what should an introductory course cover in such a fast-changing field?
Hi all, I asked a while back about acceptable resources for one of my classes. I've heard offline from a few people who are currently designing courses similar to mine, and who asked what I covered. We thought that might be an interesting question to ask on this list. Background on my course: I teach in a Media Arts department and the class is called Digital Media Literacy. I designed it years ago, and I could not find a single model for it, so it would be especially interesting for me to hear now what people do or would do in this type of course. The course is designed to introduce our freshmen to both the concepts and some of the tools we use to create digital media (so it's a 100-level course). Some of the class is spent on tools, currently Audacity for sound, Photoshop for images, Quicktime for video, and Keynote for presentations. I introduce them to at least three browsers, so they stop thinking IE *is* the web. There are a handful of other utilities that we use: file transfer programs, SnapZPro, etc. We do a quick history of the internet and of the web (including the internet gift economy, though it barely exists anymore). We cover file compression, types of compression, and when and why they need to compress files. The more I read about search engines, the more I want them to understand about these tools that they use to gather the information they use to live their lives, let alone write their papers. So, we cover search engines in general, and Google in particular. Then we use the library databases. I'm still following the controversy about whether and how PowerPoint affects the way we think, so we read and talk about that. We look at copyright issues and Creative Commons licensing. We look at net neutrality. I'm probably forgetting something; I don't have my syllabus in front of me right now. I've been staying away from things that seem trendy to me, and that I have not been able to see academic value to, like Twitter and Second Life. I included each once, but didn't get enough out of it and you can't include everything . . . Their final project is a multimedia presentation on a topic of their choice, as long as it's related to digital media or media arts. They critique each other's presentations as they build them, so this is a sneaky way of working in more material while also giving them more practice with the tools we've covered all semester. So the question from me, and some others on the list, is -- if you were designing this type of course, what would you put in? Best, Tery Griffin
I think it's important that every student knows how to build a very basic webpage, and isn't scared of source pages for information. Getting the concept that information is hosted, and when it's called can generally be tracked back, is important. When I mean basic, I mean: <html> <head></head> <body> <p>Hello</p> </body> </html> On Oct 28, 2010, at 10:37 AM, Tery G wrote:
Hi all,
I asked a while back about acceptable resources for one of my classes. I've heard offline from a few people who are currently designing courses similar to mine, and who asked what I covered. We thought that might be an interesting question to ask on this list.
Background on my course: I teach in a Media Arts department and the class is called Digital Media Literacy. I designed it years ago, and I could not find a single model for it, so it would be especially interesting for me to hear now what people do or would do in this type of course.
The course is designed to introduce our freshmen to both the concepts and some of the tools we use to create digital media (so it's a 100-level course). Some of the class is spent on tools, currently Audacity for sound, Photoshop for images, Quicktime for video, and Keynote for presentations. I introduce them to at least three browsers, so they stop thinking IE *is* the web. There are a handful of other utilities that we use: file transfer programs, SnapZPro, etc. We do a quick history of the internet and of the web (including the internet gift economy, though it barely exists anymore). We cover file compression, types of compression, and when and why they need to compress files.
The more I read about search engines, the more I want them to understand about these tools that they use to gather the information they use to live their lives, let alone write their papers. So, we cover search engines in general, and Google in particular. Then we use the library databases. I'm still following the controversy about whether and how PowerPoint affects the way we think, so we read and talk about that. We look at copyright issues and Creative Commons licensing. We look at net neutrality. I'm probably forgetting something; I don't have my syllabus in front of me right now.
I've been staying away from things that seem trendy to me, and that I have not been able to see academic value to, like Twitter and Second Life. I included each once, but didn't get enough out of it and you can't include everything . . .
Their final project is a multimedia presentation on a topic of their choice, as long as it's related to digital media or media arts. They critique each other's presentations as they build them, so this is a sneaky way of working in more material while also giving them more practice with the tools we've covered all semester.
So the question from me, and some others on the list, is -- if you were designing this type of course, what would you put in?
Best, Tery Griffin _______________________________________________ The Air-L@listserv.aoir.org mailing list is provided by the Association of Internet Researchers http://aoir.org Subscribe, change options or unsubscribe at: http://listserv.aoir.org/listinfo.cgi/air-l-aoir.org
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Quoting Tery G <teryg93@gmail.com>:
The course is designed to introduce our freshmen to both the concepts and some of the tools we use to create digital media (so it's a 100-level course).
Here's an interesting model of, perhaps not a course, but a way of learning ... "Take Me Out" by Atomic Tom LIVE on NYC subway? http://www.youtube.com/watch?v=NAllFWSl998 The "back story" is that these musicians had their instruments stolen, and so they were inclined to innovate ...
participants (3)
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live -
Stephen J Cavrak Jr -
Tery G