Roadways direct our travel. Storefronts persuade us to buy certain items. Office buildings indicate power and status. Memorials call us to reflection. The spaces we inhabit communicate with us. This seminar will explore the issues of spatial design and their role in personal experiences. Then, students in the class will investigate how digital technology could intersect with spatial design in a variety of settings to create, enhance, promote, or diminish user-experiences.
This seminar’s aims include:
- investigating the role of information design in the interplay between digital and physical spaces.
- developing awareness and advocacy for different types of places and spaces, and their roles in developing communities.
- critically considering the role of technology in built space.
- writing and editing content suitable for wide audiences about this interdisciplinary topic.
As part of the strategic communication emphasis in the Master of Arts in Communication, this seminar will focus on the consideration of the interactions between space, technology, and user-experience. Specifically, our work will be grounded in theories of information design and user-experience design to allow us to consider the means whereby digital media creates opportunities for conversation, engagement, and experimentation with physical (built) and digital spaces.
- Experiential Analysis
Seminar participants will engage with spaces, keeping notes about their experiences. Students should visit at least two spaces per week and write an analysis of their reflections about those spaces. Images of these spaces, drawings, maps, user-guides would also be helpful tools for analysis. These may be contained in a print or digital journal and will be assessed three times throughout the semester. Here are representative examples of the types of 500-1000 word entries (with images) these might include from my own proxemics analyses.
- Contribution to the field
Each seminar participant will devise a book chapter written in APA format as a contribution to an e-book titled, “Digital Proxemics: How technology shape the ways we move.” Deliverables: Book chapter. Ideas for potential chapters might include things that connect a particular space to a digital medium, or the ways that digital media can create or influence experience in a particular space:
- Digital wayfinding displays for built spaces
- Online meet-up groups create physical meeting spaces
- Schools creating virtual classrooms alongside traditional ones
- The role of digital design in shaping in-store shopping experience
- The power of blogs for local community engagement
- New definitions of social space online
- The role of user-experience design in combining digital and physical spaces.
- Digital Media Consumption & Creation
Seminar participants should be active consumers of digital media. In this seminar, this means finding, reading, and participating in timely conversations. Each participant will establish and maintain a Twitter page and a Pinterest account that creates opportunities for contribution to ongoing discussions as a digital thinker rather than as an idle consumer (Why Twitter?). Deliverables: Twitter activity and pins on a community Pinterest Board.
- Reflection and Analysis
Our readings and face-to-face conversations provide opportunities for substantial reflection on the topic of this seminar and the integration of media, technology, and society. Deliverables: Readings and substantive face-to-face participation.
- Experiential Analysis: 30%
These analyses will be collected three times during the semester and assessed for completion, critical reflection, and
- Book Chapter: 50%
The book chapter will be submitted in stages. Stage 1: Proposal. Stage 2: introduction with proposed references. Stage 3: Completed Chapter (Draft One). Stage 4: Completed Chapter. Stage 5: Revised Chapter.
- Twitter & Pinterest: 10%
All participants should be sharing information multiple times per week via Twitter and Pinterest.
- Readings & substantive face-to-face participation: 10%
The readings and seminar meeting times create a unifying structure for this seminar, for which participation on the part of every participant is paramount.
Notes about work produced in this seminar:
- At the Master’s level, all student writing should be clear, logically organized, concise, and error-free. Whereas the role of the professor is to provide counsel for you on the organization and thought processes of early drafts of your writing, the onus of responsibility falls to the student for soliciting support in proofreading and editing. Students who require writing support should avail themselves of the resources available in both the Library and the Center for Student Success on the lower level of the Dana Building.
- Appropriate citation and attribution is necessary for all writing (in all media) in this course. Images, texts, video clips, tweets, and all other replicated work should be attributed in a manner appropriate to the presentation medium. Failure to appropriately cite sources is considered academic dishonesty.
Class readings are web-based. In addition, each student will choose supplemental readings to inform their book chapters (you will likely need to read at least three – one from each category – if not more, of the following):
- Bacon, E. N. (1974). Design of Cities. Cedar Grove, NJ: Penguin Books.
- Fleming, R. L. (2007). The Art of Placemaking. New York: Merrell.
- Gehl, J. (2010). Cities for People. Washington, DC: Island Press.
- Gibson, D. (2009). The Wayfinding Handbook: Information design for public places. New York: Princeton Architectural Press.
- Hall, E.
- Lynch, K. (1960). The Image of the City.Cambridge, MA: MIT Press.
- Oldenburg, R. (1999). The Great Good Place. New York: Marlowe & Company.
- Gee, J.P. (2007). What Video Games Have to Teach Us about Learning and Literacy (2nd ed.). New York: Palgrave MacMillan.
- Gillmor, D. (2010). Mediactive.
- Kovach, B. & Rosenstiel, T. (2010). Blur: How to know what’s true in the age of information overload. New York: Bloomsbury.
- Papacharissi, Z. (2011). A Networked Self: Identity, Community, and Culture on Social Network Sites. New York: Taylor & Francis.
- Rheingold, H. (2000). The Virtual Community (Revised Edition). Cambridge, MA: MIT Press.
- Rheingold, H. (2002). Smart Mobs: The next social revolution. Cambridge, MA: Basic Books.
- Bolter, J. D., & Gromala, D. (2003). Windows and Mirrors: Interaction design, digital art, and the myth of transparency. Boston, MA: Massachusetts Institute of Technology.
- Coates, D. (2003). Watches Tell More Than Time: Product design, information, and the quest for elegance. New York: McGraw-Hill.
- Kress, G., & van Leeuwen, T. (2001). Multimodal Discourse: The modes and media of contemporary communication. London: Hodder-Arnold.
- Maeda, J. (2006). The Laws of Simplicity: Design, technology, business, life. Cambridge, MA: MIT Press.
- Norman, D. (2004). Emotional Design: Why we love (or hate) everyday things. Cambridge, MA: MIT Press.
- Shedroff, N. (2001). Experience Design 1. Indianapolis, IN: New Riders Publishing.
Late/Missed Work Policy: Always make arrangements with me as soon as you know about an upcoming absence. Arrangements for making up missed work must be made in advance, and I encourage you to discuss with me any concerns you have regarding deadlines in advance. Assignments submitted late will be severely penalized by 10% of the original point allocation per calendar day late. Thus, assignments submitted after 10 days late will earn no points. The dates on our schedule are the official due dates. All readings and materials are due during class time on the date specified. Dates are subject to change, and any changes will be made in writing.
Attendance Policy: Attendance is expected in this course. If you will be missing class for any reason, let me know as soon as possible. If you miss class, you are responsible for contacting a classmate to find out what work was missed. Excessive absences (3 or more) will result in automatic failure of the course.
Queens University of Charlotte Graduate School Information: Participation in this seminar is governed by the graduate academic policies found in the Student Catalog; the policies of the School of Communication Graduate Student Qualifications Committee; and the Queens University of Charlotte Honor Code. Failure to uphold any of these policies by any participant will be dealt with swiftly and severely, in accordance with the regulations of each policy.
Disability Accommodations: If you are a student with a verified disability and you require accommodations, please provide me with the necessary memorandum that was given to you by Student Disability Services. Contact: The Coordinator of Disability Services: Mary Miles Davis, 704-337-2508.
Honor Code: The Honor Code, which permeates all phases of university life, is based on three fundamental principles. It assumes that Queens students: a) are truthful at all times, b) respect the property of others (this includes written works, thus, plagiarism is a Honor Code violation), and c) are honest in tests, examinations, term papers, and all other academic assignments. It is a violation of the Honor Code for a student to be untruthful concerning the reason for a class absence. If you believe that you have witnessed a violation of the Queens Honor Code, I encourage you to speak with me confidentially. All members of the Queens community adhere to the Honor Code, these expectations are outlined in the Honor Code Booklet,http://portal.queens.edu.
Queens University of Charlotte Honor Code
As a member of the Queens University of Charlotte community, I will endeavor to create a spirit of integrity and honor for its own sake at Queens University of Charlotte.
Academic Pledge: I pledge truthfulness and absolute honesty in the performance of all academic work.
Community Pledge: I pledge to be truthful at all times, to treat others with respect, to respect the property of others,and to adhere to University policies.
Accepting both the privileges and responsibilities of living by this code of honor, I resolve to uphold this code and not to tolerate any violations of its spirit or principles.
E-mail: Students’ Queens University of Charlotte e-mail (Qmail) is an official form of communication for this course, and will be used to disseminate materials and provide updates in group and individual form. Please check your email regularly.
University Closings / Cancelled Classes: In the rare occasion when it is necessary to close the university announcements will be made on TV and radio, and will be posted on the Queens web site, http://www.queens.edu. The best way for the Queens community to receive fast and accurate information about closings is to sign up for QALERT at www.queens.edu/alert. Remember, you must register as a new user each academic year, even if you’ve signed up in the past. NOTE: If classes are meeting but you feel that you cannot find a safe way to get to class, you should notify me as soon as possible.
Intellectual Property Policy: Queens University of Charlotte faculty and students adhere to the Queens’ Intellectual Property Policy and U.S. Copyright Law. See Faculty Handbook,http://moodle.queens.edu, and the Queens University of Charlotte website at http://www.queens.edu.
This content may be modified on a regular basis to facilitate effectiveness in the seminar experience. Seminar participants are advised to check this page often for revisions.