This schedule is subject to change. Please check back regularly.

wk1 in-class due
1/11 intro --Course overview
--Twitter and Blogger
1/13 how web 2.0 changed the shape of information. --Read "What Is Web 2.0" by Tim O'Reilly (2005). Make sure to understand the following concepts: Web as Platform, Collective Intelligence, and The Wisdom of Crowds.
--Tweet an image or video on/about Web 2.0 that you find interesting, relevant, or amusing. USE #dtc356 as well as a URL Shortener like
wk2 in-class due

the state of the web.

Web 2.0 Design Patterns (Prezi)
--Read "Web Squared: Web 2.0 Five Years On" (2009) by Tim O'Reilly and John Batelle. Pay attention to any differences between, or elaborations on, the "What is Web 2.0" article from Thursday.
--Blog #1 (ALL GROUPS BLOG). First, describe what you see as the most important idea from this article given your own future professional goals--what can/should you take with you? Second, what is the most exciting web application you've seen in the past year? What is exciting about it?
1/20 how search works. --Comment on Blog #1(Group 1 comment on 2, 2 on 3, 3 on 4, 4 on 5, and 5 on 6, and 6 on 1)
Battelle, John. "Chapter 4: Google is Born." The Search: How Google and Its Rivals Rewrote the Rules of Business and Transformed Our Culture.
--Watch "How Google Works"
wk3 in-class due
1/25 the new order of order. --Read Prologue, Chapter 1 and Chapter 2 of Weinberger. Pay attention to the role of the digital in organization, first/second/third orders of order, and the limits of categorization.
--Blog #2 (ALL GROUPS BLOG, Group 1 comment on 6, 2 on 4, 3 on 5, 4 on 1, 5 on 3, and 6 on 4). First, summarize what you see as the key points from the chapters. Second, describe one thing in your life you spend time keeping organized. Describe why the order you choose works for you.

lumps and splits.


--Skim Chapter 3 and read Chapter 4 of Weinberger. Pay attention to notions of power (who get to do the order/labeling and to what ends), difference between lumpers and splitters, and consider whether or not the shape of our knowledge is changing (p. 71)
--Blog #3 (ALL GROUPS BLOG, no responses). Weinberger says, "Reality is multifaceted. There are a lot of ways to slice it. How we choose to slice it up depends on why we're slicing it up." Go back to the thing you described organizing on Tuedsay's blog. How might someone else organize this item? What does how YOU organize it say about what you value and who you are?
wk4 in-class due

data vs. metadata.

New Properties, New Strategies (Prezi)

--Read Chapter 5 of Weinberger. Pay attention to how/why classification systems are political, the concept of tagging, his 4 new strategic principles (and why they matter)
--Blog #4 (ALL GROUPS BLOG, respond to your own group, 1 on 1, 2 on 2, 3 on 3, etc..) Describe the connections you see between Weinberger's ideas thus far and the "What is Web 2.0" and "Web Squared" articles from weeks1&2. Make sure to make specific references to the texts (either by quoting or clearly summarizing key points)

the wisdom of crowds.

Skynet. (Prezi)

--Read Chapter 7 of Weinberger. Pay attention to the concept of social expertise, knowledge as a social act, and role of active engagement.
--Tweet a link on crowdsourcing and/or the wisdom of crowds. Look at two other people's links and respond to them on Twitter.
wk5 in-class due
2/8 implicit and explicit information. folksonomies (PREZI) --Read Chapter 8 of Weinberger. Pay attention to the difference between implicit and explicit information (and why it matters) and the term "folksonomy."
--Blog #5 (ALL GROUPS BLOG, 1 respond to 3, 2 to 4, 3 to 5, 4 to 6, 5 to 1, and 6 to 2). Weinberger, relying on German philosopher Heidegger, says that "the meaning of a particular thing is enabled by the web of implicit meanings we call the world" (170). First, describe what he means by this. Second, explain how this is relevant to the third order of order. Third, draw/sketch/photoshop the following: choose a song that is important to you in some way. Draw the implicit web of meanings that make this song important to you. That is, make the implicit explicit. Ask yourself: what would a computer need to know in order to understand the relevance of this song in my life? (yes, a computer)
2/10 lessons from order. (PREZI) --Read Chapter 10 and Coda of Weinberger.
-- Tweet the three terms/ideas/concepts you think are the most important from Weinberger.
wk6 in-class due
2/15 1. Semantic Web
2. Henry Jenkins
3. Connections to Advertising
--Watch Mr. Splashy Pants.
--Read/Listen to Old Spice's Wildly Successful Ad Model
--Read "Introduction: Worship at the Altar of Convergence" from Henry Jenkins' Convergence Culture: Where Old and New Media Collide
--Blog #6 (ALL GROUPS BLOG, choose 1 person's blog from your group to comment on). What are the key points/terms from Jenkins? How do they (or do they) connect with the key points from Weinberger?
2/17 media in the age of the third order. wikileaks. --Guest Speaker, Meg Clark (via Skype). Meg is a 2010 DTC grad and Community Manager at CoTweet, a comprehensive Web-based social media engagement solution aimed toward marketers and customer support professionals. Meg heads up technical support, runs the CoTweet blog , and manages social media marketing.
wk7 in-class due
2/22 midterm midterm
2/24 we will watch this IN CLASS (no need to watch it before) Copyright Criminals --3 tweets required during class or asap after class (more tweets welcomed). Tweet 1: an idea/concept you find interesting from the movie || Tweet 2: a response to someone else's tweets (make sure to use #dtc356) || Tweet 3: any connection (however thin) you see between movie and Jenkins or Weinberger.
wk8 in-class due
3/1 creativity and originality in convergence culture --Read "Hip Hop Goes Transmedia: Seven Laws" by Marguerite de Bourgoing
3/3 writing is djing is writing --Read pgs 56-77 of Paul D Miller's Rhythm Science
Blog #7 (ALL groups blog, choose 1 person's blog from your group to comment on) First, briefly summarize the overall argument(s) of the deBourgoing piece. Second, briefly describe any connections you see between her argument(s) and the things we discussed in the first half of the course. Third, the Miller book is a bit tough to read, but do your best to summarize his key argument(s). Lastly, make any connections you can between deBourgoing, Miller, and any of the topics we've discussed in class so far.
wk9 in-class due
3/8 meaning and knowledge --Read pgs 77-end of Paul D Miller's Rhythm Science
--Blog #8 (ALL groups blog, comment on everyone in your own group, so 1 on everyone in 1, 2 on 2, etc...). This reading includes 5 sections (Rhythmic Cinema, Rhythmic Space, Errata Erratum, The Future is Here, and The Prostitute). First, pull 1-2 quotes you find appealing from each section and explain what they mean. Second, spend some time at Who Sampled. Choose a song and notice the samples, the related songs, possible covers or remixes. Now, make a few connections between the geneaology of your song (that is, the "how it's related to other music) and some of the quotes/ideas from Miller that you've discussed.
3/10 the rhetoric of djing --Guest Speaker: Doc Adam a DJ from PDX (and a Philsophy Professor). A brief promo if you want to see him in action.
--Tweet a question for Doc Adam.
.....................spring break march 12-20.................
wk10 in-class due
3/22 --Describe Final Project
--Debrief on Doc Adam lecture
--Set up Lessig

Be there. Welcome back.

3/24 --Intro and Cultures of Our Past (RW vs RO) --Read pgs 1-33 of Lawrence Lessig'sRemix
--Blog #9 (ALL groups blog, no comments).
First, describe what you see as Lessig's key argument in the Introduction. Second, describe the difference RW and RO culture and why it matters to Lessig's argument. Third, why does Lessig use Sousa?
wk11 in-class due
3/29 --RO, Extended. RW, Revived. --Read pgs 34-83 of Lawrence Lessig'sRemix

--Blog #10 (ALL groups blog, group 1 comment on 2, 2 on 3, 3 on 4, 4 on 5, 5 on 6, and 6 on 1).
First, post a link and/or description of a remix you like. Next, make 3 specific connections between today's reading and the remix. (eg: This remix illustrates Lessig's point about X. This remix reminds me Lessig's claim that Y. so on...)
3/31 --Cultures Compared. Value. --Read pgs 84-116 of Lawrence Lessig'sRemix
either your favorite quote from this section OR a brief summary of the section.
--EMAIL ME if you're choosing the final project option (no need to email if you're doing the exam). If i don't hear from you by FRIDAY, I will assume you are taking the final exam.
wk12 in-class due
4/5 --Commercial and Sharing Economies. --Read pgs 117-176 of Lawrence Lessig'sRemix
--Blog #11 (ALL groups blog, no comments).
Describe the difference between a sharing and a commercial economy. Why does this distinction matter to Lessig's main argument?


wk13 in-class due
4/12 --Hybrid Economies
-- Watch RIP! A Remix Manifesto
--Read pgs 177-224 of Lawrence Lessig'sRemix
--Tweet during movie
--IF you're doing the final project, you need to email me a brief, informal, proposal today (see assignment)
4/14 --Watch RIP! A Remix Manifesto
--Economy Lessons
--Read pgs 225-252 of Lawrence Lessig'sRemix
--Tweet during movie
--Blog #12 (ALL groups blog, comment on everyone in your own group, so 1 on everyone in 1, 2 on 2, etc...). Make three connections between this week's reading and the movie. Be explicit about the connections so that I can tell you 1) watched the movie, and 2) did the reading.
wk14 in-class due
4/19 --Reforming the Law, Reforming Us --Read pgs 253-288 of Lawrence Lessig'sRemix
--IF YOU didn't do Blog #12 from last week, now is a good time.
4/21 --Concluding Remix --Read pgs 289-end of Lawrence Lessig'sRemix
--Tweet the "so what" of Lessig as you see it. What's the most useful takeaway?
wk15 in-class due
4/26 presentations presentations
4/28 final exam final exam (If you did a presentation, no class today BUT project is due by day's end)