{"id":2879,"date":"2023-01-24T13:54:37","date_gmt":"2023-01-24T13:54:37","guid":{"rendered":"https:\/\/courses.mcclurken.org\/427\/?page_id=2879"},"modified":"2023-02-08T22:04:47","modified_gmt":"2023-02-08T22:04:47","slug":"2023-assignments","status":"publish","type":"page","link":"https:\/\/courses.mcclurken.org\/427\/2023-assignments\/","title":{"rendered":"2023 Assignments"},"content":{"rendered":"
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Grade percentages have been updated to reflect actual percentages to be used.\u00a0 There was general agreement on these, though not universal.<\/p>\n

 <\/p>\n

\u00a0Part I \u2013 Print (and its predecessors) — Week 5, February 7 & 9<\/b><\/p>\n

Cave painting — In form of pictionary, each group could present to class (like we play pictionary with the cave paintings); Either convey message to entire class or small group using symbols; Choice of message you want to convey, but set criteria for class to follow on how complex\/simple cave painting should be; Small group assignment; Probably wouldn’t be added to timeline; One week, one class to create\/discuss cave painting with group and one class to present\u00a0<\/b><\/p>\n

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  • What: <\/b>In form of pictionary, each group could present to class and\/or small group. Class comes up with 5 simple phrases (1 per group), then they get randomly assigned to each group. On Tuesday, groups will meet to go over their assigned message and discuss next actions\/assign tasks. In class on Thursday, groups present to class in the form of pictionary, where groups project images on board and the rest of the class guesses the phrase.<\/span><\/li>\n<\/ul>\n
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    • Time: <\/b>\u00a0One week. One class period to meet with group and one class period to present<\/span><\/li>\n<\/ul>\n
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      • Before Class: <\/b>Before the presentation, drawings should be complete. We should also communicate with each other to see who\u2019s going to do what.<\/span><\/li>\n<\/ul>\n
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        • In Class: <\/b>we pick 5 to 6 phrases and each group gets randomly chosen one. On Tuesday, Feb. 7, the groups would meet to discuss the message and everyone\u2019s roles. On Thursday, Feb. 9, the group would present.<\/span>\u00a0<\/b><\/li>\n<\/ul>\n
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            • Evaluation Criteria: <\/b>Individual group member contribution, how creative symbols were, was message correctly guessed by class, individual blog post detailing how one contributed to cave painting\/what research one did to make symbols (include image of cave painting). 10% <\/strong><\/span>of the grade<\/strong>.\u00a0<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n
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              • In Timeline?: <\/b>No<\/span><\/li>\n<\/ul>\n

                 <\/p>\n

                Part II \u2013 Early Networked Communication — Tuesday, 2\/14 and Thursday, 2\/16<\/b><\/p>\n

                Infographic on the information we\u2019d be learning this section (postal system, telegraph\/telephone, modern journalism) — Using modern tools such as Canva to try to create an infographic that resembles an older piece of technology; Individual project; Could fit into the timeline (The information itself such as the telegram.)<\/b><\/p>\n

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                • What: <\/b>Pick a topic (sign up sheet for topics to make sure not everyone is doing the exact same thing), make an outline, make an infographic using Canva or another software, resembles old technology in content\/images, present in class\u00a0<\/span><\/li>\n<\/ul>\n
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                  • Time: <\/b>One week\u00a0<\/span><\/li>\n<\/ul>\n
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                    • Before Class: <\/b>Pick a topic and start outline for infographic before class on Tuesday, 2\/14\u00a0<\/span><\/li>\n<\/ul>\n
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                      • In Class: <\/b>20-30 min to work on it in class Tuesday, 2\/14, present them on Thursday class, 2\/16<\/span><\/li>\n<\/ul>\n
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                        • Evaluation Criteria: <\/b>Creativity in design, is the content substantial and gives an understanding of the topic, organization (does the flow work and make logical sense)<\/span>\n
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                          • 5% of grade\u00a0<\/strong><\/li>\n<\/ul>\n<\/li>\n
                          • In Timeline?: <\/b>Collectively as a class (anonymous voting) we should decide 2-3 infographics to go on the timeline\u00a0<\/span><\/li>\n<\/ul>\n

                             <\/p>\n

                            Part III\u2014Broadcasting — Start week of Feb. 21, due after spring break, Thursday, March 9<\/b><\/p>\n

                            Propaganda campaign — inspired by previous class with King Candy, could keep this character or change it. Group project where each group takes on a different aspect of the campaign. But the propaganda campaign is for the whole class. Choice of what aspect group covers on propaganda campaign (environmental, political, social etc.); Could maybe be added to timeline, would have to describe era propaganda is inspired by, but highlight how propaganda is for fictional character. ~2 weeks, first week to talk with group\/decide what aspect\/topic to cover and 1 week to design\/present it to class<\/b>\u00a0<\/span><\/p>\n

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                            • What: Vote on topic\/story line and have each group take a section of the project to create 1 whole project. Different than King Candy so that it is original but the dictator theme is good. In the form of a website where each group creates a subsection for their particular aspect of the project.<\/b><\/li>\n<\/ul>\n
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                              • Time: 2 weeks<\/b><\/li>\n<\/ul>\n
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                                • Before Class: Brainstorm topic\/story line and possible subsection ideas and be ready to bring them to class to discuss at the start of the 2 weeks (1st class), 2\/21.\u00a0<\/b><\/li>\n<\/ul>\n
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                                  • In Class: For the first class, discuss brainstorming ideas and determine what subsection each group is doing. Time set aside in each class (2\/21, 2\/23, 3\/7) to discuss ideas\/ work on project within groups and with the whole class.\u00a0<\/b><\/li>\n<\/ul>\n
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                                      • Evaluation Criteria: Evaluate effectiveness in different categories (scale of 1-5)\u00a0<\/b><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n
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                                        • Ideas of potential Categories: Using the platform, incorporating ideas from class, persuasiveness, clarity (format, easy to read\/understand)<\/b><\/li>\n<\/ul>\n
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                                          • 10% of the grade\u00a0<\/b><\/li>\n<\/ul>\n
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                                            • In Timeline?: No<\/b><\/li>\n<\/ul>\n

                                              \u00a0<\/span><\/p>\n

                                              Part IV — Information in the Digital Age — Due Thursday, March 23<\/b><\/p>\n

                                              Meme assignment on misinformation\/fake news, everyone creates a meme about the topic. They share it in a blog post and talk about it. Individual project. Choice of what meme\/what event meme references, but each individual should choose different topic to reduce overlap\/repeating topics Could be embedded in timeline, meme would reference real misinformation\/fake news moment. HW assignment to be included in blog post at end of week, could present them to class.<\/b><\/p>\n

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                                              • What: formal\u00a0 Everyone creates a meme about a piece of misinformation, fake news, or untrue popular history. Write a blog post explaining the nature of the joke, the historical event, and sources that show what really happened in the event. Semi formal Presentation in class to share your research and meme with the class. *POTENTIAL* create and add a slide to the TImeline<\/b><\/li>\n
                                              • Time: 1 week. 2 main days to work on assignment, Tuesday, 3\/21, we pick topics as a class, create a blog post on Wednesday, 3\/22, then present to the class on Thursday, 3\/23<\/b><\/li>\n<\/ul>\n
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                                                • In TU Class: Pick topics
                                                  \n<\/b>Before TH Class: Create meme and write a blog post about its context\/content<\/b><\/li>\n
                                                • In TH Class: <\/strong>Do presentations<\/b><\/li>\n<\/ul>\n
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                                                    • Evaluation Criteria: Primarily the nature of the blog post including explanation of that topic, background research, and the general construction of the meme. A little portion of the grade can be centered around the presentation so there\u2019s a level of formality in presenting<\/b><\/li>\n
                                                    • So: In Timeline?: Yes and No, if there\u2019s a broad range of historical moments then yes, but if we are all centered around a very particular point then no. Memes about historical misinformation\/historical events could go on the timeline but memes making fun of misinformation wouldn\u2019t be a part of the timeline.<\/b><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n
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                                                      • 10%. 7% for the meme itself and 3% for the presentation.<\/b><\/li>\n<\/ul>\n

                                                        \u00a0<\/b><\/p>\n

                                                        Part V — Looking Forward — Start discussing before spring break, start work week 11 and due week 14, Tuesday, 4\/18
                                                        \nValue — 15%<\/b><\/p>\n

                                                        Choice between:\u00a0<\/span><\/p>\n

                                                        Group work on Alumni Digital Project connected to GW Hall Display\u00a0<\/strong><\/p>\n

                                                        OR\u00a0<\/span><\/p>\n

                                                        Individual Project to add 2 new timeline entries to the Timeline<\/strong><\/p>\n

                                                        Timeline ideas\/topics:<\/span><\/p>\n

                                                          \n
                                                        • Meme about historical event related to one of the 4 categories we\u2019ve spent the semester on (units 1-4)<\/span><\/li>\n
                                                        • Cave paintings (unit 1)<\/span>\n
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                                                          • Spoken language + early alphabets (unit 1)<\/span><\/li>\n<\/ul>\n<\/li>\n
                                                          • Coffee houses (unit 1)<\/span><\/li>\n
                                                          • Transcontinental railroad (unit 2)<\/span><\/li>\n
                                                          • Weird technology\/something that had an unintended effect of existing technology (units 2-4, could fall anywhere in there)<\/span>\n
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                                                            • Orson Wells <\/span>War of The Worlds<\/span><\/i> radio broadcast (unit 3)<\/span><\/li>\n<\/ul>\n<\/li>\n
                                                            • Comics Authority Act and how it impacted censorship in comics (unit 3)<\/span><\/li>\n
                                                            • Rise of cryptocurrency\/NFTS + how people fell for it\/environmental effects (unit 4)<\/span><\/li>\n
                                                            • Elon Musk buys Twitter (unit 4)<\/span><\/li>\n<\/ul>\n

                                                              OR<\/p>\n

                                                              <\/b>Artificial Intelligence assignment. Example: Find AI essay generator and ask it to write essay on a historical figure and\/or event and react to what it generates, find image AI generator and ask it to create image based off historical figure\/event. Could be group or individual. If group project, could present result of AI to entire class. Choices of which AI to use. ~1.5-2 weeks, 1 week to work with group and 1 week to create AI\/reaction<\/b><\/p>\n

                                                              What: <\/b>Find an AI essay generator and image generator to create a 2 page essay and picture related to a historical figure\/event. Creation of a blog post that reflects on the essay and image created as well as discussion of ai art and essay generation as a whole. Individual portion where each person creates a blog post and other participants comment on their post. Then a group portion of discussing our results\u00a0<\/span><\/p>\n

                                                              Time: <\/b>1.5 weeks.<\/span> 1 week to create prompt and blog post, one day in class to discuss what we have discovered\/created<\/span><\/p>\n

                                                              Before Class: <\/b>Creation of the prompt and image as well as the blog post<\/span><\/p>\n

                                                              In Class: <\/b>Small discussion in class to figure out semi-related topics, coming back together to evaluate the responses we got from the essay and image generator\u00a0<\/span><\/p>\n

                                                              Evaluation Criteria: <\/b>Evaluation of our work not the production of the AI, loose presentation presenting essays and images, Blog posts and comments, 10-15% (However, the math adds up)<\/span><\/p>\n

                                                              In Timeline: <\/b>Images could be collaged together and then could be added to the timeline to discuss AI art production<\/span><\/p>\n

                                                               <\/p>\n<\/div>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

                                                              Grade percentages have been updated to reflect actual percentages to be used.\u00a0 There was general agreement on these, though not universal.   \u00a0Part I \u2013 Print (and its predecessors) — Week 5, February 7 & 9 Cave painting — In form of pictionary, each group could present to class (like we play pictionary with the …<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-2879","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/courses.mcclurken.org\/427\/wp-json\/wp\/v2\/pages\/2879","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.mcclurken.org\/427\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/courses.mcclurken.org\/427\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/courses.mcclurken.org\/427\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/courses.mcclurken.org\/427\/wp-json\/wp\/v2\/comments?post=2879"}],"version-history":[{"count":10,"href":"https:\/\/courses.mcclurken.org\/427\/wp-json\/wp\/v2\/pages\/2879\/revisions"}],"predecessor-version":[{"id":3172,"href":"https:\/\/courses.mcclurken.org\/427\/wp-json\/wp\/v2\/pages\/2879\/revisions\/3172"}],"wp:attachment":[{"href":"https:\/\/courses.mcclurken.org\/427\/wp-json\/wp\/v2\/media?parent=2879"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}