Education 4391: Seminar In Educational Foundations May-June, 2009

Cyberculture

A Sociological Analysis for Educators

Instructor

Robert Runté Office TH313  Phone: (403) 329-2454  Email: Runte@uleth.ca

Please Note: All student emails to instructor must include "Ed4391" or "Cyberculture" in subject line to avoid automatic deletion by anti-spam software. Email is answered during office hours. Every effort is made to respond within 3 working days. Class Email: Email sent to Educ4931A@uleth.ca should reach all members of the class.

Home Page: http://www.edu.uleth.ca/runte/  Blog: http://Runte.blogspot.com/ 

Secretary: Margaret Beintema Office: TH321 Phone: 329-2732 Fax: (403) 329-2252

Tuesday/Thursday 09:00-11:50 Classroom TH373 Computer Lab TH341

 Goals

Statement of Intent:

This course starts from the premise that to anticipate and understand any emergent trend, it is first necessary to place it within its correct historical, social, political, economic, and philosophical context. This is particularly crucial when, as here, the emerging phenomenon is subject to extravagant claims and counter claims. We will sort through the hype and hysteria to arrive at some grounded prediction.

As a senior seminar course (in contrast to introductory lecture-based introductory courses) it is expected that participants will take more responsibility for their own learning; the instructor is available as a resource but what one gets out of this seminar course will depend largely on what one puts into it.

The basic design is that the instructor will introduce the week's topic in the first portion of the class, perhaps assign an appropriate on-line activity, then call the group back together to compare notes. I hope to illustrate an approach that will allow educators to more successfully analyze and so understand the implications of any emergent trend. The second half of the class will usually involve a student presentation on a relevant topic. Pooling our resources in this manner should not only encourage a greater diversity of views, but also significantly increase both the breadth and the depth of the topics covered.

As it is difficult to fully appreciate the implications of cyberculture without some first hand experience, some attention will also be given to enhancing such practical skills as the efficient use of search engines, the evaluation of web content, social networking, blogging, podcasting, videoconferencing and so on through ungraded in-class activities. As it is likely that familiarity with the Internet and its resources will vary among participants, those already demonstrating mastery of these skills are encouraged to assist their peers.

By the end of this course, participants will:

develop an appreciation for the sociological imagination and the importance of placing emerging trends within their historical, political, and social contexts
recognize that to adequately prepare our students for graduation and lifelong learning, we need to anticipate the shape of things to come
be able to use analytical tools, such as stakeholder analysis, to examine the likely social, economic, political and legal implications of emergent technologies
be able to accurately predict the likely impact of emergent technologies (such as podcasting, the 500000 channel universe, social networking software, nanotech, quantum computing, programmable matter) on individuals, schools, and society
be able to accurately gage the limits and possibilities of new media for teaching and learning
recognize, and begin to develop strategies to address, the disconnect between student use of technology in their private lives and approved uses within the schools
be able to evaluate various types of bias encountered on the world wide web (and related media)
acquire or refine basic skills in the use of on-line search engines

Topic Outline

I. Introduction

Why reflective practitioners need to stay abreast of, and respond to, emergent trends

II. The Limits and Possibilities of Innovative Technologies

Hype, Cynicism, and Grounded Projection

Why We Don't Have Air Cars: Futureology as an Inexact Science

Why We Shouldn't Believe the Hype: Vested Interests

Why We Shouldn't Believe the Hysteria: Hidden Agendas

Achieving Accurate Prognoses Through Grounded Theory: Getting the "Big Picture"

Manifest Functions, Latent Functions, and Latent Dysfunctions

Stakeholder Analysis

The Contradictory Forces of Democratization and Commodification

Consensus, Dissensus, and Refereed Knowledge (Authority Vs. Authoritative)

Censorship, Agenda, and Hegemony

The "Information Age"

Deskilling, Enskilling, Reskilling, and The Information Economy

Computer Literacy, Just-In-Time-Learning, and Trained Incapacity

Information Vs Knowledge

Information vs Industry: Banking, GM, and The Recession

The Virtual Classroom

Learning Objects, "Teacher Proofing" and the Deskilled Curriculum

The Myth of the "Lost Golden Age" of Classroom Instruction

Instructional Design in the Digital Age

III. Cyber Culture

Is There A Cyber Culture?

Hacker Ethic, Netiquette, and the Neophyte Masses (The Endless September)

Social Networking and the Emergence of Community

Flash Fads, Flash Crowds, and Flash Lobbying

Cyber Culture and Individual Identity

Individual Identity in a Digital Age

Avocational Subcultures and the 500,000 Channel Universe

Personal Vs. Personalized in an age of Mass Customization

The Internet as a Medium of Expression

Cyber Culture And Canadian Identity

Globalization and the Erosion of Independence

Canadian Content and the Web

Cyber Culture and Society

Web Journalism vs. Mainstream Media

The Gendered Web

The Digital Divide: The New Class Structure?

WWW and the Third World

IV. Emergent Technologies

(Note: These topics will be interspersed throughout the course and are listed  as a separate category merely to ensure their inclusion in the outline)

using search engines efficiently and effectively

developing instructional websites

evaluating academic usefulness of websites

Social Networking: implications for teaching, research, and self.

Social Networking: public vs private spaces (e.g., how not to get fired)

Podcasting, the return of radio: implications for distance learning and for society

Cell phones and instant messaging in youth culture and the classroom

Internet II (the new academics-only high bandwidth Internet)

Internet 2.0 (User-based content)

V. Peer Presentations

Topics as selected by participants. Students in the past have tackled topics such as:

national governments and laws vs. transnational media
book reviews of works by Lawrence Lessig, Clay Shirky or another key commentator on digital culture
Canadian content on the WWW and the preservation of national identity
gender and the Internet
pornography, hate literature, and violence on the WWW
censorship and filtering on the WWW (e.g., China)
academic integrity, plagiarism, and the Internet
surveillance technology and the erosion of privacy
Internet stalking and bullying
virtual field trips
data vs. professional judgment
artificial intelligence
simulations
in-print vs in-person identity and interaction
the collapse of newspapers and print publishing
the depriviledging of print media in education
role of blogging/Facebook/Twitter in youth Culture
role of Wikipedia, Videojug.com in youth culture / schools
logic, reason, and argumentation vs. the "web bite"
The impact of nanotech or programmable matter
technological determinism vs. human agency
another related topic of personal or curricular interest to the participants (and approved in writing by the instructor)

Readings

There is no required textbook to buy for this course. (Available textbooks are too dated, too narrowly focused, or too advanced for our purposes.) To maximize currency, breadth, and relevance, assigned readings and web resources will be made available to you on the course Blackboard/WebCT site.

Alternatively, students who would prefer to have a text may build a book review assignment (see Blackboard for scoring rubric) into their learning contract (see below). In addition to relevant books available through the UofL and public libraries, the instructor has an extensive cyberculture library from which students can borrow classic treatises on cyberculture.

Expectations and Evaluation

Participation (10%):

There will be a variety of ungraded in-class activities, so continuity of attendance and willing participation are likely to be key factors in the success of this seminar course. Consequently, a participation grade is incorporated consisting of two criteria: weekly attendance (5%) and contribution to a positive and intellectually stimulating environment (5%). You may miss one class (three hours) without penalty; otherwise you need a medical note, documented extenuating circumstances, or prior arrangement with the instructor. "Contribution to the class" is judged on quality rather than quantity: it is not necessary to dominate class discussion; indeed individuals hogging class discussion may find themselves docked marks. Assisting peers with in-class activities, blogging, identifying relevant resources for one's peers etc can all count as contributions to the class.

Presentation (30%):

Presentation topics and dates are selected on a first-come first-served basis. Presentations may be undertaken by individuals, by or groups of up to four. Given the anticipated number of participants in this class, individual presentations must be strictly limited to 30 minutes (plus 15 minutes for class discussion or activity); group presentations may take up to an hour, including discussion. Brief handouts/links to online resources are optional but often appreciated by one's peers. Detailed scoring criteria are provided below.

Learning Contract (60%)

The Learning Contract is intended to offer students flexibility and ownership in creating personalized assignments that best meet their own learning needs and goals.

The Learning Contract outlines your learning objectives (related to exploring any aspect of cyberculture that interests or perplexes you), how you intend to accomplish these objectives during the course (i.e., assignments / activities), and how you are to be evaluated (e.g., rubrics). As this is a senior elective in an education faculty, it is reasonable to assume that students will be familiar with the basics of good assignment and rubric design and so well positioned to take full advantage of this learning opportunity.

Outputs from Learning Contracts are likely to vary considerably. Options include (but are not limited to) a traditional term paper, original research, an annotated (Endnote) bibliography, curriculum materials, blogs, poster presentations, web pages, Wikipedia entries, podcasts, videojug upload, guest speaker panel presentations, interview transcripts, book reviews, Ad Buster submissions, short stories, etc. You may choose to do a second presentation as part of your Learning Contract if you are confident in your presentation skills.

Learning Contract Proposal:

Students will submit a written proposal by May12. Proposals will describe:

Ø Topic

Ø Relevance to Education 4391: refer to course topics and/or course objectives to explain how your topic fits into the course; or make an argument why it should be a course topic.

Ø Assignment Structure: What will you hand in or otherwise show as evidence that you completed the project (e.g., video of public presentation, report, class presentation, story board, blog entries, etc.) You may choose to do one major assignment (such as an original piece of research) for your learning contract, or combine a number of smaller assignments (such as a couple of book reviews, an ongoing blog and a report) that would add up to 60%.

Ø Individual or group project: You may choose to work individually or as part of a group; group contracts need to indicate what each member is to contribute, penalties and procedures for dealing with non-contributing group members, etc.

Ø Resources you will use: people you will contact, secondary research, primary research. Please note that you must consult with the instructor and receive permission before contacting anyone in the schools, or before conducting any research involving human beings. Failure to do so could be in violation of the Faculty of Education code of conduct.

Ø Schedule and due date(s): You are encouraged to design a learning contract that incorporates a realistic schedule that allows you to hand in completed elements of your assignment(s) as you go, to both spread your workload over the term and to receive feedback in a timely fashion. You set your own due dates for each (sub) assignments. In any event, the final date for submission of the Learning Contract product(s) is June16. Learning Contract components not received on or before June16 will be awarded a grade of zero.

Ø Criteria of Evaluation: how the project(s) are to be graded. Sample rubrics for evaluating various types of projects have been provided (on class blackboard site) by the instructor, but students are invited to negotiate modifications to these criteria or to develop their own (in negotiation with the instructor) to match their particular learning goals.

Ø Who will do the evaluation? Up to 50% of the grade for the project can be assigned by someone other than the instructor. E.g., if you know someone who works as a professional broadcaster, you may have them evaluate your podcast; if you do a webpage, you can ask a professional web designer to evaluate your web design (leaving content for instructor?); if you develop a school board policy, you can ask a superintendent for feedback; etc.

Your first draft of the contract should be viewed as a "work in progress" and as an opportunity to receive feedback. The final form of your Learning Contract must be negotiated with the instructor and the instructor's decisions are final.

Presentation Guidelines

Relevance: Your presentation must relate to the course goals, and the learning needs of your classmates

Thoroughness: Your classmates should come away from your presentation with a sufficiently thorough grasp of the material to be able to discuss the topic intelligently

Depth of Analysis: an awareness of differing view-points is demonstrated; originality, insight, and creativity are demonstrated; the presentation goes beyond repeating what others have said and contributes something new to our understanding of the topic

Argumentation: You should be able to take and defend a position using logical arguments and carefully selected supportive detail

Clarity and interest: As prospective teachers, it is important that you not only master the content of your presentation and have something significant to say, you must also be able to say it in a way that will engage, challenge, and influence your audience. Avoid over-reliance on lecture or oral reading.

Hands-on Activity: where applicable, presentation includes hands-on online activity to familiarize audience with phenomenon under discussion. Note, however, that presentations should be focused on the sociological implications of the trend/technology, and not overly focused on the "how to".

Discussion: The degree to which you have achieved the above goals should be reflected in the liveliness of the subsequent discussion

Poster Guidelines

Some participants may wish to try the alternative presentation format of a poster. Posters are intended to be a self-contained, self-explanatory introduction to, or exploration of, a particular topic or issue. Like the best museum displays, they draw an audience with strong visuals, and then involve the viewer/reader in a series of stimuli that both inform and provoke further interest.

Posters are popular at teacher conventions and academic conferences, and have the advantage that once completed, they can be easily transferred to a simple web site. The advantage in the current context is that the author(s) can reach beyond the immediate audience of our own class to others in the University, as successful posters may be submitted for display in Faculty display cases; or submitted to a teacher conference. (The WestCast Conference, for example, will be hosted by UofL, Feb 2010. See http://www.educ.uvic.ca/westcast2009/index.html for last year's conference.)

A simple checklist / scoring rubric of good poster design is provided on the class Blackboard site.

Sample rubrics for contract assignments are also available on class Blackboard site.