Announcements

Announcements

Pre-Course - 1 week before start

Hi Everyone,

A warm welcome to you! We will be meeting in person for the first time, on Thursday, September 6 from 1:10 pm - 2:30 pm in the SCI building, Room 201.

My name is Professor Randy Fisher, and I’ll be your instructor this term. (Feel free to learn about me on my LinkedIn Profile.) https://www.linkedin.com/in/randyfisher/ (My Email Address is: XXXXX. scarletmail.rutgers.edu)

I am looking forward to this class, as we explore identity in a digital context, and use Instagram and Storify to share knowledge, develop understanding of ourselves and others, and work on 21st century, digitally-relevant projects.Of course, laptops, tablets and phones are welcome in the class.

There are NO TEXTBOOKS TO BUY in this class. Instead, you will be reading an e-version of the Networked Self by Dr. Mary Chayko. This is provided on CANVAS.

This course is a hybrid course and follows the following format:

Week 1 - Thursday, Sept. 6 - is an in-person class

• • All other weeks BEGIN with online, digital classwork and the week’s readings, and END with the in-class session. The in-class session ENDS every “week,” (i.e., on Thursdays) and then, the next week begins.

If you have the time, please review the course syllabus and explore Canvas. It will give you and understanding of the topics, learning and work required during the term.

Please Note - for Thanksgiving Week -

• Our Thursday, November 23 class will be moved to EARLIER in the week - Tuesday, November 21, same time, same room.
• Tuesday, November 21 will also be the date for the Test covering Units 8-11.

Make sure you adjust your settings in Canvas to receive regular emails / text updates for the course. (: (Tip: Look for a link like this: https://rutgers.instructure.com/profile/communication))

Finally, I want to draw your attention to the importance of developing your Digital Project (using the Storify platform). No need to stress about this - only just to be aware that your work during the class contributes to the development of your portfolio.

Your work in this class will contribute to your portfolio, which is of considerable value and interest to employers. Please keep track of your links and posts - and we will discuss this in class, answer your questions and direct you to examples of digital portfolios.

Have a great end to the summer - and look forward to seeing everyone next week!

- Randy

PS: Please add your photo / headshot to the Canvas platform - it will help me get to know you more quickly.

Setting Up Notifications in Canvas (YouTube Video)

Hi Everyone,

I created a short YouTube Video showing you HOW and WHERE to set up Notifications in Canvas. It really helps you stay on top of the info, announcements and updates in this course.

Apologies for the low voice starting out - it gets better! <smile>

https://youtu.be/OzC91Fztlww (Links to an external site.)Links to an external site.

Week of Class

Course Text: A Networked Self (on Canvas)

Hi Everyone,

Just a few short days until we meet! Enjoy today's rays!

The book for the course, "A Networked Self" (2.1 MB, PDF)Preview the documentView in a new window, is available in the Files. The location is: Files --> Course Files --> Readings --> A Networked Self Identity.

(On my computer, I see the locations for the readings as: https://rutgers.instructure.com/courses/4116/files/folder/Readings)

In the course, you can read the book online or download it to your device for easy reference.

Have a great day!

- Prof. Randy

Digital Projects (Portfolio) / Capstone Course

Hi Everyone,

Having a digital portfolio is pretty essential these days - employers and others want to know what you've done and by extension, "what you can do for them" (i.e., WIFM - what's in it for me?).

Check out the examples of these Digital Portfolios / Capstone websites - and make sure that you collect and organize the links to your projects and artifacts.

....read on....

Digital Projects / Capstone Course Students - please retain the link(s) to any digital projects you do in my course for inclusion on future professional websites / capstone courses. This can serve as part of your portfolio for this course (and other digital projects) that will be extremely impressive to employers and can showcase what you've done. Examples of Strong Capstone Websites (DCIM)

Here are some examples of strong DCIM Capstone websites (the students have agreed that theu may be shared). They will give you a sense of what lies ahead, and as part of your discussion as to what DCIM is all about:

https://trvilla.wordpress.com/Links to an external site. https://noelchao.wordpress.com/Links to an external site. https://ramyachiti.wordpress.com/Links to an external site. https://cdelro105.wixsite.com/carldelrosarioLinks to an external site. https://awernick510.wixsite.com/mysiteLinks to an external site. https://ferrettimorgan.wixsite.com/morgandanaferrettiLinks to an external site. - Prof. Randy

Welcome to New Students, Class Members

A warm welcome - we are delighted that you are joining us!

If you are new to this course, then do the following to get caught up:

• Log into Canvas & Select our Course - Self & Society in Virtual Contexts
• Read all of the Announcements
• Read the Syllabus - "It's In the Syllabus" - It is a VERY comprehensive document!
• Take note of the Grading, Assignments and Due Dates
• Sign into the Email Address & Phone Number Google Doc to provide your email address (Rutgers and Personal), and Preferred Way to Reach You (Phone Number).
• After this is done, complete a "Mini-Bio" (a Google Doc). Make a Copy of It with Your First Name and Last Name, and when it is completed, then Share it with me (Prof. Fisher) at: sf623@scarletmail.rutgers.edu I will review it so that I can get to know you better, and more quickly.
• When you are in-class, introduce yourself to the class, and individually, by sharing your name, field of study / major and what you did during the summer. (Your peers will welcome the opportunity to connect with you!)

• Electronic Devices ARE NOT PERMITTED IN CLASS.

Our Class: A Warm, Welcoming Space

• When you see someone new, welcome them!
• They'll appreciate it!

Electronic Devices NOT ALLOWED IN CLASS; Notetaking by Pen & Paper

• Electronic Devices & COMPUTERS ARE NOT PERMITTED IN CLASS
• Notes are taken by pen and paper.
• You can take a picture of your notes by camera.
• We do not use phones or tablets in class
• No texting / surfing / emailing / posting unless directed by instructor to do so.

Instagram Postings and Discussions - Weekly Schedule (pp. 6-7 of Syllabus

The class will connect on Instagram using the class hashtag _____#DCIMPACT17_____. The purpose of this assignment is to get you thinking about how and what we communicate about ourselves on social media. We will also think about the affordances of Instagram as a platform – what can we and what can we not do in this medium.

You will be required to post at least four times a week; one initial post and three responses to your classmates. Please start a new Instagram account for the class even if you already have one. You can keep your profile private, but in that case you have to make sure that your and I classmates can follow you and view your posts.

You are not required to follow me, but you have to inform me of your Instagram account name so that I can make sure that you complete the assignments (you will do this on the Canvas course site). If I “like” your post it means that I have seen and approved of it. Your postings will be counted as "complete or incomplete" each week, and students' postings will be graded cumulatively at the mid-semester point and the end of the semester. Will be graded with Instagram Posting Discussion Rubric (see Appendix and on Canvas course site). See “Policies for Instagram Discussions” and “Social Media Policies” in the policies section of this syllabus.

Here are the tentative prompts; they are subject to change.

Week 3 Online: INTRODUCTIONS

Place a photo on the hashtag introducing yourself to the group. Include some brief information.

Week 4 Online: TASTE PERFORMANCES AND AUTHENTICITY

Find an example of a clear taste performance. It can be from one of your own or someone else’s (a celebrity/politician/other public persona) social media account. Make sure that your examples display taste, for example by listing or showing off favorite music, books, films, etc.

Week 5 Online DATING, RELATIONSHIPS AND LOVE

Think about what face-to-face interactions provide to a relationship that online interactions do not, and vice versa, and express this in an Instagram post. Perhaps a picture of an interaction that you feel it would be impossible to have online and explore why - what is it that will be lost in a "virtualization" of that interaction? Or look at the opposite - what is an online interaction that could not take place face-to-face?

WEEK 6 Online: GROUPS AND COMMUNITIES

Find an example of an online community or a networked public (perhaps one that you consider yourself to be a part of) and describe. What makes this a community or networked public? Decide how best to express this visually in your photo as well.

Week 7 Online: TEST PREP

Ask at least one question to the class relating to some aspect of the class (note: do not ask a yes/no question). As you answer one another, discuss your responses and deepen your understanding of the issues. Scroll the hashtag so there is no duplication of issues. Accompany your question with any relevant photo.

WEEK 8 Online: COUNTERPUBLICS

Try to find a counterpublic and give an example of how it communicates and organizes online. This can be a counterpublic you consider yourself to be a part of. Include some kind of photo.

WEEK 9 Online: THE HISTORY OF VIRTUAL WORLDS

Are you part of a game or social virtual world like Sanchez and Taylor describe? How do your experiences of being part of those communities correspond to what they talk about in the readings? Create a post that speaks to the relations you have made with people there and/or to the avatar you have chosen to represent yourself in the virtual world. If you are NOT part of a virtual world, post and discuss a photo example that addresses some of these questions.

WEEK 10 Online: POSSIBILITIES AND RISKS IN ONLINE ENVIRONMENTS

Discuss an example of online harassment you have seen. Include a photo that you think depicts the emotional aspect of this issue. NOTE: These need not be photos of people – be creative.

WEEK 11 Online: MORAL PANICS ABOUT THE DIGITAL LIVES OF TEENS

• Discuss and pair with a photo an example of when a teenager’s social media use has become a problem (for example leading to bullying, exposure to risk due to oversharing, or access to inappropriate behavior); OR
• Discuss and pair with a photo an example of Internet addiction. NOTE: These need not be photos of people – be creative.

WEEK 12 Online: TEST PREP

Ask at least one question to the class relating to some aspect of the class (note: do not ask a yes/no question). As you answer one another, discuss your responses and deepen your understanding of the issues. Scroll the hashtag so there is no duplication of issues. Accompany your question with any relevant photo.

Instagram Postings / Due Dates

Instagram Postings / Due Dates

• Sign up for an Instagram account.
• Post one (1) “introductory” post and photo to the class hashtag and three (3) substantive replies to your classmates.
• DUE: Next Monday (1st post); and Next Wednesday (3 replies). All posts must occur by 11 pm.

Instagram Postings / Due Dates

• Comment on the readings
• Post one (1) substantive post (and photo if available) to the class hashtag and three (3) substantive replies to your classmates.
• DUE: Next Monday (1st post); and Next Wednesday (3 replies). All posts must occur by 11 pm.

Instagram Postings DUE on Mondays

Hi - are you aware that the 1st Instagram posting is DUE Monday nights? (You lose points if it is posted later - and I don't want you to experience this, if you can avoid it.) - Prof. Fisher

The first posting is due on Monday - and the link to it MUST be posted on Canvas. I mentioned this several times in class, and it is also articulated in the course policies for Instagram postings and in the Syllabus - https://rutgers.instructure.com/courses/4116/pages/policies-for-instagram-discussions?module_item_id=303622

Instagram Posting URL Must be Submitted to Assignments (i.e., Week 4 Assignment)

Hi Everyone,

Great postings on Instagram - however, I also need you to Submit the URL via the Assignment function in Canvas. (Some of your classmates have done this, but the majority have not.)

I've had to manually write down whose posted where / what (pix attached) - and with 40 people in the class, it's extra, unnecessary work for me.

Can you do the needful? I did mention this in class last week.

Thanks for your cooperation.

- Prof. Fisher IMG_5095.JPG

Instagram Posting Rubric

Instagram posting rubric

Reminder: Discussing Instagram Postings

Hi Everyone,

As a reminder, we'll be discussing our Instagram postings in class - I'll be using your Instagram ID to identify the poster, and postings - so be ready to jump in and share comments, insights and learning with your peers. See you on Thursday!

Link to Storify Drones Project

https://storify.com/jennybeacham/cloudy-with-a-chance-of-drones

Storify Project Focus (broad or deep)

Hi Everyone,

Yesterday, several people came up to me after class to ask about specifics regarding the Storify project (i.e., whether to go broad or deep). Both have merits, but delving deeply into one topic area - using our class hashtags as examples - will result in a more focused learning experience.

If you have questions about the focus of your projects, please email me / or raise them in class next week. I will devote a portion of our time together to answer your questions so that everyone can learn.

- Prof. Fisher

Storify Story Requirements

Hi Everyone,

I am reposting the instructions from the Syllabus here -

You will use our course hashtag and posts as examples to illustrate some of your ideas.

The Storify story should include approximately 800 words of your own text in the text boxes, which will be “wrapped around” the sources.

Include at least eight (8) Instagram posts from our course hashtag, “dragged into” your Storify (be sure to link your Instagram account to your Storify account), using the Storify webtool on the right hand side of the workspace in “edit” mode. Integrate these posts into the story you are telling in your own words in the text boxes.

Also include six (6) other relevant, reputable sources (but they need not be “scholarly” sources -- videos, tweets, blog posts, web stories, etc. are all acceptable), found using the Storify webtool on the right hand side of the edit space, and integrated into your story, “dragging them into” your Storify using the Storify webtool on the right hand side of the workspace in “edit” mode. Again, integrate these sources into the story you are telling in your own words in the text boxes.

Tip: Use Instagram Posts & Reputable Sources that demonstrate different aspects / perspectives of your story. Also use them to focus attention on the community of interest around the post / source (i.e., networked publics). This will deepen your learning and understanding of the different perspectives around your topic - and also be of interest to your peers / larger audience which may / may not share your perspective.

Storify Story Frustration & WorkAround

Hi Amanda,

Sorry to hear that you are having this problem - it is SOO frustrating!

Yes, others have had it too.

At this point, the best I can say is this:

1. Do the best you can with Storify and its limitations - and submit the appropriate link on Canvas

AND

2a. Make a Google Doc - and copy all of the info, posts and images and links into the Google Doc. Name it Properly - Your First Name, Last Name + Assignment and Save it to the Following Folder in Google Docs - https://drive.google.com/drive/folders/1qbZM6nA8jvoa08qjMsbT35_1Awv2kKBT?usp=sharing (BE SURE TO GIVE ME FULL PERMISSIONS TO EDIT, VIEW AND ORGANIZE)

2b. At the top of the document - put your Full Name & Contact information - phone number (best to reach you) and email address

2c. Make sure to also put the link in, to the Storify Story that you have. (I know you will have submitted this in Canvas - but this way, all of the information is in one place, for me to view / evaluate).

3. Peer Review - Do your best to review other people's stories on CANVAS.

Online Game Yields Heartwarming Intergenerational Friendship

As you are working madly to end the term - and gearing up for the holidays, I wanted to share a heartwarming article about a unique friendship that formed via an online game. In our course, we have covered really serious stuff, and this story, while not exactly fluff, has a serious part and a heartwarming quality to it too. Friends come in all shapes and sizes, races and religions, young and old, and near and far. Enjoy the read - https://www.thestar.com/news/world/2017/12/06/a-22-year-old-rapper-an-81-year-old-woman-and-an-unlikely-long-distance-friendship.html

Hashtag / Community Closure

Individual Instagram Posts not Just Class Hashtag (redux)

Hi - I have reviewed a number of assignments and I am noticing that people are just linking to the class hashtag.

You MUST link directly to the specific Instagram post within the class hashtag. The requirement is 8 individual posts, and then 6 other posts (tweets, popular sources, etc.)

Please take the opportunity to fix this in your assignments.

Thanks,

Hello Professor,

Q. Is the 8 individual Instagram posts supposed to be the post within the class hashtag? Can it be any other Instagram posts outside of the class hashtag? I remember you mentioned that the posts can be anything related to our own topic and it does not have to within class hashtag.

A. I have said, many times in class - the Instagram posts from the class hashtag is a starting point. You may use other hashtags (and individual posts).

Our class hashtag models the development of a community - much like you would find in any other community. People are tentative at first, and over time, they become more comfortable, revealing more about themselves, their tastes, their likes and dislikes. And, as they explore various issues (as part of the class requirement to post on different topics), you begin to see a profile emerge and a consensus (or lack of a consensus) in the class - both virtually and physically. Analyzing both the content as well as individual posts and the interactions within the #dcimpact17 hashtag is revealing and awesome in many ways - as we see the development of 'community' - over a limited time for a specific purpose (our class). The images and reflections will live on, as they are a fairly permanent record (unless of course, Instagram's terms of service change, or the service is sold or shut down), but it remains to be seen, and is probably unlikely that people in the class will post in the #dcimpact17 hashtag after class is over.

This brings me to a thought I hadn't considered before - but in most groups, as they wind down, there is a type of closure activity. We didn't really have that in our class. The end of the term, and the submittal of final papers seem to constitute the boundary here. But it is instructive, in that for other communities - how do they 'close', and what is the effect on the thoughts, feelings, identities and actors in the community?