Media Technologies, Winter 2016: A Three-Week, Online Course

Today marks two firsts in my teaching: teaching an entirely online course and teaching during the three-week winter session. It’s also novel because I never took a course under either of these conditions as a student.

To better serve its diverse population of non-traditional students, the department of Media Studies at CUNY Queens College has been looking to offer more non-traditional course offerings. Those include more online and hybrid courses and more courses during the three-week winter session. (The department is also offering more courses during the summer sessions.)

My offering during this non-traditional period, Media Technologies, surveys twelve communication technologies. Rather than schedule lectures at a specific time that students watch, I am emphasizing asynchronous, self-directed study.

For each media technology, students will…

  1. audition a short introductory lecture that explains the topic and emphasizes impacts of that technology on the society that adopted it,
  2. read a chapter from Irving Fang’s textbook Alphabet to Internet and a condensed version of an article from the fifth edition of the anthology Communication in History,
  3. take a quiz on the material.

After covering four topics, students will be required to take a weekly midterm exam.

Rather than using Blackboard or some similarly bloated learning management system, the syllabus is available on the open web. Anyone is welcome to audit the course, but submitting assignments requires a Queens College login to access Google Classroom. Office hours, scheduled on Tuesday and Thursday mornings, are conducted via a series of Google Hangouts.

Finally, based on feedback I received from students enrolled in other online classes, I am dispensing with any collaborative requirement. The students I surveyed expresses disappointment and frustration with instructors requiring students to post to blogs, to social networking sites, or an online forum. They indicated that not only was it the most annoying part of the class, but also the least impactful.

The course is currently full. Enrollment is capped at twenty students to allow for personal contact with students registered for the course. This is especially important because we’re not aiming to create a MOOC at the expense of nurturing our undergraduates.

Visit the course syllabus

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