In this graduate seminar, we will consider the significance of cyberspace cultures as novel postmodern spheres where people create/participate in forms of exchange and meaning-making that are significantly different from their modern precursors.

The advent of digital technologies and internet communication tools and networks has resulted in the creation of "virtual" spaces, identities, and communities that are significant sites of social interaction, political action, cultural production and transformation.

Through our discussion of contemporary scholarship in this exciting area, and our participation in a range of cyberspace communities and locations, we will consider the ways in which we might envisage these sites as curricula for a postmodern citizenry.

• Readings
• Calendar
• Assignments
• Re/Sources

• Bulletin Board/Chat

• AdBusters
• Placing 
• Electric Minds
• SissyFight
• Furniture Porn
• http://unolympics.com/
•  http://www.globalarcade.org/home.html 
• http://www.dyxploitation.nu/ 
• http://www.wirednews.com
• http://www.wordcentral.com/ dictionary 
• PBS: Culture Shock
• Dame Darcy's PaperDoll Fun
• Word
• Web Yourself

• Surfing: Kevin Hughes, "What is the Internet?";  Hypertext and the Web;  HTML and URLs
• Recommended: A Beginner's Guide to HTM

TechnoCulture/Pedagogy/Schooling

facilitator: Hart

"The cyborg is a kind of disassembled and reassembled being, a postmodern collective and personal self. This is the self that feminists must now learn to code." Haraway

"Effectively, in this increasing technologizing of pedagogy in tertiary education, we may become cyborgs.... Because the cyborg is a limit case of the "leaky boundaries" of the anatomical body it offers ways of giving new meanings to the application and use of technologies in education." McWilliam and Palmer

Reading: Computers Make Kids Smarter, Right? By Heather Kirkpatrick and Larry Cuban

On the basis of the critical reviews, we are unable to ascertain whether computers in classrooms have in fact been or will be the boon they have promised to be.

Reading: David Noble: Digital Diploma Mills

Reading: Object Lessons: Critical Visions of Educational Technology Suzanne de Castell, Mary Bryson, Jennifer Jenson

It could be argued at this point that we lack an educational theory of technology (which is not the same thing as a theory of educational technology, of which we have of course a number.) The difference between these is that theories of educational technology take for granted, whether as good or as harmful, the integration of education and technology; an educational theory of technology, by contrast, would investigate technology from the standpoint of educational values and purposes, and with reference to what can be discerned from a study of the technology as a socially-situated artifact.

Surf: CONDITIONS FOR SUCCESS Report of the Teaching, Learning and Education Technology Advisory Committee to the British Columbia Ministry of Education June, 1999

Surf:

Surf: Web-Based Education Commission: The Power of the Internet for Learning: Moving from Promise to Practice

Surf: International Society for Technology in Education 

Surf: Tapped In

Surf: TLC: COMPUTER TECHNOLOGY AND INSTRUCTIONAL REFORM

Digital Studio Reserved for CSCI 572, Work on your tech skills/project proposal.

CyberSpace: Quest-ce-que c'est?

facilitator: Louis

Reading: Holeton: Composing CyberSpace (pp. 1-289)

Reading: Americans in the Information Age Falling Through the Net

Reading: WOMEN REMAPPING TECHNOSPACE Virginia Barratt and Zoe Sofoulis

Recommended: Cyborgs R Us, TechnCulture, CyberCulture Links; more CyberSpace links and even more Cyber stuff, Resource Centre for CyberCulture Studies, cybersociology online journal

Tech Workshops: TBA

Going Digital: The Voice/s of the Code?

facilitator: Brandi

Reading: Janet Murray: Hamlet on the Holodeck

Reading: Sherry Turkle: Who Am We?

Reading: Donna Haraway, A Cyborg Manifesto: Science, Technology, and Socialist-Feminism in the Late Twentieth Century

Surf: Prof. Murray's Resource Site for "Hamlet on the Holodeck"

Recommended: ekstasis@cyberia1 Ê Carmen Luke

Tech Workshops: TBA

Due: Project Proposal (What are you going to do, how, and why is it worth doing? 3 pages)

Communities in CyberSpace #1

facilitator: Shahbaz

Reading: Marc Smith an Peter Kollock: Communities in Cyberspace (chapters: 1,2,7,8,9,10)

Reading: Guillermo G—mez-Pe­a, The Virtual Barrio @ The Other Frontier (or the Chicano interneta)

Recommended: CyberFeminism Portal

Recommended: Lisa Nakamura: Race In/For Cyberspace: Identity Tourism and Racial Passing on the Internet

Recommended: Kal’ Tal: The Unbearable Whiteness of Being1: African American Critical Theory and Cyberculture

Recommended: Howard Rheingold: The Virtual Community

Tech Workshops: TBA

Communities in CyberSpace #2

facilitator: Wallace

Reading: Marc Smith an Peter Kollock: Communities in Cyberspace (chapters: 3,4,5,6,11,12)

Tech Workshops: TBA

CyberSpace/s & Pedagogies #1

facilitator: Jackie

Reading: Cynthia Haynes and Jan Holmevik: High Wired (pp. 1-252) and Volume Resources Site

Reading: Landow's HyperText Site

Facilitator's Recommended Reading: Amy Bruckman's Dissertation Site

Tech Workshops: TBA

March 7

CyberSpace/s & Pedagogies#2

facilitator: Mike

Reading: Cynthia Haynes and Jan Holmevik: High Wired (pp. 252-338)

Reading: Holeton: Composing CyberSpace (pp. 289-433)

Tech Workshops: TBA

CyberFiction: Punks, replicants and monsters

facilitator: Sharon

Reading: Persimmon Blackbridge: Prozac Highway

Reading: William Gibson: Neuromancer

Recommended: Study Guide for William Gibson: Neuromancer

Istvan Csicsery-Ronay, "Cyberpunk and Neuromanticism"

CyberPunk Database

Online Gaming, Commerce, Branding, and Culture Jamming

Online Gaming as an Educational Medium

Reading: Surf the AdBusters Site

Recommended: Kalle Lasn: Culture Jam

Participation/Facilitation

20%

Major Project: Digital Assemblage

The final project can be EITHER a collaborative or solo endeavor which (a) deals with material relevant to this course and (b) involves the production of a digital video, web site, other multi-media artifact, OR other non-essayist, non-text-based, digital, and in-depth treatment of a relevant issue/question/topic as arranged with the instructor.

Due Feb 1: Project Proposal (What are you going to do, how, and why is it worth doing? 3 pages);

Due March 29: Presentation version of your project....about 20 minutes worth;

Due April 10: Final version of project.

All websites should be submitted as an online URL, and other project media should be submitted either on one diskette (and not more than one), or on a CD-ROM, or a VHS tape.

Throughout this course, students will be asked to contribute to a WWW discussion board on which to post reflections, read entries by other students, discuss contradictions, insights and so on. The bulletin board can also be used to communicate with the class about any appropriate topic; e.g., an interesting WWW site, an upcoming lecture, scholarship information, etc. Each week, students will be asked to make a minimum of two contributions: (1)You will make one contribution to the WWW Journal every week. (2) Your second message will be in response to a message posted by a fellow student. When you come to class, you should have completed at least two entries. 

Click here if you are having trouble accessing the discussion board.

In-Class Discussion Facilitation and Participation

• Regular attendance and effortful participation by students is necessary to effectively meet course objectives.To achieve the goals of this course, it will also be necessary to spend time outside of class working with these new tools.
• All students are expected to come to class having completed the readings and having prepared to discuss them.
• Each week, one student will be responsible for leading a discussion on that week's topic.
• S/he will generate a brief summary of the main ideas, and a critical/reflexive analysis of the major themes in that week's readings, noting points of agreement, disagreement, and the like.
• The facilitator will add one new reading/WWWSite to the week's allocated texts, which can be available online, or distributed the week prior.
• The facilitator will discuss the significance of the conceptual framework used by the authors of the week's articles/chapters, and generate a critical analysis of both theoretical and methodological strengths and shortcomings.
• Prepare about 20 minutes of material.
• The facilitator will animate an open discussion.
• If you cannot attend class on the day for your facilitation, please remember that it is your responsibility to switch with a colleague and to inform the instructor.

Each student will present at least one workshop using digital tools. The purpose of the workshops is to help teach and learn new media skills and educational uses of digital media. You will instruct 2-4 people during your workshop. Areas that you may teach (not an exclusive list) include: using digital video (imovie, illustrator); working with text and graphics (cd-roms, fireworks, illustrator); manipulating images (fireworks, photoshop); creating and using sound (mp3); developing digital learning, MOO/MUD stuff, search engines beyond hotbot.com, Chat worlds, gaming, etc.

Students are strongly encouraged to work with their peers daily to solve in-class and out-of-class technological "troubleshooting". 

Adbusters (The Media Foundation)

Bad Subjects: Political Education for Everyday Life

Black Cultural Studies

Communication, Cultural and Media Studies Infobase

Cultural Studies Central

Cultural Studies and Critical Theory

Cultural and Media Studies

Backgrounds

CarmanGraphics (Java Site)

ColorCenter

Computers For Lunch

IMovie stuff

CoolNet

MAC FixIt: Troubleshooting Tips

Mary Bryson's Netscape Composer tutorial

Photoshop Tricks

PowerPoint Tutorial #1

PowerPoint Tutorial #2 (good tutorial, strange representation of gender)

PowerPoint Tutorial #3 

Visual Basic

Visual Performance

Webby Awards

XDrive 100 mgs of free internet file storage 

ZyGraphics: Free customized buttons, bullets, headers and more...
 
 

DreamWeaver Tutorials

• http://www.macromedia.com/support/dreamweaver/
• http://www.law.berkeley.edu/computing/howto/dreamweaver/
• http://hotwired.lycos.com/webmonkey/98/27/index1a.html
• http://idm.internet.com/articles/200002/dream_index.html

Constructivism at Work: Media & Communication Studies

Edulinks: Media Studies

Electronic Frontier Foundation

KISS of the Panopticon

Media Education

Media in Transition

Media Studies.com

Media Studies (K-12)

New Media Studies

University of Iowa Communication Studies: Hypertext, Cybernetics, Cyborgs and Virtual Realities

http://www.looksmart.com/eus1/eus53832/eus53836/eus56525/eus965303/r?l&

http://www.bsz.org/linteractivegames.htm

http://www.avalon.co.uk/intro/minman1a.html (Avalon game site) 

Reel West 

ScreenSite (Film-TV Studies) 

Uiowa Communication Studies

Uiowa Visual Communication

Voice of the Shuttle

Constructivism

SocioCultural Theory

Postmodernism

* MetaCrawler - Powerful and Fast 

* HotBot - All-purpose 

* Altavista - Great Images Search Tool 

* Google - Academically-oriented 

Serials in Cyberspace: Collections, Resources, and Services

Identity/difference/s

Black Women's Web Ring

NATIVE MEDIA - FILM AND VIDEO ORGANIZATIONS, JOURNALS AND NEWSPAPERS, RADIO AND TELEVISION

CyberSpace

dmoz cyberspace directory

cybersociology online journal

more Education Portal Sites

Global SchoolHouse Portal

Gem Gateway: A collaborative project including the US Department of Education and ERIC