Course Syllabus
DGST 395:
Applied Digital Studies
MWF 1:00 - 1:50 and 2:00 - 2:50. HCC 327.
Professor Zach Whalen
zwhalen@umw.edu / www.zachwhalen.net / 1201 William Street Room 16
Virtual Office Hours By Appointment
Some quotes
"Liberating education consists in acts of cognition, not transferals of information." - Paulo Freire
"Self-education is the only possible education; the rest is mere veneer laid on the surface of [a student]'s nature." - Charlotte Mason
"I hope that in this year to come, you make mistakes. Because if you are making mistakes, then you are making new things, trying new things, learning, living, pushing yourself, changing yourself, changing your world. You're doing things you've never done before, and more importantly, you're doing something." - Neil Gaiman
This is the syllabus for a class at the University of Mary Washington where students – mainly students who Major in Communication and Digital Studies or Minor in Digital Studies – build on ideas you've encountered in Digital Studies 101 by applying those tools, skills, and insights in a way that matters. The world has changed in the last few months, and it will continue to evolve as this semester goes on. Digital technology will continue to play a role in shaping the changes yet to come, so this class is an opportunity to be informed and play a part in making that better world.
Whereas DGST 101 is a wide, relatively shallow approach to digital culture, creativity and methodology, DGST 395 is a deeper dive into fewer areas and a project that students design, complete, and share.
I intend this syllabus document for students in this class, but I'm making it publicly available. Feel free to borrow, adapt, or comment on any aspect of this document. For questions, contact me, Zach Whalen.
Learning Outcomes
In a syllabus, the "learning outcomes" section usually tries to generalize about students will be by the end of the semester. It's tricky to condense 15 weeks of experiences into three or four bullet points, though, and outcomes tend to be written in a jargon that can be hard to parse.
So instead, I want to think of this class in terms of three intertwining themes or threads. Whereas DGST 101 introduced digital creativity, digital culture, and digital methodologies, DGST 395 is about digital fluency, digital citizenship and digital praxis. Here's what that I mean.
- Digital Fluency -- like fluency in a foreign language -- is not just an ability to translate the words into your own language. It is an also an understanding of the language in a systematic way, and an appreciation for the idiomatic cultural contexts and figures of speech that are unique to it. In this way, someone who is digitally fluent seeks to answer these questions about any idea in digital technology:
- What is it for, and how does it work?
- Where did it come from, and what do people think about it?
- Digital Citizenship -- like participating in a democracy -- requires informed, ethical thinking about other people and the role of institutions and policies in providing the best outcomes for the most people. When evaluating an idea or new technology, a digital citizen asks:
- What should we do with or about it?
- Digital tools like software and programming are tools that are meant to be used, so Digital Praxis simply means getting things done with those tools. When given a new idea or technology, a digital practitioner asks:
- What can I do with it?
In this class, you will develop your digital fluency by learning how to write code, by building websites, and by reading fiction and essays that offer new perspectives on how and why to program. You will practice digital citizenship by investing in the community within our class and by understanding contexts and points of view beyond your own experience. And you will engage in digital praxis throughout the semester through projects (several small projects and one very large project) where you will accomplish something meaningful with digital technology.
In all of these activities, your website will be the cornerstone or the center of your network, and by the end of the semester, it will be a digital portfolio of your best work representing your best self to the rest of the world.
Structure of the Class
Nodes
The structure of the class is built around several thematic "nodes" or units of content and activities. Each node will center around a key idea, technology, or problem in digital culture, possibly including algorithms, artificial intelligence, blockchains, race and technology, toxic fandom, algorithmic oppression, facial recognition, surveillance capitalism, or digital disinformation.
For each of these nodes, we'll explore works of fiction and media that touch on a topic, we'll discuss current news and developments around a topic, and we'll try to work out some ideas related to these issues by doing some computer programming.
For each node, some of you will take turns teaching or leading your group through whatever the assigned reading or activity is for that day.
Big Project
The ideas you work on through your nodes culminate in your Big Project: a large-scale digital project that you design, implement, and evaluate. The topic is up to you, but it must be digital in some way, it should meaningful beyond the scope of this class, and it must challenge you to learn new skills or work with new ideas.
Grading
Scale
For all assignments, I will use a "minimal" grading scale that includes four possible values: a ✓ indicates that you've completed all the required elements of an assignment. A ✓- indicates that some elements were missing, incomplete, or unsatisfactory, and a ✓+ is reserved for students who go well above and beyond the expected elements of the assignment.
I may occasionally leave comments on assignments, but the primary mechanism for my feedback will be in one-on-one video conferences discussing your work.
A final self-evaluation will determine your overall grade for the class, and a mid-term self-evaluation will let you practice this method of grade determination.
On March 11, I will submit a mid-term deficiency report for students who fail to submit a mid-term self evaluation or who have missed a significant number of classes.
Distribution
Nodes and Daily Activities
These projects will usually involve some programming to demonstrate what you're learning about code and how you're applying that to the issues we're exploring in each node. You'll submit these via Canvas.
Teaching
Each of you will take at least 2 turns teaching or leading your peers. You'll turn in a lesson plan here in Canvas, and your grade will be based on the appropriateness of that plan as well as some feedback from your peers.
Participation
This is an in-person class, but we will also interact online. Participating online usually involves a different kind of effort than participating in person, so you should do your best to be present in both formats as much as possible.
Big Project
This project will involve several smaller steps leading up to the major work of the project and will occupy the final weeks of the semester.
Policies and Expectations
Online Community
You have a great deal of freedom in this class, but freedom undirected can be intimidating, leading you to make overly-cautious choices. Instead, we'll work to build a community of support and trust so that by the time you create your big project you'll feel emboldened to take some bigger risks and try something different.
We'll use Canvas for the logistics of the class, and Discord for day to day conversation and activity. Make sure you join our Discord server with this invitation link. We'll also use Google Drive, so make sure you have a Google account.
Once we know more about the daily schedule for this class, each student will be assigned to a specific cohort of fellow students that will coordinate and communicate together for every peer-related assignment or activity this semester.
Technology in the classroom
You are welcome to use computers during class, including tablets, smartphones, whatever — so long as what you're doing isn't distracting someone else. I simply ask you to be responsible. Proper uses may include taking notes, reviewing the reading material, looking up something related, or participating in a constructive backchannel conversation such as Slack or Twitter. Improper uses may include watching movies, and working on homework assignments for other classes.
Decorum
Students are expected to treat the instructor and fellow students with the appropriate degree of respect, both in class and in online discussions. Communication, either in person or through electronic media, that is deemed abusive, threatening, or harassing in nature will not be tolerated.
Content Warning
Through the course of this semester, we'll look at a wide array of content that may include literature, film, comics, television, memes, and any manner of things that people post on the Internet. It is possible that some of this material may be disturbing, offensive, or upsetting, possibly including subject matter or themes related to race, gender, sexuality or violence. For some of these conversations to take place, it is important that we grapple with these uncomfortable things, but we will always treat all such material with appropriate maturity and as much ethical clarity as possible. That said, if you find for some reason that discussing a particular text is too upsetting or traumatic, it is always OK to excuse yourself from that discussion. Just let me know.
Status of Student Work
Much of the work you'll be creating for this class has the potential to be shared online, ideally on your domain. Some of the work may also be shared with others in the class via a closed system like Slack or Google Drive. Wherever possible, we will discuss and think carefully about the divide between public and private sharing and when to post what, where. All grades and feedback will be in Canvas or some other private medium only accessible by you and me.
Academic Integrity
The UMW Honor System applies to everything you do for our course. I may authorize specific assignments as collaborative work, but all other work must be your own, as per Article 1, Sections 1 and 2 of the University of Mary Washington Student Honor Code.
Academic dishonesty typically boils down to taking credit for someone else's work. Whether you've done so accidentally or maliciously, it's still an honor violation. Some examples include:
- Including a quote in a blog post without identifying the source of that quote
- Using an image in a blog post without permission from its copyright holder
- Asking another student to "edit" your project for you
- Creating a blog entry or essay that is mostly quotes, even properly attributed quotes
Disability Resources
The Office of Disability Resources has been designated by the University as the primary office to guide, counsel, and assist students with disabilities. If you already receive services through the Office of Disability Resources and require accommodations for this class, get in touch with me as soon as possible to discuss your approved accommodation needs. Please bring your accommodation letter with you to the appointment. I will hold any information you share with me in the strictest confidence unless you give me permission to do otherwise. If you have not contacted the Office of Disability Services and need accommodations, (note taking assistance, extended time for tests, etc.), I will be happy to refer you. The office will require appropriate documentation of disability. Their phone number is 540-654-1266.
Title IX
University of Mary Washington faculty are committed to supporting students and upholding the University’s Policy on Sexual and Gender Based Harassment and Other Forms of Interpersonal Violence. Under Title IX and this Policy, discrimination based upon sex or gender is prohibited. If you experience an incident of sex or gender-based discrimination, we encourage you to report it. While you may talk to me, understand that as a “Responsible Employee” of the University, I MUST report to UMW’s Title IX Coordinator what you share. If you wish to speak to someone confidentially, please contact the below confidential resources. They can connect you with support services and help you explore your options. You may also seek assistance from UMW’s Title IX Coordinator. Please visit http://diversity.umw.edu/title-ix/ to view UMW’s Policy on Sexual and Gender Based Harassment and Other Forms of Interpersonal Violence and to find further information on support and resources.
ResourcesStefanie Lucas-Waverly, M.S. Crystal Rawls |
Confidential ResourcesOn-Campus Student Health Center Off-Campus Rappahannock Council Against Sexual |
What about basic needs?
If you have difficulty affording groceries or accessing sufficient food to eat every day, or if you lack a safe and stable place to live, and you believe this may affect your performance in this course, please contact Cedric Rucker, Dean of Student Life, for support. Additionally, please talk to me if you are comfortable doing so. This will enable me to provide any resources I may possess.
Recording Class
To ensure the free and open discussion of ideas, students may not record classroom lectures, discussion and/or activities without the advance written permission of the instructor, and any such recording properly approved in advance can only be used by students in the class. Students who wish to record lectures or class activities for study purposes must inform the faculty member first. Students with approved accommodations from the Office of Disability Resources permitting the recording of class meetings must present the accommodation letter to the instructor in advance of any recording being done. On any days when classes will be recorded, the instructor will notify all students in advance. Distribution or sale of class recordings is prohibited without the written permission of the instructor and other students who are recorded. Distribution without permission is a violation of educational privacy law. This policy is consistent with UMW’s Policy on Recording Class and Distribution of Course Materials. (Links to an external site.)
Unless otherwise noted, classes conducted on Zoom will be recorded, and those recordings will be available in Canvas. Like other recordings, those transcripts and videos may not be shared beyond the class without express permission from the instructor and all students participating.
Dealing with Covid-19
All students are expected to adhere to the policies and expectations of the University to mitigate risk and support the health and safety of the UMW community, including refraining from attending class if experiencing symptoms. A comprehensive set of the current policies and expectations can be found at the COVID-19 information page. This includes the requirement that all unvaccinated employees, students and visitors are required to wear masks inside any university building and are strongly encouraged to do so when outside in group settings.
UMW policy ALSO stipulates that all employees, students, and visitors, regardless of vaccination or booster status, must wear masks indoors in public spaces (which includes all classrooms, laboratories, meeting spaces, foyers and hallways, and auditoriums) until further notice. The use of KN-95 masks or equivalent is highly encouraged. Changes to this requirement will be communicated to the campus community by the COVID-19 Director and updated at the university’s COVID-19 information page.
No food is permitted in classrooms and other instructional areas; drinks permitted in closed containers only and not in areas where expressly prohibited.
Failure to comply with UMW policies and expectations will result in disciplinary action consistent with the Student Code of Conduct.
Outline
The following is a tentative, high-level outline of the schedule for this class.
Week 1
Node 0
In many computer programming languages, the first item in a list is labeled with the index 0, so it makes sense to start the class this way as well. This first module is a warmup for what will come. The goal is to establish a baseline for the digital praxis you will be developing throughout the semester.
Weeks 2 - 4
Node 1: Making Connections
What does it mean to stay connected? How are digital tools organized to make connections easier? Are connections always a good thing? How has the idea of being connected evolved with the platforms we use for connections? These are some of the ideas and questions taken up in this third node for Applied Digital Studies.
By learning about the history of social platforms on the Internet, creating a retro artifact referencing a specific time period, and by thinking through the evolving landscape of network both technological and social, students will be able to contextualize our present moment as part of that longer history.
Weeks 5 - 7
Node 2: Algorithms
The goal of this module is to understand how we live with algorithms (as often-invisible parts of our daily life) by learning how to work with algorithms by way of an introduction to programming Python.
By reading "algowave" fiction, completing programming tutorials, and exploring contemporary discussions about the influence of algorithmic design in social platforms, students should see how algorithms that deal with humans and culture are inherently artifacts of the culture that produces them. The biases of these algorithms are, in some cases, simply the biases of humans amplified by the speed of technology.
While working on this node, students will complete programming tutorials, read and respond to fiction, and craft a personal "coding manifesto".
Weeks 8 - 10
Node 2: Artificial Intelligence(s)
"Artificial Intelligence" is one of those terms that seems to mean whatever anyone wants it to mean. It is a concept thoroughly explored in fiction, but rarely (if ever) quite as exciting or dangerous in real life.
By experimenting with machine learning applications, reflecting on the ethics of AI, and responding to fictional explorations of artificial intelligence, students should learn how to discuss AI with more nuance and how to understand claims about AI that may be overreaching.
While working on this nodule, students will complete more programming tutorials that will result in computer-generated art of some sort, read and respond to fiction and other media dealing with AI, and learn about contemporary debates about the role of AI in daily life.
Students will also begin planning their Big Project during this part of the semester.
Weeks 11 - 12
Node 4: Design for Interactivity
Although the topics, formats, and genres of the Big Projects created for this class will vary, many if not most will involve some form of interactivity. During this module, students will learn some general principles of interactivity that will apply to nearly every project, and they will review their project plans to make sure they follow best practices in terms of interactivity and accessibility.
Weeks 13 - 14
Completing the Big Projects
During this final unit of the semester, students continue working on their Big Projects, but each student will also take time to teach their peers some of the skills they've been developing. Each student will be scheduled for two teaching days where they will lead other students first in learning about whatever topic their project addresses and then in using the tool or applying the skillset that their project relies on.
Weeks 15 - Finals
Course Summary:
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