Instructor

Brad Hinson | Office: LSC724 | Hypothesis: bradhinson | Twitter: @THiNGkeriNG & @thinqstudio | Instagram: @thinqstudio

I Prefer: Minimal email and no slideshows. Definitely do not email about slideshows or create a slideshow about email.

Class hashtags: #inte5340 #digstory

Description

"This course reviews the uses of digital storytelling (DST) for learning. Develop and publish a short digital story that tells something important about you and your interests. Explore ways of creating or using digital stories that can aid learning and personal growth."

~ CU Catalog

Our DS106 Roots

We embrace the structure and spirit of DS106 - a digital storytelling community of practice. Students complete multiple mini-assignments over the arc of the course using a variety of media (audio, video, graphics, web, and social media). Students share their creations via their personal blogs and social network channels. Individual student blogs serve as a personal canvas for each student – a public portfolio of sorts. You can learn more about DS106
here and here.

We do not have textbooks, exams, or formal essays. We do have weekly readings/viewings and discussions; as well as weekly things we make and stories we tell; and a couple of projects. Overall, we review and analyze digital stories as creative-learning platforms; and we produce some experiments along the way. We study, we make, we stretch, we share, and we experience. Together.

Our Objectives

Critically examine and critique multiple forms of digital storytelling and participatory learning experiences;
Frame a digital identity wherein you are both a practitioner-in and interrogator-of various media and social networks;
Iteratively and rapidly produce multiple digital stories by leveraging a variety of tools, methods, and design principles;
Develop a critical stance toward digital storytelling as a social learning platform and community of practice;

Our Schedule

Sprint = 1 week focus on a particular task or genre of storytelling

Explore = 2 week focus on concepts, trends, and methods

Module 01:
Sprint: SETUP	1wk	Jan 21- Jan 27
Explore: Story Circles	2wks	Jan 28 - Feb 10

Module 02:
Sprint: PLAY	1wk	Feb 11 - Feb 17
Explore: Mediascape	2wks	Feb 18 - Mar 3

Module 03:
Sprint: DATA	1wk	Mar 4 - Mar 10
Explore: Culture Machine	2wks	Mar 11 - Mar 24

SPRING BREAK

25-Mar - 31-Mar

Module 04:
Sprint: DESIGN	1wk	Apr 1 - Apr 7
Explore: Remix	2wks	Apr 8 - Apr 21

Module 05:
Sprint: PROJECT	1wk	Apr 22 - Apr 28
Explore: Futures	2wks	Apr 29 - May 12

Module 06:
Sprint: DEUS EX MACHINA	1wk	May 13 - May 19

Our Activities

We will communicate frequently across a variety of channels, some public, some private. This is low/no email course. Beyond our initial emails to get acclimated, we will communicate almost exclusively via the course Bulletin, social media, and hypothes.is. All public communication should include the course hashtags: #inte5340 #digstory. If you need to communicate with me privately you may use Canvas, Twitter DM, or email me as a last resort.

Our Communication Tools

Public Communication:

Blogs are required for each student. You are required to have your own public blog where you will post and share work. Tag all related posts with #inte5340 and #digstory .
Social Media is where we will connect with the broader digital storytelling community, which are very active on Twitter and Instagram. You may participate anonymously if you prefer. Tag all class related communications with #inte5340 and #digstory .

Private Communication:

The Bulletin is our primary communication channel within Canvas. It is like Class Announcements for all of us (less me, more you). Each of us will post and share in the Bulletin - updates, ideas, resources, stories, etc. It is class-chat, located in the upper-left of the course menu.
Hypothes.is is an annotation tool that attaches discussions to web pages and pdfs. Annotations are public by default, but we will use private groups for our class. Hypothes.is requires an account and a browser add-on for the Chrome browser.
Zoom is available for dialogues and other video discussions, as-needed. All @ucdenver faculty and students have Zoom-Pro accounts - just go claim it.

Privacy

DS106 has historically been an open and public course with student work posted on student blogs and individual social media accounts. This is a defining and critical component of open education, which we are studying and practicing in this course. However, the internet being what it is; INTE5340 will function as a semi-public course. We will engage the public by sharing our work via individual blogs tagged with #inte5340 and #digstory and we will retain private communications via Hypothes.is and the Bulletin.

Our Communication Tools

Working publicly does not mean we forsake privacy. If you'd like to retain anonymity on the open web, I don't blame you. Let me know and we'll set-up some pseudonym accounts for you.

Materials

The Interwebs. You need a good computer with persistent internet access and capable of basic media editing and playback. You will need a webcam/microphone for video discussion and assignment production. You will need to download and install software to complete assignments, so having appropriate system permissions is necessary.
Accounts/software. You need a hypothes.is account; your own blog; and accounts on Twitter and/or Instagram and/or YouTube. You will use a variety of software (of your choosing) to create digital stories. We recommend these low/no cost options.
Diverse Media. You will be working with diverse types of media and tools. You have some choice-of-assignment and choice-of-media in each module, but by the end of the course, you must have used audio, video, graphics, web, and social media - each in a substantive way. Embrace a diversity of tools, styles, media, and techniques. No slideshows
Substantive use of media means:
- you created media from scratch, specifically for this course;
- you edited or altered media significantly, specifically for this course;
- you invested demonstrable time, effort and creativity for the assignment.
Media Tools. You may use what tools work best for you, but you must discover & try new things. There are numerous free and open source tools available for digital storytelling, and you are encouraged to seek out your own tool-set; to experiment with and critique those tools. To find tools – you may review the Product Hunt Collection, the Schrock Guide to Everything, or simply ask Google. A part of the coursework is researching and identifying the right tool for the job.

Our Assignments & Grades

Weekly work will be steady. Read, watch, annotate, discuss, produce, share, and repeat.

Watch/Read/Discuss. Articles and videos will be assigned each week. We will discuss these together in hypothes.is.
Weekly-Tasks are things to do. Make something. Share something. Try something. Reflect on your experience. Post on Twitter. Post to your Blog. Share. Discuss. Etc. Each week will present a menu of tasks for us. Some are required, some are your choice.
Projects. We have two class projects - one we will do together as a class, and one is all yours. The group-project will be guided by me and focuses on brainstorming class publication. The individual-project is your project - your story to tell. You will have plenty of flexibility and choice in what you produce - I'll work with you craft something suitable for the course as well as your own interests.

Minimalist Grading

I prefer to de-emphasize grading as it distracts from learning. I'd rather we geek-out together on the topics at hand and focus on discovery, growth, and creative ventures. As we must grade, we will. We will use a minimalist grading strategy that emphasizes participation.

(5) Participation Grades for each module are based on your presence and your effort. It's pretty simple really - show-up, be visible, do the work, and be engaged. Be active. Stretch yourself. Weekly participation is required.
(2) Project Grades for each project - one class-project and one individual-project. In each case you need to demonstrate creativity and imagination. Tell a great digital story in a distinct way. These are required.
(2) You Grades are small challenges I design specifically for you. Once we get to know each other a bit, I will design a small project specifically for you - something to take you out of your comfort zone. You're welcome.
(1) Growth Grade is assessed by you and me together near the end of the course. I'll ask you to outline your growth in the course and explain how you stretched and learned. Grade yourself, and convince me.

Everything will be graded on a scale of 0 - 3.

0 - you do nothing
1 - you do something (complete most tasks / needs improvement)
2 - you do all things (complete all tasks / satisfactory)
3 - you do all things, plus (complete all tasks + demonstrates creativity, enthusiasm, and/or effort)

You can earn up to 30 points in this course.

5 participation-grades worth 3 points each (15 pts total)
2 project-grades worth 3 points each (6 pts total)
2 you-grades worth 3 points each (6 pts total)
1 growth-grade worth 3 points

Final grades will be based on this scale:

A 28-30 pts
A- 25-27 pts
B 22-24 pts
B- 19-21 pts
C 16-18 pts
C- 13-15 pts
D 10-12 pts
D- 7-9 pts
F below 7 pts

Artistry (don't worry about it)

Success is based on effort, participation, and engagement, not artistic ability. The concepts and ideas we explore are what count, not the aesthetics of the media you make. I am primarily interested in your personal growth. Your creations do not have to be a Picasso for you to stretch yourself.

Policies & Procedures (EULA)

Late work. Assignments are to be turned in on or before their due dates. Late assignments are penalized 10% per day.

Participation. You are expected to be fully engaged and participate actively in the course activities – especially interactions with other students.

Academic integrity. You should feel free to help one another and collaborate in the learning process. However, you are responsible for completing your own work. Any form of academic dishonesty or its facilitation will be subject to disciplinary action. Institutional policy specifics are published in the UCD Catalog – you are responsible for knowing them. A creative and enjoyable environment is a better learning environment. If, for some reason, you are not enjoying this class, bring it to my attention. Use of others’ work without providing proper acknowledgment is not acceptable and will lead to failing the course.

Special needs. If you have a disability, including a learning disability, please contact your instructor via phone or email to discuss any necessary accommodations.

Technology use. Using UCD email and networks require adherence to usage policies – e.g., avoiding commercial profit-making enterprises or inappropriate personal or political uses. You are responsible for knowing the standards and rules governing computer use. For more info see the IT Services policies page.

Accommodations. The University of Colorado Denver is committed to providing reasonable accommodation and access to programs and services to persons with disabilities; see the University of Colorado Denver Accommodations website for specifics. Students with disabilities who want academic accommodations must register with Disability Resources and Services (DRS), North Classroom 2514, Campus Box 118, P.O. Box 173364, Denver, CO 80217-3364, 303-556-3450, TTY 303-556-4766, FAX 303-556-4771, email DisabilityResources@ucdenver.edu. I am happy to provide approved accommodations, once you provide me with a copy of DRS’s letter.

Incomplete Grade Policy. Incomplete grades (I) are not given to replace low grades. To be eligible for an incomplete grade, students must (1) successfully completed at least 75% of the course requirements, (2) have special circumstances (verification required) that preclude the student from attending classes and/or completing graded assignments, and (3) make arrangements to complete missing assignments with the original instructor before more than one year has elapsed since the end of the semester in which the course was taken.

Incomplete Grade Process. Students must be in close communication with the instructor PRIOR to the end of the semester regarding special circumstances precluding them from successfully completing the remainder of the course. Faculty may assign students an incomplete grade of “I” to signify that special circumstances beyond the student’s control prevented the student from completing a small portion of the course (no more than 25%) and that a final grade cannot yet be assigned.

IT IS THE STUDENT’S RESPONSIBILITY TO COLLABORATE WITH THE INSTRUCTOR TO COMPLETE AN INCOMPLETE AGREEMENT FORM prior to the end of the semester for which the incomplete is given. A copy of the form, signed by both the student and the instructor should be submitted to the SEHD Student Services Center (LSC 701). Both the student and instructor should also keep a copy. The instructor sets the conditions under which the course work can be completed and the time limit for completion. The student is expected to complete the requirements within the established deadline. If the missing assignments are not completed within the allotted time, the “I” converts to an F on the student’s transcript. Students making up an incomplete should not re-register for the course.

Upon completion of the missing course work, a Change of Record Form is completed by the original instructor to change the “I” to a letter grade. Faculty should work with the Faculty Services Center to complete the Change of Record Form.

Students with Disabilities. The University of Colorado at Denver is committed to providing reasonable accommodation and access to programs and services to students with disabilities. UCD strives to comply with the portions of the Americans for Disabilities Act (ADA) dealing with students. The Disability Resources and Services Office (DRSO) serve the needs of the diverse community of students with disabilities attending UCD. For information, please visit this site.

CU Denver Honor Code. As members of the CU Denver community, students are expected to uphold University standards, which include abiding by state, civil, and criminal laws and all University policies and standards of conduct. These standards assist in promoting a safe and welcoming community. The full UCD Student Code of Conduct can be found here.

SEHD Honor Code. The School’s honor code is currently under review by faculty in the Student Committee.

Ombuds Office. The CU-Denver Ombuds Office offers free, voluntary, and confidential consultation and information. It’s a safe place to discuss any conflicts, questions or concerns you may have about University expectations, policies or procedures. It’s located in the CU-Denver Building, Suite 100. For further information, call them at (303)-315-0046 or visit their website.

Support from the Writing Center. The UCD Writing Center offers individual and small group consultations for students seeking to strengthen their writing. Students meet with a consultant live for a 50-minute appointment, just like they would face-to-face. More information is available at their website. An informational video, appointment video, and pdf brochure are available at their website as well. See also their APA style guide.

What about post-term access?

The course is open during the teaching term, but not indefinitely after that. Remember that you will present projects in your portfolio from different classes – always back up your data and collect all needed files from all courses as you complete the work. You will be responsible for having access to these files as you prepare your portfolio.

Change Clause

This syllabus is subject to change, and it very likely will.