This description is for Spring. The description for winter 1997 is still available.
Completed research papers from Winter '97 can be found at http://www.scn.org/edu/tesc-97/winter-projects.html.
Please consult the readings list to see when specific readings will be discussed.
This quarter is the second quarter of a two-quarter course that will introduce the student to a wide range of critical social issues surrounding the use of the "Net" (i.e. the Internet and other networked digital communiation) and to a broad range of thinking and writing on those topics. After completion of this course, the student will also have a solid foundation in understanding networked digital communications technology. This will include hands-on experience including acquiring information from the Internet, communicating with others over the Internet, and publishing on the Internet using the World Wide Web.
This course should help prepare a student for work in social science, government, community development, computer technology, new media, or journalism.
The knowledge is this field is very young as the object of inquiry -- the Internet -- is relatively young and changing rapidly. The knowledge in this field must be regarded as tentative and subject to change. The number of "right answers" is small. Since this field is so dynamic it is possible for people that are alive now, students, for instance, to influence the directions that the Internet is taking and what and how people think when they think about the future of the medium.
We will all strive to learn and to report on our research, knowing that our contribution may be as useful or as non-useful as other research that is currently being conducted.
Because of Evergreen's educational philosophy and because of the inherent nature of our field of inquiry this course will be highly collaborative. Nobody has a monopoly on knowledge and we will learn from each other. As bell hooks has written in Teaching to Transgress, "As a classroom community, our capacity to generate excitement is deeply affected by our interest in one another, in hearing another's voices, in recognizing one another's presence." She goes on to say that, "There must be an ongoing recognition that everyone influences the classroom dynamic, that everyone contributes. These contributions are resources. Used constructively they enhance the capacity of any class to create an open learning community."
Since this process is collaborative we can change the course in mid-stream. Also since I am new at this I want to engage the class in some of the decisions as to how we should proceed. We will be doing various projects, "virtual events", lectures, etc. but how exactly we go about accomplishing these objectives can be revised as necessary.
We will concentrate on several important issues in the Spring.
Economic Issues -- including issues like
Information and Communication
Other topics will include privacy and civil liberties, towards a "global village," and computing at work.
I have made this material freely available on the web to encourage its re-use. Please attribute its source if you use it in any way. I welcome your feedback. Please let me know what you find useful and what you find less useful. How should it be improved? Please let me know if you are interested in future collaboration.
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