facebook assignment for digital media production
1. design a new or redesign an already existing facebook group. you may belong to the group but the group may not be about you.
2. when designing and creating your facebook group, seek and receive feedback from other people. consider talking to people who you think would join such a group; consider talking to the skeptics. seek and speak with more than a few people but not too many. above all, listen to what they say.
3. after carefully considering your feedback and paying special attention to the elements of social network sites discussed in Social Network Sites: Definition, History, and Scholarship, create your facebook group.
4. once you have created your facebook group, design an outreach strategy that results in people (or "fans") joining your group. your goal with respect to fans may be size, niche, geographic diversity, or anything else - but you must have a goal and you must design an outreach strategy to meet that goal.
5. in no more than a one-page single-spaced essay, explain your facebook group, your goal, your outreach strategy, and the outcomes.
rules: a) on tuesday, september 8, be prepared to demo your work. if you have no work to demo, do not come to class; and b) your one page paper is due in class on thursday, september 10. no late work accepted.
hints: a) you are allowed to create a gag/joke group but i highly advise against it. instead, you should work on/with a group that actually means something to you; and b) the most important element of this project is learning to listen to other people.
Showing posts with label facebook. Show all posts
Showing posts with label facebook. Show all posts
Monday, August 31, 2009
Monday, February 02, 2009
facebook assignment
facebook assignment for digital media production
1. select two spots on campus that give you polar opposite emotions - stressed vs chill, inspired vs dismal, etc.
2. using words and photographs, document your two spots. take some time.
3. involve at least one other person - a friend, a roommate, someone you barely know.
4. using a single facebook album, tell a story about your two spots. make it interesting to other people.
5. demo your work (3-5 minutes) in class on thursday.
6. comment on your classmates' content.
hints: take more photos than you end up including. write more words than you end up using. follow instructions.
rule: if you have no work to demo, do not come to class.
1. select two spots on campus that give you polar opposite emotions - stressed vs chill, inspired vs dismal, etc.
2. using words and photographs, document your two spots. take some time.
3. involve at least one other person - a friend, a roommate, someone you barely know.
4. using a single facebook album, tell a story about your two spots. make it interesting to other people.
5. demo your work (3-5 minutes) in class on thursday.
6. comment on your classmates' content.
hints: take more photos than you end up including. write more words than you end up using. follow instructions.
rule: if you have no work to demo, do not come to class.
Sunday, February 01, 2009
teaching with technology 2.0
the first time i taught college students was in 1995, when i was a teaching assistant for professor mary corbin sies' class material aspects of american life at the university of maryland. a year earlier, mary and professor jo paoletti received a grant from the university to add technology to their classes. so along with fellow teaching assistant pysche williams, i was tasked to brainstorm ways we could integrate this new tool called the world wide web into the course curriculum.
in place of traditional papers turned over privately to the professor, students in material aspects of american life designed "homepages," or personal web sites, and shared their research them publicly onto the internet. it was an incredibly powerful learning experience - for me, for the students, and for the professor. it was also, in retrospect, an incredibly time-consuming experience.
in addition to teaching about material culture, we had to teach the students (and often ourselves) five new things. we taught them html, which took us about an hour or so. we taught them pico text editor and basic file management, which took us about an hour or two. and we taught them ftp, which took us about an hour, plenty of headaches, and an occasional extra office hour.
in addition to, and perhaps even more than, these more technical skills, we taught them more behavioral skills. we taught them how to write for the web - to think before you publish, to consider what was appropriate within an academic setting, to understand what they were creating could and most likely would remain online beyond the duration of the class, and to take responsibility for the work you make public. and, finally, we taught them how to read for the web - to read other students' work, to take some time to think about how their peers could improve their work, and to relay those comments back to their peers.
this thursday, students in digital media production will demo their first projects. the projects are being built with and presented via facebook. this semester, all of my students are on facebook. this means that all of my students know how to design profiles, create content, upload and share photographs, comment, tag, blog, and micro-blog for a public/semi-public audience. and this means that here in 2009 i'll spend zero minutes of class time teaching students how to use the tools necessary for project one.
in place of traditional papers turned over privately to the professor, students in material aspects of american life designed "homepages," or personal web sites, and shared their research them publicly onto the internet. it was an incredibly powerful learning experience - for me, for the students, and for the professor. it was also, in retrospect, an incredibly time-consuming experience.
in addition to teaching about material culture, we had to teach the students (and often ourselves) five new things. we taught them html, which took us about an hour or so. we taught them pico text editor and basic file management, which took us about an hour or two. and we taught them ftp, which took us about an hour, plenty of headaches, and an occasional extra office hour.
in addition to, and perhaps even more than, these more technical skills, we taught them more behavioral skills. we taught them how to write for the web - to think before you publish, to consider what was appropriate within an academic setting, to understand what they were creating could and most likely would remain online beyond the duration of the class, and to take responsibility for the work you make public. and, finally, we taught them how to read for the web - to read other students' work, to take some time to think about how their peers could improve their work, and to relay those comments back to their peers.
this thursday, students in digital media production will demo their first projects. the projects are being built with and presented via facebook. this semester, all of my students are on facebook. this means that all of my students know how to design profiles, create content, upload and share photographs, comment, tag, blog, and micro-blog for a public/semi-public audience. and this means that here in 2009 i'll spend zero minutes of class time teaching students how to use the tools necessary for project one.
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