Home - Marriott Library - The University of Utah rhe312 [licensed for non-commercial use only] / Syllabus - CometBird RHE 312: Writing in Digital Environments Spring 2010 Instructor: Matt King Email: mattking@mail.utexas.edu Office Hours: WF 11-12:30 and by appointment, PAR 3 Unique Number: 45045 Class Time: TTh 11:00-12:30 Location: FAC 9 Class Websites (main course wiki) (Learning Record wiki) Required Texts - James Paul Gee, What Video Games Have to Teach Us About Learning and Literacy, Revised and Updated Edition. 2007. - Andrea Lunsford, Easy Writer: A Pocket Reference, 3rd Edition with MLA 2009 Update. Other course readings will be made available through the course wiki. Course Description While digital technologies make available a range of tools that shape our physical interactions with the world in new ways, they also offer us new metaphors, new ways of talking about these interactions, and new ways of organizing ideas. - Continue to develop rhetoric skills related to summary, analysis, and argumentation; Major Assignments / Due Dates Grading Policy
University Libraries - University of Washington Paper 3 | Matt King - CometBird This assignment will include three components: an editorial style argument about your community, the code for an Inform7 procedural argument, and a reflection/comparison section. Your purpose in the first part (2-2.5 pages) is to advocate for a position that you take toward your community. Your argument can take a number of forms, but it should take into account the knowledge and understanding you have gained from studying this community all semester long. The third section of your paper (2-4 pages) will allow you to reflect on your procedural argument and compare the similarities and differences between the two approaches to argumentation. You are welcome to draw on your research and incorporate outside texts in any way that helps you advance your argument. Specifics Part One You should conceive of this section of the paper as an editorial for The Daily Texan. Part Two Your work in Inform7 will result in code that can be played as an interactive text. Part Three Grading “C” paper: “B” paper:
University Library | University of Saskatchewan Library procedural rhetoric | Digital Writing and Research Lab - CometBird Brief Overview of Assignment: In this assignment, my students used a game-authoring platform called ARIS (Augmented Reality and Interactive Storytelling) to create augmented reality games based on scenes or passages from novels studied in our course. Before continuing, I should explain what ARIS is and what I mean by “augmented reality game”: ARIS is an open-source program created by a research group at the University of Wisconsin, Madison. The augmented reality games ARIS allows you to create are location-based, interactive experiences played in real-world spaces using a free iPhone app (unfortunately, ARIS isn’t currently supported by other smart phones). Working in groups of four, I instructed my students to select a scene and “translate” or “remediate” it into an augmented reality game. 1) The real world location selected for their game. 2) The types of media chosen for each part of their game. 3) The game challenge – i.e., what players have to do in the game.
River Campus Libraries Introducing iMovie | DWRL Lesson Plans - CometBird I used this activity late in the semester, just before my students began editing the material they had filmed for their own documentaries. Although some of my students were advanced film majors, many were completely unfamiliar with editing programs, and I felt that a brief introduction would be productive. However, because this activity is designed with an eye toward that larger project, the more detailed instructions (see below) include ideas for using the program for their final projects in addition to using the program in class. I chose iMovie because it is mostly intuitive and user-friendly, and I narrowed down the activity to the tasks that I thought would be most useful and most impactful in editing a film. I handed out the following instructions, and I let the students use the entire 75-minute class to work their way through them: Your iMovie film should include: (1) At least one film clip (a screencast, a film downloaded from the Internet, or footage from your computer’s webcam).
Home Page | Library | University of Waterloo Analyzing Ethos Using Twitter and Storify | DWRL Lesson Plans - CometBird In this assignment, you'll be analyzing the ethos of a stand up comedian based on his or her Twitter feed. You'll compose your analysis using Storify and pull evidence for your assessment directly into the Storify piece. Essentially, this assignment asks that you make an argument about what kind of comedian this person is, basing your argument on their presentation of ethos. The following are the kinds of questions you'll want to consider, though you will need to find ways to synthesize your answers into a coherent narrative. What kind of message does his or her profile picture send? Directions for turning in a Storify piece: 1. 2. 3. Explicit instructions on how to post your link: 1. make sure your project is "published" before you try to share the link 2. make a page in your wiki folder titled: "lastname-date-RS3" 3. on your published Storify project, there are options to "share," "email," and "embed" - click on the "embed" link and copy the code