Wednesday, April 30, 2014

Public Communications in a Web 2.0 World: Challenges and Opportunities

Remember our overview of the human triune brain from last class - the most complex living thing in the known universe.





How does your triune brain interact with this short video called "Social Media Revolution"?





Now, watch this short Michael Wesch video called "The Machine Is Us/ing Us."




Write down on our index card your answers to these two questions:

 2. What is Michael Wesch's thesis, in a single sentence, IYOW? (Write this down on a card).

 3. Describe ONE way in which Web 2.0 personal and participatory digital media transform public communications? (Consider your own professional field or area of interest). 

15 minute MINI-LECTURE ON 8 shifts/trends shaping our web 2.0/21st century media culture.

Sunday, March 11, 2012

TEN Interdisciplinary "Ins" To Other Cultures: Applied Survey for Beyond "Arabland" - The Modern Middle East (Core 330)

The BIG question: What interdisciplinary approaches can we use (and how?) to teach and learn about other cultures?

Begin with fun, provocative and powerful "anchoring" texts, like Jeff Dunham's "Achmed the Dead Terrorist," with close to 150 million views on YouTube.



1. History - through traditional textbooks and primary documents.





2. Language






3. Journalism and News





4. Religious Studies





4. Comparative Literature





5. "Big Ideas" and Politics





6. Special guests who are "experts" in their field





7. Cartography/Mapmaking





8. World Systems Analysis





9. Media Education/Popular Cultual Studies






10. Gender Studies


The Status of Women in Islam Rights, Respect, and the Myth of Oppression
Elizabeth L. Métraux


Women in the West cannot evade a sense of heartbreaking sympathy (accompanied by equal intrigue) at the sight of a woman in hijab. It’s the kind of observation that ignites a sudden discourse on the inhumanity of Islam and the women bound by the unyielding restrictions of the faith.



Look past the veil, however, and the case against the oppression of women that seems so distinct in ignorance expands into a much broader debate, and one utterly misunderstood by the West. As my American orientation would so doggedly suggest, the Islamic faith is suffocating women – denying them their value and their basic human rights. From genital mutilation to honor killings, female infanticide, polygamy, and the archaic practice of arranged marriages, it appears that Islam has turned the clocks back several centuries for the sake of propagating a misogynist social order that prospers on the systematic abuse of half of its population. And all this, all the stringency associated with this male-dominated religion, most often comes to the fore at the mere glimpse of a woman donning the veil.



But is this really a factual illustration of modern Muslim practices, or has the West projected an inaccurate view of a faith for which we know very little, falsely accusing Islam of subjugating its women?

Wednesday, July 13, 2011

What is "Leadership"? A Crowdsourcing HIGHERMIND MEDIAWORKS Project with Youth LAB and VCWA


Meet our VCWA students from Slovenia, Slovakia, Serbia, Hungary, and Vermont!

WELCOME!



"The essence of good leadership is undefine'able." - Anonymous

What is "leadership"?

1. Working in small groups, come up with the single most important ingredient of LEADERSHIP, and, one sentence that explains WHY that ingredient is so important. (15 minutes)

(For example: "Courage, because leadership requires pushing outside of one's personal comfort zone and taking risks.")

2. Together, illustrate that single most important ingredient on a piece of posterboard. (15 minutes)

3. Photograph your group holding the posterboard, and email the photo to rob.williams@madriver.com.

4. Be prepared to present your PHOTO to the entire large group! (30 minutes)












The "Empathy" Group.



The "Confidence" Group.


The "Responsibility" Group.



Working on our "Leadership" posters.



Meet our LAB and VCWA students!

Tuesday, May 18, 2010

CONVERGENCE: An Evolving List of Favorite MEDIA Articles

Here is an evolving list of "pop culture/media" articles I use with college students in my media classes. Not exhaustive, but perhaps useful for exploring the directions in which our 21st century media culture is going.

MEDIA, WISDOM AND THE BRAIN

PROJECT GLASS? "The Man With The Google Glasses." (NYT - April 2012)

AUGMENTED REALITY: Google's Project Glass - Fast Company (April 2012).

OUR BRAINS ON FICTION: New York Times - March 2012.

MEDIA DETOX. Eye Opening article on Media and the Brain.

Nicholas Carr, "The Remains of the Book." 2011; Blog Post.

David Carr, "Why Twitter Will Endure." NYTimes, 2010.

Jonathan Franzen. "Liking is For Cowards. Go For What Hurts." New York Times (May 2011).

Tony Kontzer. Wisdom 2.0. (May 2010)

Claudia Wallis, "TIME - The Multitasking Generation." (March 2006).

Peter, Bregman. "Why I Returned My iPad." (Summer 2010).

INTERNET/WEB 2.0/3.0, LEARNING, AND SOCIETY

Nicholas Carr, The Web Shatters Focus, Rewires Brains. (WIRED; May 2010).

Nicholas Carr, "Is Google Making Us Stupid?" (July/August 2008).

Jamais Cascio, Get Smarter (Why Google etc. Is Making Us More Intelligent). (July/August 2009)

TIME, "Person of the Year: YOU." (December 2006).

William Deresiewicz, "Facebook and Faux Friendship." (December 2009).

Steven Johnson, "How Twitter Will Change the Way We Live." (June 2009).

Tom Hodgkinson, "With Friends Like These (Why Facebook Is Dangerous)." (January 2008)

Steve Lohr, "How Privacy Vanishes Online." (March 2010).

Jeffrey Rosen, "Google's Gatekeepers." (November 2008)

Clive Thompson, "Brave New World of Digital Intimacy." (September 2008)

Elaine Young, "Teaching the Facebook Generation." (November 2009).

GLOBAL MEDIA

Ken Auletta, "The Networker: Afghanistan's First Media Mogul." (New Yorker; July 2010.)

BOOKS

Ken Auletta, "Publish or Perish - Can the iPad Topple the Kindle." (April 2010).

Steven Johnson, "How the E-Book Will Change the Way We Read and Write." (April 2009).

Michiko Kakutani, Texts Without Context: Reading and the Web. (March 2010).

Wade Roush, "Second Earth." (Summer 2007).

MAGAZINES

NEWSPAPERS

New York Times editors, "Battle Plans for Newspapers." (February 2009)

RADIO/SOUND RECORDING

TELEVISION

Robert Kubey and Mihaly Csikszentmihalyi, "Television Addiction Is No Mere Metaphor." (January 2004)

Steve McClellan and Brian Morrissey, "The Future of TV." (November 2008).

Rachel Smolkin, "What The Mainstream Media Can Learn from Jon Stewart." (June/July 2007)

MOVIES

ADVERTISING AND CONVERGENCE

Bob Garfield, "Chaos Scenario 2.0 - The Post-Advertising Age." (March 2007)

Thursday, May 6, 2010

BLOGGING: Assessment Criteria - Draft 1.0

MECHANICS: (20 points each = 100 points total)

An EXCELLENT blog post:

1. Contains no spelling errors.

2. Is readable, in terms of font size, color match, and blog design.

3. Contains no grammar or punctuation errors.

4. Contains at least X number of hyperlinks.

5. Contains at least X number of embedded photo or video texts.


CONTENT: (20 Points each = 100 points total)

An EXCELLENT blog post:

1. Fully addresses the scope/requirements of the assignment.

2. Incorporates and applies our four sets of power tools in clear and cogent fashion.

3. Asks compelling questions to personalize the nature of the assignment.

4. Contains at least X number of hyperlinks.

5. Contains at least X number of embedded photo or video texts.

Why Learn With Blogs? - A TOP ELEVEN List



Let's begin with a thought-provoking video by Kansas State University digital ethnography professor Michael Wesch.



1. Blogs Are FREE and Accessible Learning Tools.

2. Blogs Are Easy To Create.

3. Blogs Are Easy to Edit and Update.

4. Blogs Are Information-Rich Multimedia Learning Platforms.

5. Blogs Are Easily Networked.

6. Blogs Help Organize Groups.

7. Blogs Can Be Universally Accessed.

8. Blogs Allow Students Authorship.

9. Blogs Are Useful Reflective Tools.

10. Blogs Offer Participatory Conversational Platforms.

11. Blogs create public and visible accountability for both students and teachers.