"generic mental representations that actively incorporate incoming information and are modified by new experiences" (Garro 275).
These mental categories help people make sense quickly of new information by placing it in a known context.
Schemas change over time as that mental classification process continues over the course of an individual's life and as external environmental and cultural input changes.
In-Class #1: Theory of Technology
Part 1. Identification
Work with your group to answer your assigned questions below.
Carah and Louw, Media and Society pp. 27-30
Group A: Explain this statement in your
own words: "Representations are social productions: their meaning depends
on who creates and circulates them, the cultural schema within which
that circulation takes place, and who receives them" (27).
Group B:Explain this statement in your
own words: "The question is not always about whether or not representations
are accurate, but how they subtly frame events in ways that position
individuals in the social order" (27)
Group C: Explain the difference
between the post-modern view and hegemonic view
of representation (27-28).
Group D: Define in your own words
dominant, negotiated, and oppositional
representations (29).
Group A and Group B: Explain this statement in your
own words: "encoders with power are encoders seeking to build power" (30).
Group C and Group D: Explain the conditions necessary for "encoders opposed
the ruling hegemony" to have any power (30).
Pacey, "The Culture of Technology" pp. 95-102
Group A: Explain what is meant by technological neutrality (96)
Group B: Explain why the fact that technology is a "part of life" argues against
the notion of neutrality in Pacey's view (96)
Group C: Explain in your own words the concept of technology-practice (98-99)
Group D: How, in Pacey's view, can the significant cultural values in an example of technology-practice
be uncovered? (100-102)
Part 2. Application
Carah and Louw, Media and Society pp. 27-30
All: Part of Carah and Louw state that "Representations takes place
within context of power relations" (27). Think of a specific example
that illustrates (or refutes) this principle and explain.
All:
Find an example online or think of one that you can explain of a
representation that demonstrates a dominant message framing.
Group B and Group C: Find an example online or think of one that you can explain that
demonstrates a negotiated message framing (be sure
to indicate who is doing the encoding and decoding).
Group A and Group D: Find an example online or think of one that you can explain that
demonstrates an oppositional message framing.
Pacey, "The Culture of Technology" pp. 95-102
Identify an example (ideally rooted in your own experience) of how
a specific technology-practice related to digital media demonstrates
background values.
Garro, Linda C. "Remembering What One Knows and the Construction of the Past: A Comparison of Cultural Consensus Theory and Cultural Schema Theory."
Ethos, vol. 28, no. 3, Sept. 2000, pp. 275–319. EBSCOhost
Unit 1--Imitation and Representation
Week 3: Monday 2-1
Readings--available in Canvas:
Hornung, "Spoilt Negative" (pp. 76-89)
Shelangoskie, "Rethinking Propriety in the Age of the Camera Fiend" (excerpts as marked; approx 14 pgs)
quick review: theories of representation and technology practice
early days of representational technology
negotiated representation: art or science?
subversive discourse: cultural disruption and new narratives
In-Class #2: Physical Limitations of Technology
Part 1. Identification
All: List physical properties of early photography and film that affected
the use of these technologies, as explained in "Was this Photograph Staged" and "Why Movies Went from
15 minutes to 2 hours":
Shelangoskie, "Rethinking Propriety in the Age of Instantaneous Photography"
Group A: List the cultural anxieties about photography stated in the article in your own words (722, 725-27):
Group B: List at least 3 of the technical innovations that changed photographic practice mentioned,
and explain how they changed photographic practice (722-723, 728)
Group C: Explain in your own words how a camera fiend was different from
an ordinary amateur photographer, and why this distinction is important (723-724, 725-26):
Group D: Explain in your own words the concept of Victorian-era propriety and
why it was culturally significant (723-724)
All: Explain how the novel Camera Fiend used fictional elements to
illustrate exaggerated versions of actual anxieties about photographic technology (at least
2 explained examples) (729-735 (-minus) optional sections)
All: Explain the tools used to attempt to contain/regulate the practices of camera
fiends (736-738)
Group A: What anxieties about photography are demonstrated in this
short story? How are they similar/different/related to the anxieties mentioned in my article?
Group B: What elements of conventional Victorian propriety are important
in this short story? Explain--and be sure to note the ways in which propriety is maintained and the
ways in which it is disrupted/violated.
Group C: How does propriety function in this
story compared to my discussion of propriety Hornung's novel?
Group D: Identify the technical elements of photographic
practice that are illustrated in this story. Explain how they are important to the narrative
and to the cultural idea of photographic practice overall (in this cultural context).
All: What anxieties and techncial limitations operate around photographic
representation today? Explain.
Work on your assigned segment of the silent film "Journey to the Moon"
Group A: start - approx 3:00
Group B: approx 3:00 - approx 6:00
Group C: approx 6:00 - approx 9:40
Group D: approx 9:40 - end
Summarize the main plot events in your segment of the film.
An obvious limitation of this medium is the lack of sound for conveying
meaning, yet you were able to summarize the plot of your segment. Identify
at least 3 visual cues/details that helped convey the meaning that you
decoded, and explain how they helped you understand meaning.
What existing dominant cultural discourses are apparent in this film? (your segment or the whole)
What existing cultural anxieties are apparent in this film (your segment or the whole)
What new narratives are available because of the representational possibilities of the newly available technology of film?
Work with your group to answer the questions about Hall's "The Whites of Their Eyes: Racist Ideologies and the Media" below.
Group A: Explain in your own words the definition of ideology that
Hall is using (90).
Group B: Explain in your own words the main ideas of the first point
Hall makes about ideologies: "ideologies do not cosist of isolated and seaparate concepts..." etc (90)
Group C: Explain in your own words the main ideas of the second point
Hall makes about ideologies: "ideological statements are made by individuals..." etc. (90)
Group D: Explain in your own words the main ideas of the third point
Hall makes about ideologies: "ideologies 'work' by constructing for their subjects positions of identification
and knowledge..." etc. (90-91)
All: Explain how communication media are related to ideology, and give a
specific example.
Part 2. Identification
Work with your group to answer the questions related to the resources below. Indicate which resources informed each
of your responses:
Markoff, "How Many Computers to Identify a Cat? 16,000"
Buranyi, "Rise of the Racist Robots – How AI Is Learning All Our Worst Impulses"
Vincent, James. "Twitter Taught Microsoft’s AI Chatbot to Be a Racist Asshole in Less than a Day"
List and describe some of the abilities of advanced representation and artificial intelligence technologies
What are some practical/technological challenges and limitations on the development of technologies that imitate advanced
human cognitive function?
What does the example of Microsoft's racist AI demonstrate about how human ideologies can function as a limitation on
the development of technology? Explain at least one significant consequence of this limitation.
Shelangoskie, "Anthony Trollope and the Social Discourse of Telegraphy after Nationalisation" (excerpts as marked; approx 15 pages)
Churchill, "Playing with Fire" (pp. 155-157)
unsigned, "The Romance of a Telegraph Wire" (pp. 202-205)
Topics:
telegraphy and the consequences of instantaneous communication
social effects of innovation
identity narratives in disembodied communication
In-Class #4: Cultural Discourse Framing (and Taming) New Technologies
Part 1. Theory
Group A: Explain at least 2 differences between the telegraph services offered by private companies and the expectations
of services offered by the government if telegraphs were nationalized.
Group B: Give at least 2 specific examples of how advocates of nationalization framed telegraphy to overcome financial objections
Group C: Describe some of the cultural anxieties contemporaries had over women working in the public sphere. Explain how these concerns were addressed in period
telegraph discourse.
Group D: Explain how the marriage plot was used to tame unruly/threatening elements of telegraph practice in the text analyzed in my article.
Part 2. Application
Playing with Fire
Map the technology practice of telegraphy in this story--what are the technical, cultural, organizational features
of the technology demonstrated in this story.
Explain the typical romance plot that this story invokes. Then, identify the potential disruptions to romantic conventions caused by telegraph practice in this story:
Explain how the ending of this story demonstrates an oppositional representation and/or subversive discourse. If the ending of "Telegraph Girl"
(the story analyzed in my article) demonstrates how the conventional marriage plot can tame disruptive elements of technology practice, what does the
ending of this story demonstrate? Explain.
Romance of a Telegraph Wire
In this story, the personified telegraph wire narrator
argues that the very rules of narrative have been changed
by the telegraph: "As if ideas were still needed in the
nineteenth century! Nowadays, if you wish to write romances,
you no longer invent, but experience them!" (203). Explain
the new cultural logic of narrative the telegraph wire
promotes. Evaluate the potential for disruption of this
narrative logic--in other words, how successful is the telegraph wire's story as a
competing means of constructing a compelling story?
Explain how the telegraph's romance changes the form
of narration from a conventional story. Evaluate this
new form--what is its potential and its limitations for
effective storytelling?
Part 3. Reflection
List aspects of modern-day communication technologies that
have the potential to threaten existing conventions--and these may
be cultural discursive conventions, conventions of form, or
conventions of narrative.
Choose 2 examples and explain the threat and the mechanisms
that are used to constrain, contain, regulate, or tame the technology.
Evaluate the effectiveness of the attempts to constrain
technology practice in these cases.
Part 4. Personal Reflection (complete in your own notes)
Describe the representation of technology in the show you have been watching
List ways that the technology practice demonstrated in the show are important to the story being told, the narrative;
classify elements mentioned as technical, cultural, or organizational (or combination)
Reflect on how the technology practice affects the narrative:
social media and participation in cultural discourse
digital spaces and discursive practices
In-Class #5: Social Media and Discourse Transformation
Part 1. Identification
Work with your group to answer your assigned questions below.
Carah and Louw Ch 11
Group A: Explain the differences among these types of communication: broadcast media,
interactive media, social media.
Group B: Explain these practices of interactive and social media and why they are important:
searching, showing, presencing, and archiving.
Group C: Explain the difference between broadcast gatekeepers and algorithmic gatekeepers.
Group D: Explain how network asymmetry can lead to filter bubbles; be sure to explain
what a filter bubble is.
Marwick and boyd --To See and Be Seen--
phatic communication
communication that serves a social function rather than communicating information--e.g. saying "goodbye" to end a conversation
Group A: Define micro-celebrity and explain the difference between meme celebrity and
micro-celebrity (see 525-526)
Group B: Explain how "celebrity practice reinforces unequal power differentials" (527)
Group C: Explain what parasocial interaction is and how Twitter (and other social media) changes
the dynamic of typical parasocial interaction (see 527-528)
Group D: Explain the difference between authenticity and sincerity (see 530-531)
Part 2. Analysis
List social media platforms that you are familiar with/use
Describe the conventions/rules for posting--what limitations and capabilities are there? Indicate
in particular those that are specific to the platform.
Describe the characteristics of a communicator with celebrity/micro-celebrity/power on this platform.
Explain how these conventions/rules affect communication interactions.
Identify the cues for expressing sincerity and/or authenticity on these platforms, and explain
how relevant/significant these types of expression are (i.e.: does it matter if people are sincere
or authentic on the platform?)
Part 3. Experiment
Discuss with your group and choose a cultural discourse you want to explore
Use the Advanced Search to find results related to your discourse. You can set any of the
restriction elements you wish, but record the exact parameters of your search here:
Analyze the top results for "Anywhere" and then for "Near You"; consider elements such as these:
Describe the social discourse about this topic generally
How is the topic framed?
Who is talking about this topic?
Does the conversation about this topic change over time? How so?
What are dominant, negotiated, and oppositional expressions of this topic?
Part 4. Reflection
Now that you understand more about the theory of social communication, what do you think
about the potential and the power of technological practice in this area?
What do you think
about your own participation in this type of social discourse?
Next Assignments
Term Assignment: Technology and Cultural Discourse Video Assignment
Group A: Explain the difference between crowd sourcing and crowd funding
Group B: How can crowd sourcing in science prevent local search bias, and why is that a good thing?
Group C: Explain the difference between open science and open innovation
Group D: Explain human computation and how it is related to crowd sourcing
Group A: Why do you think the broad use of the internet has lead to the rise of citizen science?
Group B: Explain what gamificaiton is
Group C: What are some of the risks of crowdsourcing in science? What are some of the risks of crowdfunding (in general)?
Group D: How does crowd sourcing affect the definitions of intellectual property and authorship?
In-Class #6: Experiments in Crowd Sourcing
Part 1. Crowd Voting
Classification
Work with your group to classify galaxies with Galaxay Zoo.
Classify at least 5 galaxies, then answer the questions below.
Classification Reflection:
Why do you think this is a task that needs human participation? Explain, based on your experience with the task and
what we've learned about the capabilities of AIs.
What did you think about this experience: list at least 3 adjectives you'd use to describe it--and explain.
In what ways did this task train you? Explain.
Do you think this task is equitable in terms of what the scientists get from your participation and what you get for
participating? Explain.
Gamification
With your group, play the ArtiGo Game and then reflect on the
results.
When told to START click on the ArtiGo Game link and work through the 5 images. Then answer the questions below.
Gamification Reflection:
Why do you think this is a task that needs human participation? Explain, based on your experience with the task and
what we've learned about the capabilities of AIs.
What did you think about this experience: list at least 3 adjectives you'd use to describe it--and explain.
In what ways did this task train you? Explain.
Do you think this task is equitable in terms of what the scholars get from your participation and what you get for
participating? Explain.
If you get stuck, review the instructions here: Lourdes ENG CBE. Crowdsourcing for the Public Good (14:02 mins; start around
minute 6:00 for step by step guide)
Content Creation
For this experiment, we will be helping the Toledo Lucas County Public Library make use of their image
resource in the crowd source platforms Wikimedia and Wikipedia.
Review the images, and as you're looking at them, think about
where these images might fit as illustrations, examples, or useful visual representations.
Make a list, and be sure to note which specific image(s) might fit with specific topics.
Find articles about the topics in your list and add the images (see technical information below).
Technical Information
choose a category from the TLCPL image collection below to find an image to add to an article.
Research the culture where your show is set--what are the laws related to technology and culture (applicable to your technology), and
how do they compare to here in the US (or now, or both)
Research the actual technology today and explain the state of the technology now (contrast to the show representation if applicable)
Analyze legal or moral issues represented in the show
Analyze the technology diffusion represented in the show (see Key Terms)
Integrate terms and concepts from the course; provide a brief definition in your own words, and then explain how the term
applies in your discussion of the show (see Key Terms). You can use any
terms covered, not just those from the current unit.
Week 8 Reading --available in Canvas--
All: Ivory, "A Brief History of Video Games" pp. 1-21
Group A: Coulson and Ferguson, "The Influence of Digital Games on Aggression and Violent Crime" pp. 54-73
Group B: Dale and Green, "Video Games and Cognitive Performance" pp. 131-152
Group C: Griffiths, "Gaming Addiction and Internet Gaming Disorder" pp. 74-89
Group D: Kowert, "Social Outcomes: Online Game Play, Social Currency, and Social Ability" pp. 94-115
Presentation 1: Video Game Debate
Part 1. Visualizing History
Work with your group to create a visual representation of the history
of video games based on the information in Ivory, "A Brief History of Video Games" pp. 1-21.
You can use a timeline format, but you do not have to as long as your visualization
includes key milestones
conveys a sense of the development of video games as a medium
Groups will display and explain their visualizations in the first part of class.
Part 2. Presentation
Format: in-class presentation of 10-15 minutes; visual optional
Work with your group to create a presentation and engage in debate about video games based on
your assigned reading.
Group A: Coulson and Ferguson, "The Influence of Digital Games on Aggression and Violent Crime" pp. 54-73
Group B: Dale and Green, "Video Games and Cognitive Performance" pp. 131-152
Group C: Griffiths, "Gaming Addiction and Internet Gaming Disorder" pp. 74-89
Group D: Kowert, "Social Outcomes: Online Game Play, Social Currency, and Social Ability" pp. 94-115
Your presentation should include the following:
key points on the topics covered in your reading, explained clearly (in your own words, can be supported with ""s
as appropriate) and related to an overall argument about the benefits or detriments of video games
examples to support your position
Note: All group members should have a spoken part in the group's initial presentation
After the initial presentations, groups will ask each other questions and engage in discussion and debate on this topic.
Unit 2--Communication and Community
Week 8: Monday 3-8
Reading--available in Canvas:
All: Ivory, "A Brief History of Video Games" pp. 1-21
Group A: Coulson and Ferguson, "The Influence of Digital Games on Aggression and Violent Crime" pp. 54-73
Group B: Dale and Green, "Video Games and Cognitive Performance" pp. 131-152
Group C: Griffiths, "Gaming Addiction and Internet Gaming Disorder" pp. 74-89
Group D: Kowert, "Social Outcomes: Online Game Play, Social Currency, and Social Ability" pp. 94-115
Presentation 1: Video Game Debate
Part 1. Visualizing History
Work with your group to create a visual representation of the history
of video games based on the information in Ivory, "A Brief History of Video Games" pp. 1-21.
You can use a timeline format, but you do not have to as long as your visualization
includes key milestones
conveys a sense of the development of video games as a medium
Groups will display and explain their visualizations in the first part of class.
Part 2. Presentation
Format: in-class presentation of 10-15 minutes; visual optional
Work with your group to create a presentation and engage in debate about video games based on
your assigned reading.
Group A: Coulson and Ferguson, "The Influence of Digital Games on Aggression and Violent Crime" pp. 54-73
Group B: Dale and Green, "Video Games and Cognitive Performance" pp. 131-152
Group C: Griffiths, "Gaming Addiction and Internet Gaming Disorder" pp. 74-89
Group D: Kowert, "Social Outcomes: Online Game Play, Social Currency, and Social Ability" pp. 94-115
Your presentation should include the following:
key points on the topics covered in your reading, explained clearly (in your own words, can be supported with ""s
as appropriate) and related to an overall argument about the benefits or detriments of video games
examples to support your position
Note: All group members should have a spoken part in the group's initial presentation
After the initial presentations, groups will ask each other questions and engage in discussion and debate on this topic.
Next Assignments
Technology and Cultural Discourse Video Assignment
Format: Word processed file, images, video clips, slide show, as applicable Due:midnight, Friday 3/12
Instructions:
Your design plan should indicate the proposed structure for your video. At this stage, you may still be researching, but
you should have an idea of the components you will use (voice over image, interview, talking head, etc.). This assignment is meant
to prompt you to plan the structure of your video and ensure that the scope is appropriate. Your plan should include a list
of components in order with approximations of the duration for each component.
You should also submit descriptions of components (or links to them or the actual files) and an indication of whether the
component has been created or is still "to do." There is no right or wrong, I just want to get a sense of your progress.
Resources
Video Editing Software
You may use any video capture technology (cell phone, iPad, computure camera, etc.) and any video editing/compositing software you
wish, as long as you produce a final product that can be uploaded to our YouTube channel. Some links and information is provided below for
video editing software. There are plenty of free options to choose from.
Slack and Wise, "Luddism" from Culture and Technology pp. 68-72
Head, "The Electric Telegraph" from Stokers and Pokers pp. 129 (start with "In cases where...") - 132 (end with "...that hung John Tawell!")
"The Government and the Telegraphs." London Daily News, 29 Jan. 1870 (approx 1/4 Victorian newspaper column)
"Spirit Photographs." The St. James’s Chronicle, 3 Feb. 1863 (approx 1 Victorian newspaper column)
"Spirit Photographs." The Tewkesbury Register, and Agricultural Gazette, 22 May 1869 (approx 1 Victorian newspaper column)
Topics
historical cases of technology and the law
technology used to circumvent or outstrip the law
technology used to catch criminals
development of discourse about technology and order/disruption
In-Class #7: Technology in the News--Analyzing the Discourse of Disruption
Part 1. Discourse Analysis: Cultural Framing
Work with your group on your assigned text as indicated below.
Group A and Group C: Head, "The Electric Telegraph"
Group B and Group D: "Spirit Photographs." The St. James’s Chronicle, 3 Feb. 1863
List some phrases from your article where the technology at hand is described
Evaluate each phrase in the list as positive, neutral/factual, or negative. Be prepared to explain your classifications.
Explain (in your own words) key ideas about the technology that are emphasized
Describe the attitude toward the technology that is dominant in your piece
Based on your responses in 1-4 above, explain how this techology is framed within the contemporary cultural discourse
Part 2. Discursive Change
Work with your group on your assigned texts as indicated below.
Group A and Group C:
Head, "The Electric Telegraph"
"The Government and the Telegraphs." London Daily News
Group B and Group D:
"Spirit Photographs." The St. James’s Chronicle, 3 Feb. 1863
"Spirit Photographs." The Tewkesbury Register, and Agricultural Gazette, 22 May 1869
In both of these cases, the second article is published after the first, and at the time of the second article about
your technology, the discourse has changed.
Group A and Group C: note that the Head book came out in 1849, while
the "Government and the Telegraphs" article was published shortly after nationalization--and remember what you learned in my
article in Week 5 about the discourse surrounding nationalization.
Group B and Group D: note the dates of the two "Spirit Photographs" article, and do consider the fact that
these 2 articles ran with the same headline.
Describe the changes in how the technology is framed from the earlier article to the later article.
Explain factors that could account for this change
Evaluate this change in discursive framing, and be sure to explain why this change is significant.
analyze examples of law breaking--explain how they are related to technology representations
focus on disruptions of narrative by technology
examine relevant Key Terms from the course that apply
to your viewing for this post
Week 10 Reading --available in Canvas--
Biagioli, "Before and After Photoshop: Recursive Fraud in the Age of Digital Reproducibility" (2 pages)
Yamaoka-Enkerlin, Anna. "Disrupting Disinformation: Deepfakes and the Law." pp. 725-734 to end of "The Risks" section; pp. 748-749, "Conclusion" section
Biagioli, "Before and After Photoshop: Recursive Fraud in the Age of Digital Reproducibility" (2 pages)2
Yamaoka-Enkerlin, Anna. "Disrupting Disinformation: Deepfakes and the Law." pp. 725-734 to end of "The Risks" section; pp. 748-749, "Conclusion" section
Explain in your own words what the DMARC protocol is and why it is important for entities to participate:
Use the Valimail DMARC Monitor (featured in the Vox video). and test our
University domain--lourdes.edu. Write the results here:
check the domain vox.com to see a well-configured example.
test business domains--maybe the company you work for or others that you're just interested in, at least 3.
Note the results here:
check the lourdes.edu domain. Note the results here:
Considering what you've learned about DMARC, do you think that our University should change its DMARC policy?
(you may want to skim this article:
DMARC, is it hard
or is it easy?
for more information as you work on this question.)
Explain why or why not:
Part 2. Identification
Work with your group on the questions below.
References
Biagioli, "Before and After Photoshop: Recursive Fraud in the Age of Digital Reproducibility"
Yamaoka-Enkerlin's article "Disrupting Disinformation: Deepfakes and the Law."
Group A: Explain in your own words what Biagioli means by "postproduction misconduct" (see 16334)
Group B: Explain in your own words the difference between manipulations that are fraudulent and yet authentic and those that are fraudulent copies,
and explain why this difference is important (see Biagioli 16335)
Group C: Explain in your own words what Biagioli means by "recursive fraud" (see 16635)
Group D: Why, according to Biagioli, are 2nd and 3rd tier journals more likely to accept fraudulent submissions? Explain in your own words. (see 16335)
Group A: Explain in your own words what a infodemic is (see Yamaoka-Enkerlin 725)
Group B: Explain what GAN stands for and the basic principle behind this type of machine learning (see Yamaoka-Enkerlin 726-7).
Group C: Explain in your own words what a deepfake is and how it is different from other forms of image manipulation (see Yamaoka-Enkerlin 726)
Group D: Explain what a cheapfake is, and how it is related, but distinct from a deepfake (see Yamaoka-Enkerlin 727-8)
Group A: Explain the difference between misinformation, malinformation, and disinformation.
Group B: List (in your own words) the threats and risks on the individual level identified by Yamaoka-Enkerlin that deepfakes and cheapfakes pose (see 731-32):
Group C: List (in your own words) the threats and risks on the institutional level identified by Yamaoka-Enkerlin that deepfakes and cheapfakes pose (see 732-33):
Group D: Explain what this quote from the ACLU Yamaoka-Enkerlin cites means, and why this idea is significant: "focusing on deepfakes is like looking through a
straw" (Wizner qtd. in Yamaoka-Enkerlin 729)
Part 2. Analysis
1. The BuzzFeed deepfake video of Barack Obama, released in 2018, was one of the first examples of this technology to draw mainstream attention to this technology
and to its perils. Review this video and then answer the questions below.
How does the video frame the content (consider elements such as the title of the video as well as elements within the content)
How does the video signal/demonstrate that the image of Obama has been manipulated? Do you think these strategies are effective for conveying
the video is not authentic? Explain.
The purpose of the video is arguably to act as a warning against deepfake technology: is it effective for this purpose? Explain why/why not.
Find other images and videos to test. Record the URL or page title you tested and the results
If you're prompted to log in, use the credentials below:
ID: dmslourdes@gmail.com
Password: Deepfake1
Based on this experience, what do you think about the ability to make manipulated images vs. the ability to detect them? Explain.
Part 3. Discourse Analysis
The NBC News and BBC News videos are both intended to inform the public about deepfakes, but they take very different approaches. Analyze your
assigned video.
What strategies are used to convey information? In addition to content, evaluate visual effects/appeal, the presenter of information, etc.
Based on these elements, what is the purpose of the video you are analyzing?
Is the video effective in achieving its purpose? Explain
Based on your evaluation of effectiveness, what might this suggest about the broader question of addressing the dangers of
new technologies effectively in public forums?
Resources:
If you are interested in experimenting with your own deepfakes, there is some free, open-source software available. Note: these programs are large
and require some computing power and patience:
D: targeted ad [Vox, "Why Advertisers are Tracking..."]
A: emoji [Vox, "Why Advertisers are Tracking..."]
B: emoji targeting [Vox, "Why Advertisers are Tracking..."]
Part 1. Discussion
Group A: List specific examples of benefits of digital surveillance (passive and active) that were mentioned
in this week's reading and viewing:
Group B: List specific examples of privacy issues that were mentioned in this week's reading and viewing:
Group C: List specific examples of regulation of privacy / surveillance that were mentioned in this week's reading
and viewing:
Group D:
Explain how power dynamics come into play in issues of privacy and surveillance--who has the power?
Are there any ways to change the dynamic? What are the consequences of (or potential consequences) of abuse of power
in these situations?
All: How do you rank the costs vs. the benefits of digital surveillance in our daily lives? Explain.
Together: Lynskey quotes an expert who argues "Government regulation is the only thing that is going to halt more damaage" from
companies' invasive data collection and surveillance practices [see links to examples of regulations and regulators in Resources below]. Do you agree? Explain.
Together: Lipschultz notes that "Databases are part of an interactive media system that doesn't need to control populations
with ideas and beliefs ... but rather controls by watching and responding to them" (242). How does this represent a break
from traditional forms of ideological control like propaganda? Choose one of the social media sites you belong to
and think about what would be in your database record--what are examples of some of the fields?
Part 2. Personal Privacy Inventory
a. *Advanced Preparation:
Before class in Week 11, list for yourself all of the social media services you use and any personal assistants.
For each one, check the privacy settings; make note of:
any privacy options that surprised you (in a good or bad way)
any changes you make to the privacy settings during your review -- note the type of change, for example,
"stop sharing location" or "stop sharing information with certain people"
b. Discussion
Answer the following questions based on your home inventory of your privacy settings.
Before this assignment, had you checked your privacy settings on your various social media
and digital assistants? If yes, how frequently; if no, why not?
What did you note (surprising? interesting?) about the privacy settings you reviewed? You can
speak generally or give specific example(s).
Were there any aspects of platforms or devices that you didn't like after you saw the privacy
settings but could not change? Explain.
After completing this inventory, how comfortable do you feel about the data that you are
contributing to the internet and how it is used by various companies? Explain.
By the end of the semester, you will create an informative composite video about some aspect of technology and culture.
Your video should be well-researched and should include multiple components--e.g., voice over image, film clip, interview, etc. You
may work individually or with a partner or group on this projet. If you work with others, you should divide the work to maximize
group memebers' strengths, but everyone should be involved in the planning of the project and research for the content, and the
workload should be divided evenly. And, you should take this opportunity to learn some new technology skills.
You may work on any topic related to our course topics you wish, and you may address technical, conceptual, representational, or
other aspects of the technology you focus on but you should have a clear, specific, well-researched focus
for your video.
Post a draft of your video as an unlisted YouTube video.
Technical Information:
1. Log on to YouTube with the following credentials:
ID: dmslourdessp21@gmail.com password: dmsengsp21
2. Click the account icon in the upper right corner.
3. Click "YouTube Studio" from the list
Once in the Studio area, you can create and upload videos.
**For the draft assignment, set the Video state to "unlisted"
Unit 3--Law and Order
Week 12: Monday 4-12
In-Class #10: Discussion--Nature, Nurture, and Narrative
In this exercise, we will work to summarize and integrate some of the main technology systems we have
worked on during the term:
phases of development and diffusion
technology practice
cultural discourses and representations
Part 1: Example--Telegraphy
Define the scope of the technology "species"
Fill in column 1 describing the phases of technology development and diffusion
Fill in column 2 identifying an example of a cultural discourse or representation that algins with each phase
Fill in column 3 explain the technology practice for your discourse/representation example
Concept Alignment: Development, Diffusion, Discourse, Practice
Technology Diffusion Phase
Cultural Narrative/Discourse Types
Technology Practice
Invention
example of discourse or representation:
cultural, organizational, and technical practice:
De-Mystification
example of discourse or representation:
cultural, organizational, and technical practice:
Familiarization
example of discourse or representation:
cultural, organizational, and technical practice:
Innovation
example of discourse or representation:
cultural, organizational, and technical practice:
Part 2: Try It Yourself
Group A: Imaging technology--photography⇒digital imaging (define scope in 1. below)
Group B: Video games
Group C: Internet--can include social media (define scope in 1. below)
Group D: Surveillance technology
Define the scope of the technology "species"
Fill in column 1 describing the phases of technology development and diffusion
Fill in column 2 identifying an example of a cultural discourse or representation that algins with each phase
Fill in column 3 explain the technology practice for your discourse/representation example
Concept Alignment: Development, Diffusion, Discourse, Practice
Technology Diffusion Phase
Cultural Narrative/Discourse Types
Technology Practice
Invention
example of discourse or representation:
cultural, organizational, and technical practice:
De-Mystification
example of discourse or representation:
cultural, organizational, and technical practice:
Familiarization
example of discourse or representation:
cultural, organizational, and technical practice:
Innovation
example of discourse or representation:
cultural, organizational, and technical practice:
Part 3: Discussion
1. Think back through the reading and viewing you've done this term and brainstorm ideas about nature, nurture, and narrative:
In what ways has digital technology caused disembodiment?
In what ways is the evolution of technology formed/informed/altered by human physiology?
In what ways is the evolution of technology formed/informed/altered by cultural discourse that exists prior to the technology?
What are some examples of these technological narratives:
inevitibility of a certain path of technological development
technology is a neutral tool
personified technology
technology is superior to humans
getting rid of technology is an improvement
2. Share your ideas as part of our class discussion.
Social Media, Body Image, and Personal Identity - Lauren
VR's Mental and Physical Culture - Garrett
Virtual Reality - Alec
Speedrunning - Noelle
Artificial Intelligence - Ulises
Presentation 3: Series Blog
Format: 5 minute presentation; visual optional
Instructions:
Prepare a presentation about the series you've been blogging about during the term that includes the following:
Brief overview of the series--particularly what technology is represented, the cultural context, and the significant main narrative(s)
Discussion of how the representations in the series are connected to theory/topics we've discussed in class
Analysis of the representation of technology--your main take-away points
Presentation Schedule
Ulises: Better than Us
Nick: My Holo Love
Kristin: Humans
Alec: Orphan Black
Noelle: Bletchley Circle
Garrett: The Code
Kynlee: Upload
Ryan: Osmosis
Noel: Omniscient
Lauren: 3%
Next Assignment
Technology and Cultural Discourse Video Assignment
Format: composite video of 5:00-8:00 minutes posted online (see technical details below)
Due: Exam Week, Wednesday 5/5 by midnight
Instructions:
By the end of the semester, you will create an informative composite video about some aspect of technology and culture.
Your video should be well-researched and should include multiple components--e.g., voice over image, film clip, interview, etc. You
may work individually or with a partner or group on this projet. If you work with others, you should divide the work to maximize
group memebers' strengths, but everyone should be involved in the planning of the project and research for the content, and the
workload should be divided evenly. And, you should take this opportunity to learn some new technology skills.
You may work on any topic related to our course topics you wish, and you may address technical, conceptual, representational, or
other aspects of the technology you focus on but you should have a clear, specific, well-researched focus
for your video.
Your completed video will be uploaded to our class YouTube channel (see technical details below).
Technical Information:
1. Log on to YouTube with the following credentials:
ID: dmslourdessp21@gmail.com password: dmsengsp21
2. Click the account icon in the upper right corner.
3. Click "YouTube Studio" from the list
4. Once in the Studio area, you can create and upload videos.
5. Check the settings:
use a clear, descriptive interesting title
add your Works Cited in the description box
set the language for the video so that YouTube will generate subtitles for it
