, annotate and tag them. Discuss them on your blog, post a video comment that allows others to comment in return, create a diagram or map opening up the ideas, post a slide show or presentation on prezi. Find other remixes and comment on those. Tag everything relevent to your work with #en3177. (You should have annotating posted by our class meeting on Mondays.)
**Repurpose** - Do something **with** the materials you read and created. Use them as raw materials for your own work. Build on them, re-work them, work them into your own framework, you're own view ... Create a video, blog post, comic, collage, digram or concept map, research project, survey ... whatever. Make the materials you have aggregated and remixed the center of your creation, "the bricks and mortar you ... use to compose your own thoughts and understanding of the material" (Downes). (This is where you should be by Thursday or Friday of each week - when the next set of activities comes out.)
**Feed forward** - Make your work public. This will happen when you post to your blog / twitter / whereever using #en3177. If you have your blog set with an RSS feed, you're sharing.
**Reflect** - Occasionally, we'll stop looking outward so you can look at what you've done and consider what that doing means, for you, for now. This might be an essay, video, audio, mashup ... For reflection, you repurpose your own work. you do something with the materials //you// have created.


Revision [12297]

Edited on 2013-01-11 11:37:46 by MorganAdmin
Additions:
=== Criteria for Engagement: SDTT ===
Work with readings and other materials should be **substantive, detailed, thorough, thoughtful**. Blogging is a good forum for these criteria. Blogging tends to have an attitude, and it tends to be informal, partial, incomplete, and tentative. But blogging, good blogging, is also substantive, detailed, thorough, thoughtful. Snarky, informal, partial and incomplete - but still substantive.
Weekly reflections on your own work should also be substantive, detailed, thorough, thoughtful - and reflective.
Your comments on the work of others should be ... you guessed it: substantive, detailed, thorough, thoughtful - and supportive. If you are substantive, detailed, thorough, thoughtful, you will find that you will be supportive. You won't need to say "Good job!" if you compose a thoughtful response to someone's position on a reading.
Meeting these criteria means you won't be able to write completely off the cuff or superficially, and it may feel awkward at first. You may have to read things through a few times. You may make some initial false starts. Fine. Get started and you'll find that you'll develop ways of being substantive, detailed, thorough, thoughtful. Suggestion: linking and citing examples will help.
Deletions:
=== Criteria for Engagement ===
Work with readings and other materials should be substantive, detailed, thorough, thoughtful. Blogging tends to have attitude and be informal, but is still substantive, detailed, thorough, thoughtful.
Weekly reflections on your own work should also be substantive, detailed, thorough, thoughtful, and reflective.
Comments on the work of others should be ... you guessed it: substantive, detailed, thorough, thoughtful - and supportive. If you are substantive, detailed, thorough, thoughtful, you will be supportive.
This means, of course, that you won't be able to write completely off the cuff, and it may feel awkward at first. You may have to read things through a few times. You may make some initial false starts. Fine. Get started and you'll find that you'll develop ways of being substantive, detailed, thorough, thoughtful. Suggestion: linking and citing examples will help you be sdtt.


Revision [12296]

Edited on 2013-01-11 11:29:44 by MorganAdmin
Additions:
During bootcamp, you'll have the opportunity
I may need to present, and I will demonstrate a couple of times, but demonstrations will be more Q and A than lecture. The trick in any case is to stay with what we're doing in class rather than doing something else, like checking FB or gaming or shopping. Seriously: This goes by fast, we do it only once, and you'll be left behind.
By Sunday afternoon, I'll post a topic for us to focus on, a set of materials to work with (readings, sites, podcasts, videos …), and a set of activities to engage in using those materials. That will be our work for the week.
By Monday classtime, you will have a start on the activities posted to your weblog so we can compare notes face to face. As the course moves on, we'll meet only once a week - Monday - while your online production goes up.
Wednesday - Sunday, continue your work on the activities for the week.
- Use your blog to post exercises and activies assigned for the week as you complete them.
- Visit the blogs of others in the class and comment on their work.
- Use Twitter and your blog to post and work through your questions, success, comments, reflections.
By Sunday, midnight, post your weekly summary and reflection on your blog and post an announcement of that summary, with a link, on The Daybook. Include in your summary links or pointers to your work for that week, and reflect on what you've done for that week. (more information below).
=== Participation ===
(I'm borrowing pretty heavily from ds106 here.)
Your success in this class, in learning, depends heavily on your regular participation using your collective blogs, the wiki, and Twitter. And by //regular// I mean, daily. The way we're working during this course, learning accumulates day by day, activity by activity. So you may need to adapt your working habits. Rather than putting in a burst one day week, you'll need to //take time every day// to get things done - posting responses to activities, commenting on the work of others, narrating your own course experience - using your blog and Twitter. Your blog and Twitter are how you support your learning, and how you support each other as a learning community.
Developing and supporting a learning community is hard work, especially as we have to bootstrap what we're doing by learning to use the social media tools to support the learning community. //Bootstrapping// means engaging in activities before you completely understand the activity. Like map-making, you don't know what the terrain looks like until you try to make the map. Now and then - more at the beginning of course - you won't understand how to do something, or what to think about something or how to think about something before you start an activity. But start anyway. You will only begin to understand by engaging the problem and engaging with the community.
=== Criteria for Engagement ===
Work with readings and other materials should be substantive, detailed, thorough, thoughtful. Blogging tends to have attitude and be informal, but is still substantive, detailed, thorough, thoughtful.
Weekly reflections on your own work should also be substantive, detailed, thorough, thoughtful, and reflective.
Comments on the work of others should be ... you guessed it: substantive, detailed, thorough, thoughtful - and supportive. If you are substantive, detailed, thorough, thoughtful, you will be supportive.
This means, of course, that you won't be able to write completely off the cuff, and it may feel awkward at first. You may have to read things through a few times. You may make some initial false starts. Fine. Get started and you'll find that you'll develop ways of being substantive, detailed, thorough, thoughtful. Suggestion: linking and citing examples will help you be sdtt.
=== Working Method ===
Deletions:
After bootcamp, we'll use the first weeks of the class
These early class sessions will be pretty loose; you may already be familiar with some of these things, but attendance is required. We'll talk. I may need to present, and I will demonstrate a couple of times, but demonstrations will be more Q and A than lecture. The trick in any case is to stay with what we're doing in class rather than doing something else, like checking FB or gaming or shopping. Seriously: This goes by fast, we do it only once, and you'll be left behind.
Each week (by Sunday afternoon), I'll post a topic for us to focus on, a set of materials to work with (readings, sites, podcasts, videos …), and a set of activities to engage in using those materials. That will be our work for the week.
By Monday, by classtime, you will have a start on the activities posted to your weblog so we can compare notes face to face. As the course moves on, we'll meet only once a week - Monday - while your online production goes up.
Wednesday - Sunday midnight, your work on the project.
Yoiu should have your work posted by Weds, midnight, so that
Just before mid-term, you'll design your own 5 - 7 week project to address in more detail an issue or topic we've touched on. More on this later in the semester.
[Weekly blog posts should include a history of what you've done.


Revision [12295]

Edited on 2013-01-11 09:49:09 by MorganAdmin
Additions:
By Monday, by classtime, you will have a start on the activities posted to your weblog so we can compare notes face to face. As the course moves on, we'll meet only once a week - Monday - while your online production goes up.
Wednesday - Sunday midnight, your work on the project.
Yoiu should have your work posted by Weds, midnight, so that
Deletions:
By Monday, by classtime, you will have a start on the activities posted to your weblog so we can compare notes face to face. As the course moves on, we'll meet only once a week - Monday - while your online production goes up.


Revision [12294]

Edited on 2013-01-11 09:12:14 by MorganAdmin
Additions:
=== Texts and Stuff ===
Computer(s). Your own is best because you'll need to access it at anytime. A tablet or netbook would be good for on the go posting and commenting. A smartphone if you have one.
Course websites: The wiki: http://erhetoric.org/WeblogsAndWikis/ The Daybook weblog: http://erhetoric.org/daybook/. You'll be checking the wiki frequently to get information about weekly assignments, and the Daybook for updates and to see what your colleagues are doing. You can make life easier by subscribing to the appropriate RSS feeds.
Accounts. You'll be registering on the wiki for this course so you can work on a wiki, and will be added to the Daybook as an author so you can post there. Expect also to set up a WordPress.com account, and a Twitter account. You would also be well-served by getting a Google account so you can use Google Reader or your own RSS reader to receive RSS feeds.
=== Objectives ===
Through your engagement in this course, you have the opportunity to become more literate (produce and consume) in digital communication techniques. Here are the specific objectives the course is designed for. YMMV. Which is to say, you have the opportunity to learn this stuff.
- Become skilled in navigating, reading, and creating written content in social media.
- Develop an understanding of how social media systems work technically; develop an understanding of the rhetorical affordances in social media systems; develop an understanding of how people interact socially in these systems; and develop a sense of potentials and pitfalls.
- Become familiar enough with the concepts of social media communication able to be able to review and articulate social issues and implications.
- Critically consider how social media has and continues to re-shaps learning, social, and communicative practices.
- Publish your exploration of these matters, and comment on your exploration as it unfolds. aka: Become a cartographer
- Participate in a semester-long conversation about these matters with others in this class and outside the class,
- Synthesize ideas of social media to develop critically-aware, media-specific responses in a number of media.
Once out of bootcamp, we'll follow a weekly routine.
Each week (by Sunday afternoon), I'll post a topic for us to focus on, a set of materials to work with (readings, sites, podcasts, videos …), and a set of activities to engage in using those materials. That will be our work for the week.
By Monday, by classtime, you will have a start on the activities posted to your weblog so we can compare notes face to face. As the course moves on, we'll meet only once a week - Monday - while your online production goes up.
Deletions:
=== Texts ===
=== Goals ===
- Be able to navigate, read, understand, and create in these forums.
- be able to demonstrate knowledge of how the systems work technically and their rhetorical affordances, how people interact in those systems socially, and a sense of potentials and pitfalls.
- Be familiar enough with the concepts of social network communication able to be able to review and articulate social issues and implications.
- be able to synthesize these ideas in order to develop critically-aware, media-specific responses in a number of media.
Sounds pretty baldfaced when stated that way, but stay with me for a while.
Once out of bootcamp, we'll follow a weekly routine. Each week (Sunday, Monday?), I'll post a topic to focus on, a set of materials to work with (readings, sites, podcasts, videos …), and a set of activities to engage in using those materials. That will be our work for the week. For Monday, by classtime, you will have a start on the activities posted to your weblog so we can compare notes face to face. As the course moves on, we'll meet only once a week - Monday - while your online production goes up.


Revision [12292]

Edited on 2013-01-10 10:03:49 by MorganAdmin
Additions:
=== Texts ===
=== Use of your blog as a node in the course community. Placing weblogs and wikis in social space ===
Deletions:
== Texts ==
== Use of your blog as a node in the course community. Placing weblogs and wikis in social space ==


Revision [12291]

Edited on 2013-01-10 10:01:37 by MorganAdmin
Additions:
== Use of your blog as a node in the course community. Placing weblogs and wikis in social space ==
=== Project ===
5 - 7 week, self-designed project, that explores a social media phenomenon as suggested by text or me. That is, not just any project but one with a bit of focus.
Deletions:
==
Use of your blog as a node in the course community. Placing weblogs and wikis in social space
=== Your blog ===


Revision [12290]

Edited on 2013-01-10 09:48:57 by MorganAdmin
Additions:
The subject of the class is blogging and writing on wikis. That's what we're studying - writing about, talking about, researching - to become more informed about what they are and how they work in society. Along the way, we'll be using research and response methods that are developing more and more in the collective use of weblogs. New practices in research, curation, annotation, response.
==
Use of your blog as a node in the course community. Placing weblogs and wikis in social space
This course gives you the opportunity to develop the habit of composing for pubic consumptions on a weblog - even when that post has to do with a class like this. A weblog is not a private notebook. It is a space for publishing, a public space, a mutable space, one that users adapt to the social purposes. We're working with the idea that learning, more and more, is taking place in semi-public spaces such as weblogs (see ds106), and along with that the perhaps scary idea that the you as student and you as not student are not different people. That is, you might (by habit, by convention) seem to write differently in learning and in not learning. There is, perhaps, a distance between the personal roles you play and the roles you play as Student. It's a gap of values, of practices, attitudes, allusions, …
What I'm asking you to do is to bridge that gap. Not that anyone wants to see into your personal life; blogging isn't about your personal life. No, it's a matter that you're blogging (which isn't abut writing) so that others might read what you do and learn from it.
-Deadlines. Stuff must be posted by time or 0 points.
- No complaining that you don't understand a tool or reading before you work with it. You won't until you start using the tool or do some research on the issues.
- Preparation and attendance. It's best to be prepared for each class so you can make the most of the time and so we can move ahead at a good pace. You really need to attend because we'll be addressing stuff that might not be addressed online - and others in the class will need your expertise. (I'm speaking from recent experience here. I recently took two courses that proceeded this way, and I can assure you it takes time to prepare for class meetings, but being prepared makes all the difference.)
- **Attendance**: Drop a half grade for every course session missed after two free misses. Miss six classes (3 weeks of class) and you can't pass.
You'll be expected to set up your blog, your twitter account, and to get used to using our wiki outside of classtime. We'll look at the options in class, but you'll need to get signed up for sites and learn how to use them on your own time. This doesn't mean you have to do it alone. Arrange to meet with others and help each other out. But we'll use classtime for other matters.
**You are here to learn all you can about writing and publishing with weblogs, wikis, and other social media**: how to do it technically and socially, some of its history, where these activities fit in the current culture, where these productions fit in the current culture, and what these things mean in the current culture.
- submitting materials on time
Deletions:
Deadlines. Stuff must be posted by time or 0 points.
No complaining that you don't understand a tool or reading before you work with it. You won't until you start using the tool or do some research on the issues.
It's best to be prepared for each class so you can make the most of the time and so we can move ahead at a good pace. You really need to attend because we'll be addressing stuff that might not be addressed online - and others in the class will need your expertise. (I'm speaking from recent experience here. I recently took two courses that proceeded this way, and I can assure you it takes time to prepare for class meetings, but being prepared makes all the difference.)
You'll be expected to set up your blog, your twitter account, your social bookmarking account, and to get used to using our wiki outside of classtime. We'll look at the options in class, but you'll need to get signed up for sites and learn how to use them on your own time. This doesn't mean you have to do it alone. Arrange to meet with others and help each other out. But we'll use classtime for other matters.
**You are here to learn ++what you can++ all you can about writing and publishing with weblogs, wikis, and other social media**: how to do it technically and socially, some of its history, where these activities fit in the current culture, where these productions fit in the current culture, and what these things mean in the current culture.
**Attendance**: Drop a half grade for every course session missed after two free misses. Miss six classes (3 weeks of class) and you can't pass.
- posting to your PLN regularly
- submitting materials to #en3177 regularly


Revision [12289]

Edited on 2013-01-10 09:32:38 by MorganAdmin
Additions:
=== Goals ===
- Be able to navigate, read, understand, and create in these forums.
- be able to demonstrate knowledge of how the systems work technically and their rhetorical affordances, how people interact in those systems socially, and a sense of potentials and pitfalls.
- Be familiar enough with the concepts of social network communication able to be able to review and articulate social issues and implications.
- be able to synthesize these ideas in order to develop critically-aware, media-specific responses in a number of media.
In short, not just be able to talk intelligently - well-informed, socially-minded - about blogs but talk intelligently //using// a blog and wiki. To become adept at reading and producing social media, curation, analysis and consideration of what people are doing, and what else they can do.

This is not your personal weblog but one your are tailoring for this study, this project that is a course. You may use your existing blog, but you'll find you'll be asked to tailor it for the course. as a place where your work in this class will be posted and linked. I will shape the exercises to suit weblog publication - including things like including an image, collecting a blog roll, using tags and categories -
=== Your blog ===
=== Topics and reading ===
I selected the main readings for this course based on what has been happening in weblogs and wikis and social media over the past five years.
What we know about blogs and wikis tends to be driven by and limited to popular press versions of the matters. Fine for HS. University matters go beyond that. So: background reading to catch up on what's happened over the past 12 years, and what the issues are from an informed perspective rather than a popular perspective.
In this course, our interest is less in their opinions, takes, understanding of things and more on how they are using the media - how they are producing, a usage they themselves may not be overly aware of. Stand outside the exchange to get a balcony view of things.
Blogs can be goofed with. And they can be studied. That's what we're doing. Study, not goof.
Blogging and wiki writing are not writing in the same way of writing in journal or making notes. They are publishing, responsible, regular posting, with links to others, and contributions to the net at large.
Other blogs are (personal / professional ) catalogues: collections of individual stuff <http://heliophobus.tumblr.com>: quotes, images, observations, short reports. Here, the interest is in the collection and the collector. The value is in the bringing together - very much as a library is valuable as a place of collection.
Information literacy. To be skilled at Internet publishing you need to master some fundamental concepts that operate in the Internet background. It's about the context. Understanding and working w in that distinguishes the expert from the rookie, the dabbler from the publisher.
Rhetorical and tech knowledge of how to create and edit wiki pages. How to navigate them, locate them, revise for better locating, etc.
Rhetorical and tech knowledge of ditto blog posts.


Revision [12288]

Edited on 2013-01-10 09:05:03 by MorganAdmin
Additions:
This course in weblogs, wikis, and //social media// at large, gives you the opportunity to explore and consider as a producer - not just a consumer - new practices in learning, things like new genres and modes of writing and composing, new ways of working with new content.
Much of what we'll be doing in this course is are practices - the kinds of practices that have become mainstream in subjects in the humanities and on the humanities fringe. This means, //doing things//, //generating stuff//, //practicing//. This is not a course where you will be expected to read selected materials and then feed back your understanding of what you read. Instead, it's a course where you will be placed in a working situation each week, with some materials to read, others to look at, listen to, play with, and some activities to perform that draw on those materials, as well as other material on the web - materials you look for or encounter. You are expected to select from the materials and activities to ... well, to learn something. To learn. In the company of others in the course. But also on your own.
We'll take the first couple of weeks to get set up and become familiar with some tools we'll all use in common: your weblog, the wiki, for this class, Twitter, and RSS feeds. This might be a little intensive (It's //bootcamp//, not //walk in the woods//) but you'll have a text to refer to and time to ask questions and get answers in class sessions. Expect to do much of this work on your own - or with others in the class - outside of class time.
- to practice methods for learning about social media by actually using it.
- to get in the habit of helping each other out.
- to get used to bootstrapping your knowledge: You won't understand some of this stuff until you start using the tool or do some research on the issues.
These early class sessions will be pretty loose; you may already be familiar with some of these things, but attendance is required. We'll talk. I may need to present, and I will demonstrate a couple of times, but demonstrations will be more Q and A than lecture. The trick in any case is to stay with what we're doing in class rather than doing something else, like checking FB or gaming or shopping. Seriously: This goes by fast, we do it only once, and you'll be left behind.
[Insert anecdotes about students sideboarding in class v students backchanneling and forechanneling in class.]
It serves learning best to start with //aggregate// and move towards //repurpose// while //feeding forward// all the time. If you really engage the course, you'll probably find yourself doing some of these activities on the fly - when the opportunity strikes - and others after sitting down and taking some time. You might, for instance, tweet (annotate) while watching //The Daily Show// if something that comes up that has to do with the course. Good. Even better, locate and tweet a link to that episode, and tag it so you can find it later, and so others can include it in their work. You might find yourself blending some of the activities, aggregating and remixing stuff by collecting links to them and annotations on your wiki or your blog. You'll likely find that repurposing may take not the most time but might be the most deliberate, sit-down-and-get-it-done kind of time you spend.
[Weekly blog posts should include a history of what you've done.
Those materials you want to share with others in the course, you'll need to tag using #en3177, and a link to them will (hopefully) be added to our course weblog - The Daybook - so that others will be able to find them. (A Google search on #en3177 should find what you post. Try it. You should see materials that were created for the course in prior years.) Those sources you find particularly useful and want to follow more closely, you should subscribe to using RSS. [#bemidjistate, #en4709
Deletions:
This course in weblogs, wikis, and //social media// at large, gives you the opportunity to explore and consider as a producer - not just a consumer - new genres and modes of writing and composing, new means of consideration, analysis, and expression.
Much of what we'll be doing in this course is practice. That means, //doing things//, //generating stuff//, //practicing//. This is not a course where you will be expected to read selected materials and then feed back your understanding of what you read. Instead, it's a course where you will be placed in a working situation each week, with some materials to read, others to look at, listen to, play with, and some activities to perform that draw on those materials, as well as other material on the web - materials you look for or encounter. You are expected to select from the materials and activities to ... well, to learn something. To learn. In the company of others in the course. But also on your own.
We'll take the first couple of weeks to get set up and become familiar with some tools we'll all use in common: your weblog, the wiki, for this class, and Twitter. This might be a little intensive (It's //bootcamp//, not //walk in the woods//) but you'll have a text to refer to and time to ask questions and get answers in class sessions. Expect to do much of this work on your own - or with others in the class - outside of class time.
- to practice methods for learning about social media by using it.
- to get in the habit of helping each other out.
These early class sessions will be a pretty loose; you may already be familiar with some of these things, but attendance is required. We'll talk. I may need to present, and I will demonstrate a couple of times, but demonstrations will be more Q and A than lecture. I'll even invite you to back channel the demo, if you wish.
It serves learning best to start with //aggregate// and move towards //repurpose//, //feeding forward// all the time. If you really engage the course, you'll probably find yourself doing some of these activities on the fly - when the opportunity strikes - and others after sitting down and taking some time. You might, for instance, tweet (annotate) while watching //The Daily Show// if something that comes up that has to do with the course. Good. Even better, locate and tweet a link to that episode, and tag it so you can find it later, and so others can include it in their work. You might find yourself blending some of the activities, aggregating and remixing stuff by collecting links to them and annotations on your wiki or your blog. You'll likely find that repurposing may take not the most time but might be the most deliberate, sit-down-and-get-it-done kind of time you spend.
Initially, I'll ask you to keep a list of what you did for each week in your blog post, just to help you develop the habit.
Those materials you want to share with others in the course, you'll tag using #en3177, and a link to them will (hopefully) be added to our course weblog - The Daybook - so that others will be able to find them. (A Google search on #en3177 should find what you post. Try it. You should see materials that were created for the course in prior years.) Those sources you find particularly useful and want to follow more closely, you should subscribe to using RSS.


Revision [12285]

Edited on 2013-01-10 08:34:16 by MorganAdmin
Additions:
You'll be running your own weblog as a place to work: a space to collect materials and links, to post your productions, to comment on the work of others, and to keep chronological track of your work in the course. For you, your weblog is a workspace or lab or studio - and a place to keep record of the work you've done: What you have looked at, what you thought about it, what you created in response. For others in the class and elsewhere, your weblog is where they will come to view, link to, and comment on your work. Other tools in your kit will be a wiki for hypertext work, and Twitter for microblogging. We'll all use these.
=== Bootcamp ===
We'll take the first couple of weeks to get set up and become familiar with some tools we'll all use in common: your weblog, the wiki, for this class, and Twitter. This might be a little intensive (It's //bootcamp//, not //walk in the woods//) but you'll have a text to refer to and time to ask questions and get answers in class sessions. Expect to do much of this work on your own - or with others in the class - outside of class time.
- to become familiar with the tools we'll all use in common: a weblog, a wiki, Twitter, RSS feeds.
After bootcamp, we'll use the first weeks of the class
- to get to know each other a little.
- to get in the habit of googling it. (Try it now: Google just google it.)
===The Weekly Routine===
Once out of bootcamp, we'll follow a weekly routine. Each week (Sunday, Monday?), I'll post a topic to focus on, a set of materials to work with (readings, sites, podcasts, videos …), and a set of activities to engage in using those materials. That will be our work for the week. For Monday, by classtime, you will have a start on the activities posted to your weblog so we can compare notes face to face. As the course moves on, we'll meet only once a week - Monday - while your online production goes up.
You'll be creating a lot of stuff for this course, mainly writing - some short form (tweets, notes), some long form (weblog posts, wiki entries), some of your own, and some in commenting on the work and materials of others. But you can, and are encouraged to, use other media at any stage of your work. An image (collected from flickr, or one you take or create) that illustrates a concept or comments on an idea. A visual map or diagram to illustrate how something works or how ideas work together. A video diary. A collage … Most of us will work primarly with writing because we are all more textually literate than visually literate [insert link to evidence here], but other modes are welcome and encouraged.
Deadlines. Stuff must be posted by time or 0 points.
No complaining that you don't understand a tool or reading before you work with it. You won't until you start using the tool or do some research on the issues.
Deletions:
You'll be running your own weblog as a place to work: a space to collect materials and links, to post your productions, to comment on the work of others, and to keep chronological track of your work in the course. For you, your weblog is a workspace or lab or studio - and a place to keep record of the work you've done: What you have looked at, what you thought about it, what you created in response. For others in the class and elsewhere, your weblog is where they will come to view, link to, and comment on your work. Other tools in your kit will be a wiki for hypertextual and topical work, a social bookmarking site for sharing and tracking sources, and twitter for microblogging. We'll all use these.
We'll take the first couple of weeks to become familiar with some tools we'll all use in common: a weblog, wiki, twitter, a social bookmarking site. From there, add your own to the mix as your interests move you.
===The Pattern===
Each week (probably on Thursday, certainly by Friday), I'll post a topic to focus on, a set of materials to work with (readings, sites, podcasts, videos …), and a set of activities to engage in using those materials. That will be our work for the week. For Monday, by classtime, you will have a start on the activities posted to your weblog so we can compare notes face to face. As the course moves on, we'll meet only once a week - Monday - while your online production goes up.
It should be clear by now that you'll be creating a lot of stuff, mainly writing - some short form (tweets, notes, tags), some long form (weblog posts, wiki entries), some of your own, and some in commenting on the work and materials of others. But you can, and are encouraged to, use other media at any stage of your work. An image (collected from flickr, or one you take or create) that illustrates a concept or comments on an idea. A visual map or diagram to illustrate how something works or how ideas work together. A video diary. A collage … Most of us will work primarly with writing because we are all more textually literate than visually literate [insert link to evidence here], but other modes are welcome and encouraged.
We'll use the first weeks of the class
- to become familiar with the tools we'll all use in common: a weblog, a wiki, twitter, a social bookmarking site, RSS feeds.
- to get to know each other a little.


Revision [12284]

Edited on 2013-01-10 07:40:13 by MorganAdmin
Additions:
- Bruns, Axel and Joanne Jacobs, eds. //Uses of Blogs//. New and used available. [[http://www.amazon.com/Uses-Blogs-Digital-Formations-Bruns/dp/0820481246/ref=sr_1_1?ie=UTF8&qid=1355502441&sr=8-1&keywords=uses+of+blogs Amazon]]
- MacDonald, Matthew. //WordPress: The Missing Manual//. Paperback, Kindle, modi, PDF. [[http://www.amazon.com/WordPress-The-Missing-Manual-Manuals/dp/1449309844 Amazon]]. [[http://shop.oreilly.com/product/0636920021391.do O'Reilly]]
Deletions:
- Bruns, Axel and Joanne Jacobs, eds. Uses of Blogs. New and used available. [[http://www.amazon.com/Uses-Blogs-Digital-Formations-Bruns/dp/0820481246/ref=sr_1_1?ie=UTF8&qid=1355502441&sr=8-1&keywords=uses+of+blogs Amazon]]
- MacDonald, Matthew. WordPress: The Missing Manual. Paperback, Kindle, modi, PDF. [[http://www.amazon.com/WordPress-The-Missing-Manual-Manuals/dp/1449309844 Amazon]]. [[http://shop.oreilly.com/product/0636920021391.do O'Reilly]]


Revision [12267]

Edited on 2012-12-14 08:48:08 by MorganAdmin
Additions:
See also WikiReadingsForCourse (needs revision and repointing) | BlogReadingsForCourse
Deletions:
See also WikiReadingsForCourse | BlogReadingsForCourse


Revision [12265]

Edited on 2012-12-14 08:43:40 by MorganAdmin
Additions:
- Cummings, Robert E, and Matt Barton, eds. //Wiki Writing: Collaborative Learning in the College Classroom//. Ann Arbor: U of Michigan Press, 2008. [[http://www.digitalculture.org/books/wiki-writing/ Read for free online.]]
Deletions:
- Cummings, Robert E, and Matt Barton, eds. //Wiki Writing: Collaborative Learning in the College Classroom//. Ann Arbor: U of Michigan Press, 2008.


Revision [12264]

Edited on 2012-12-14 08:41:37 by MorganAdmin
Additions:
==Other texts of interest==
Deletions:
Others of interest


Revision [12263]

Edited on 2012-12-14 08:40:20 by MorganAdmin
Additions:
==Prerequisite==
Completion of ENGL 1150 and ENGL 2152 (aka the old ENGL 1101/1102) or permission of instructor.
==BS English students==
Assessment alert. See BOTAssessmentForWeblogsAndWikis
Deletions:
**Prerequisite**: Completion of ENGL 1150 and ENGL 2152 (aka the old ENGL 1101/1102) or permission of instructor.
**BS English students**: Assessment. See BOTAssessmentForWeblogsAndWikis


Revision [12262]

Edited on 2012-12-14 08:38:52 by MorganAdmin
Additions:
Course Statement v. 4.0 Spring 2013
**Prerequisite**: Completion of ENGL 1150 and ENGL 2152 (aka the old ENGL 1101/1102) or permission of instructor.
**BS English students**: Assessment. See BOTAssessmentForWeblogsAndWikis
== Texts ==
Required
- Bruns, Axel and Joanne Jacobs, eds. Uses of Blogs. New and used available. [[http://www.amazon.com/Uses-Blogs-Digital-Formations-Bruns/dp/0820481246/ref=sr_1_1?ie=UTF8&qid=1355502441&sr=8-1&keywords=uses+of+blogs Amazon]]
- MacDonald, Matthew. WordPress: The Missing Manual. Paperback, Kindle, modi, PDF. [[http://www.amazon.com/WordPress-The-Missing-Manual-Manuals/dp/1449309844 Amazon]]. [[http://shop.oreilly.com/product/0636920021391.do O'Reilly]]
You will need both texts from the first day of class.
Others of interest
- //Blogging//, Jill Walker Rettberg. UK: polity, 2008. [[http://www.amazon.com/Blogging-Jill-Walker-Rettberg/dp/0745641342/ref=sr_1_1?ie=UTF8&s=books&qid=1224593924&sr=8-1 Amazon]], $16.15
- //New New Media// Paul Levinson. Penguin, 2009. [[http://www.amazon.com/New-Media-Paul-Levinson/dp/0205673309/ref=sr_1_1?ie=UTF8&qid=1325795910&sr=8-1 Amazon]], $55.50 There's also a Kindle version available, but it's pretty expensive.
- Blood, Rebecca, [[http://www.amazon.com/Weblog-Handbook-Practical-Creating-Maintaining/dp/073820756X/ref=pd_bbs_sr_1?ie=UTF8&s=books&qid=1200327200&sr=1-1 The Weblog Handbook]]. [np]: Perseus, 2001.
- Mader, Stuart. [[http://www.amazon.com/Wikipatterns-Stewart-Mader/dp/0470223626 Wikipatterns]]. Wiley, 2008.
- Rosenberg, Scott. //Say Everything//. New York: Crown Publishers, 2009.
- Sagola, Dom. //140 Characters: A Style Guide for the Short Form//. New Jersey: Wiley, 2009. http://140characters.com
- Bruns, Axel. //Blogs, Wikipedia, Second Life, and Beyond//. New York: Peter Lang, 2008.
- Cummings, Robert E, and Matt Barton, eds. //Wiki Writing: Collaborative Learning in the College Classroom//. Ann Arbor: U of Michigan Press, 2008.
- [[http://pinboard.in/u:mcmorgan/t:en3177 Morgan's Links on Pinboard for ENGL 3177]]
Other readings, animations, videos, mashups provided by the instructor and participants.
See also WikiReadingsForCourse | BlogReadingsForCourse
Deletions:
Course Statement v. 3.1 Spring 2013


Revision [12261]

Edited on 2012-12-14 08:38:16 by MorganAdmin
Additions:
>>
Deletions:
**Prerequisite**: Completion of ENGL 1150 and ENGL 2152 (aka the old ENGL 1101/1102) or permission of instructor.
**BS English students**: Assessment. See BOTAssessmentForWeblogsAndWikis
== Texts ==
Required
- Bruns, Axel and Joanne Jacobs, eds. Uses of Blogs. New and used available. [[http://www.amazon.com/Uses-Blogs-Digital-Formations-Bruns/dp/0820481246/ref=sr_1_1?ie=UTF8&qid=1355502441&sr=8-1&keywords=uses+of+blogs Amazon]]
- MacDonald, Matthew. WordPress: The Missing Manual. Paperback, Kindle, modi, PDF. [[http://www.amazon.com/WordPress-The-Missing-Manual-Manuals/dp/1449309844 Amazon]]. [[http://shop.oreilly.com/product/0636920021391.do O'Reilly]]
You will need both texts from the first day of class.
Others of interest
- //Blogging//, Jill Walker Rettberg. UK: polity, 2008. [[http://www.amazon.com/Blogging-Jill-Walker-Rettberg/dp/0745641342/ref=sr_1_1?ie=UTF8&s=books&qid=1224593924&sr=8-1 Amazon]], $16.15
- //New New Media// Paul Levinson. Penguin, 2009. [[http://www.amazon.com/New-Media-Paul-Levinson/dp/0205673309/ref=sr_1_1?ie=UTF8&qid=1325795910&sr=8-1 Amazon]], $55.50 There's also a Kindle version available, but it's pretty expensive.
- Blood, Rebecca, [[http://www.amazon.com/Weblog-Handbook-Practical-Creating-Maintaining/dp/073820756X/ref=pd_bbs_sr_1?ie=UTF8&s=books&qid=1200327200&sr=1-1 The Weblog Handbook]]. [np]: Perseus, 2001.
- Mader, Stuart. [[http://www.amazon.com/Wikipatterns-Stewart-Mader/dp/0470223626 Wikipatterns]]. Wiley, 2008.
- Rosenberg, Scott. //Say Everything//. New York: Crown Publishers, 2009.
- Sagola, Dom. //140 Characters: A Style Guide for the Short Form//. New Jersey: Wiley, 2009. http://140characters.com
- Bruns, Axel. //Blogs, Wikipedia, Second Life, and Beyond//. New York: Peter Lang, 2008.
- Cummings, Robert E, and Matt Barton, eds. //Wiki Writing: Collaborative Learning in the College Classroom//. Ann Arbor: U of Michigan Press, 2008.
- [[http://pinboard.in/u:mcmorgan/t:en3177 Morgan's Links on Pinboard for ENGL 3177]]
Other readings, animations, videos, mashups provided by the instructor and participants.
See also WikiReadingsForCourse | BlogReadingsForCourse>>


Revision [12260]

Edited on 2012-12-14 08:37:01 by MorganAdmin
Additions:
This course in weblogs, wikis, and //social media// at large, gives you the opportunity to explore and consider as a producer - not just a consumer - new genres and modes of writing and composing, new means of consideration, analysis, and expression.
Deletions:
This course in weblogs, wikis, and //social media// at large, gives you the opportunity to explore and consider as a producer - not just a consumer - new genres and modes of writing and composing, new means of consideration, analysis, and expression. I'm trying not to be vague and over-general in describing the course this way. The thing is, the range of what it means to read and write has shifted significantly in the past 10 years, so much so that we have to use new terms to describe it. Here's one of my early attempts:
//Social media// (weblogs, wikis, microblogging, social bookmarking, image sharing, tagging ...) challenge, if not undercut, our understanding of how information, writing, composing, and power play out. Social media have created an alternative grounding and understanding of communication, one based on //produsage// (Bruns) rather than production and consumption. New practices of creation and invention, new means of production, new kinds of products, and new channels of distribution all feed back to influence what gets written and how and when, and what we value, and how we value it. This means that engaging in social media means learning the subtleties not of a new genre or form or kind of writing but the ways and means of a new system - from invention to production to distribution - and a new way of valuing production and content.
Social media (weblogs, wikis, and their variants) also make possible - perhaps necessary - a new way of teaching and learning.


Revision [12259]

Edited on 2012-12-14 08:34:24 by MorganAdmin
Additions:
- MacDonald, Matthew. WordPress: The Missing Manual. Paperback, Kindle, modi, PDF. [[http://www.amazon.com/WordPress-The-Missing-Manual-Manuals/dp/1449309844 Amazon]]. [[http://shop.oreilly.com/product/0636920021391.do O'Reilly]]
Deletions:
- MacDonald, Matthew. WordPress: The Missing Manual. Paperback, Kindle, modi, PDF. [http://www.amazon.com/WordPress-The-Missing-Manual-Manuals/dp/1449309844 Amazon]]. [[http://shop.oreilly.com/product/0636920021391.do O'Reilly]]


Revision [12258]

Edited on 2012-12-14 08:32:36 by MorganAdmin
Additions:
- Bruns, Axel and Joanne Jacobs, eds. Uses of Blogs. New and used available. [[http://www.amazon.com/Uses-Blogs-Digital-Formations-Bruns/dp/0820481246/ref=sr_1_1?ie=UTF8&qid=1355502441&sr=8-1&keywords=uses+of+blogs Amazon]]
- MacDonald, Matthew. WordPress: The Missing Manual. Paperback, Kindle, modi, PDF. [http://www.amazon.com/WordPress-The-Missing-Manual-Manuals/dp/1449309844 Amazon]]. [[http://shop.oreilly.com/product/0636920021391.do O'Reilly]]
You will need both texts from the first day of class.


Revision [12257]

Edited on 2012-12-14 08:22:55 by MorganAdmin
Additions:
Course Statement v. 3.1 Spring 2013
==== Under revision until 14 Jan 2013====
Deletions:
Course Statement v. 3.1 Spring 2012


Revision [12256]

The oldest known version of this page was created on 2012-12-14 08:21:30 by MorganAdmin
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